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Copeland

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Copeland

  1. 1. CARL eLearning Report & Update Lynn Copeland Simon Fraser University Library CARL/ARL Ottawa May 17, 2006
  2. 2. Introduction <ul><li>“ A university is defined by the quality of its academic conversations, not by the technologies that service them.” </li></ul><ul><li>Diana Laurillard </li></ul>
  3. 3. Why librarians’ involvement slow to come <ul><li>Traditional role not course-specific </li></ul><ul><li>Librarians as a whole haven’t made their case </li></ul><ul><li>Administrators and educators haven’t bought in </li></ul>
  4. 5. A very few Canadian examples <ul><li>Univ. Victoria </li></ul><ul><li>SFU Library </li></ul><ul><li>UBC Library </li></ul><ul><li>U Calgary Library </li></ul><ul><li>York U Library </li></ul><ul><li>… </li></ul>
  5. 6. Library resources: core value <ul><li>In 2002/03, CARL academic libraries subscribed to 297,108 electronic journals, representing 46% of their serials subscriptions, and the number is growing. </li></ul>
  6. 7. Librarian involvement: core value <ul><li>“... the average essay grade is … a whole 2 grade points improved over last year. I suspect this is in no small part due to you and your excellent orientation.” </li></ul><ul><li>330,000 students at CARL institutions receive instruction </li></ul>
  7. 8. Librarian involvement core value (2) <ul><li>Library instruction  searching self-efficacy </li></ul><ul><li>Frequent use of library databases  self-efficacy </li></ul><ul><li>Posttraining self-efficacy  grade point up </li></ul>
  8. 9. Reasons for library/CMS integration <ul><li>‘ Value of going back’ esp. for EAL students; students learn at own pace </li></ul><ul><li>Students preference to stay inside domain (webct); students ‘live’ in WebCt; learning is contextual </li></ul><ul><li>Avoid reinvention of library wheel </li></ul>
  9. 12. General issues: <ul><li>Student preference for familiar </li></ul><ul><li>Extend DE model, f2f model </li></ul><ul><li>Library should be in context not just a ‘resource’ </li></ul><ul><li>Building content within course: </li></ul><ul><ul><li>Information dates and must be re-copied </li></ul></ul><ul><ul><li>Multiple static copies of the same material </li></ul></ul><ul><ul><li>Quiz content not easily imported </li></ul></ul><ul><li>Student evaluation is within course </li></ul><ul><li>Authentication/authorization </li></ul><ul><li>Cross-course referral/link/eval within one platform </li></ul>
  10. 13. OCLC Best Practices: Technical and Functional <ul><li>Information windows </li></ul><ul><li>Aggregate access </li></ul><ul><li>Provide bibliographic tools: easy searching and reference completions </li></ul><ul><li>Provide content in user-customized formats </li></ul><ul><li>Integrate plagiarism software </li></ul>
  11. 14. OCLC Best Practices: Technical and Cultural <ul><ul><ul><li>Embed library resources in course management systems </li></ul></ul></ul><ul><ul><ul><li>Integrate commercial information services </li></ul></ul></ul><ul><ul><ul><li>Customize personal preferences </li></ul></ul></ul><ul><ul><ul><li>Provide virtual reference at point of need </li></ul></ul></ul><ul><ul><ul><li>Embed information seeking training modules </li></ul></ul></ul>
  12. 15. IMS Resource List interoperability Best practice and Implementation <ul><li>First focus – reading lists (ie ereserves) </li></ul><ul><li>Content Packaging: Create/read/delete </li></ul><ul><ul><li>Copyright issues </li></ul></ul><ul><ul><li>Time sensitive </li></ul></ul><ul><li>Digital repositories: Search/expose, gather/expose, submit/store, request/deliver, alert/expose </li></ul>
  13. 16. IMS Stakeholders: <ul><li>Learners : </li></ul><ul><li>F aculty : in their course environment </li></ul><ul><li>Instructional designers :working with an authoring tool </li></ul><ul><li>Librarians : a combination of library services </li></ul>
  14. 17. IMS Use cases <ul><li>Resource List Is Created </li></ul><ul><li>Online Public Access Catalog Records for Course Reserves </li></ul><ul><li>Resource List Is Shared </li></ul><ul><li>Supplying the Learner with a Course Reading List </li></ul><ul><li>Resource List is Created from Harvested Meta-data </li></ul><ul><li>Resource List can include Local Content </li></ul><ul><li>Extensibility for Vendor Specific Needs </li></ul><ul><li>Propagate changes </li></ul><ul><li>Harvesting and Reusing </li></ul><ul><li>Facilitating Reuse via Annotations (References) </li></ul><ul><li>Library digital repository archives selected resource lists </li></ul><ul><li>Resource list can be empty </li></ul>
  15. 18. JISC/ELF Framework: Library roles <ul><li>Application Services: 6,8 of 17 </li></ul><ul><li>Common Services: 13,9 of 38 </li></ul><ul><li>Library roles are closely or somewhat tied to 36 of 55 services in the ELF framework </li></ul>
  16. 19. SFU Library: ‘Our Library is where YOU are’ <ul><li>Liaison Librarian model: </li></ul><ul><ul><li>Discipline based partnership </li></ul></ul><ul><ul><li>Collections, instruction, reference </li></ul></ul><ul><li>Strong systems division </li></ul><ul><ul><li>Local development </li></ul></ul><ul><li>Presence on key committees, decisions </li></ul>
  17. 20. Reasons for optimism wrt LMS’s <ul><li>SAKAI, WebCT features </li></ul><ul><li>JISC/ELF: library components in framework </li></ul><ul><li>DEST </li></ul><ul><li>CARL position paper shows librarians’ engagement; </li></ul><ul><li>Pamphlet, web site will enable libraries to engage faculty, admin locally </li></ul>
  18. 21. SAKAI <ul><li>MIT: </li></ul><ul><ul><li>integrate library content, </li></ul></ul><ul><ul><li>Integrate librarian functionality </li></ul></ul><ul><ul><li>eReserves via News tool </li></ul></ul><ul><li>Yale: via new librarian role & library toolkit </li></ul><ul><ul><li>Integrate links via individual course resources tool </li></ul></ul><ul><ul><li>Pre- and post-tests </li></ul></ul><ul><ul><li>Guides, contact info, chat ref etc. </li></ul></ul>
  19. 22. WebCT CE v.6; Vista <ul><li>Powerlinks potential to include library resources </li></ul><ul><li>‘ guest’ accounts </li></ul>
  20. 23. Other <ul><li>Moodle </li></ul><ul><li>CREE </li></ul>
  21. 24. Report Recommendations <ul><li>Make connections </li></ul><ul><li>Advocate </li></ul><ul><li>Educate </li></ul><ul><li>Local </li></ul><ul><li>National </li></ul><ul><li>International </li></ul>
  22. 25. Update <ul><li>Report, pamphlet distributed </li></ul><ul><li>CARL represented on CanKNOW STC </li></ul><ul><li>CARL represented at CCL Strat. Pl. </li></ul><ul><li>Web ‘best practices’ site will shortly be developed </li></ul><ul><li>Presenting at eLearning conferences </li></ul><ul><li>Cdn gov’t investment </li></ul>
  23. 26. “ Why should we put up with overcrowded classes & facilities ” --- Len Norris

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