Cb Cetis June 2007 Final


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Presentation by Caroline Breslin/Andrew Wodehouse, University of Strathclyde on the DIDET project at joint JISC CETIS EC/MDR meeting, 29 June 2007

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  • Introductions: Present today are Caroline Breslin (presenting) and David Nicol from Learning Services and CAPLE (Centre for Academic Practice and Learning Enhancement) at the University of Strathclyde. Other Co-authors are Hilary Grierson from CAPLE/DMEM and Andrew Wodehouse from DMEM (Design, Manufacture and Engineering Management)
  • Cb Cetis June 2007 Final

    1. 1. Caroline Breslin Project Manager Learning Services University of Strathclyde Andrew Wodehouse Design Lecturer DMEM University of Strathclyde
    2. 2. Digital Libraries in the Classroom “ digital libraries for global distributed innovative design education and teamwork”
    3. 3. DIDET Project Vision <ul><li>To e nhance student learning opportunities by enabling them to participate in global team-based design engineering projects that give them experience of working within multi-cultural contexts. Make this possible through a range of information and communication technologies . </li></ul>
    4. 5. Less Formal and Dynamic Storing and sharing content Group Collaboration/ Team communication Cross team activities Workfow management (process) Manipulation of information Capturing tacit information Knowledge structuring LauLima System Architecture LauLima Digital Library (LDL) longer term: reuse by staff and students Retrieval of resources Reuse of student-generated resources, design concepts and sharing processes Quality assurance Metadata and standards Granularity Browse/ search Formal and More Permanent LauLima Learning Environment (LLE) a workspace environment: point of need
    5. 6. How LauLima is used Store Share Reuse Capture
    6. 7. Class contexts <ul><li>LauLima has been used in several teaching and learning contexts: </li></ul><ul><ul><li>Team industrial projects (4 th & 5 th years) </li></ul></ul><ul><ul><li>Concept design modelling projects (3 rd year) </li></ul></ul><ul><ul><li>Global Design class (5 th year class) </li></ul></ul>
    7. 8. The design environment <ul><li>Teams work in a sociable studio environment – challenge is for virtual space to provide a similar ‘feel’ </li></ul>
    8. 9. Recording design information <ul><li>Working with LauLima for the duration of a project allows teams to build an information-rich ‘roadmap’ of their design process </li></ul>Team Site Team File Gallery
    9. 10. Linking information <ul><li>Linked wiki pages forced students to consider the structure of their project resource. </li></ul>
    10. 11. Creating class structure <ul><li>All class materials, announcements and deliverables through the LauLima system </li></ul>end Phase 1 Research Phase 2 Concept Development start Phase 3 Final Design Generation of Requirements Modelling and Evaluation Final Design Review
    11. 12. Templates as shareable learning objects <ul><li>Templates minimise work in transferring information, capturing rationale and linking resources to concepts. </li></ul>
    12. 13. Communication <ul><li>The system can be used to handle both formal and informal communication in a contained domain </li></ul>Shoutbox Messaging system ‘ Message wall’
    13. 14. Team co-ordination <ul><li>In the Global Design class, time differences meant that team organisation was crucial. Wiki pages provided a common forum to update team information. </li></ul>Team diary
    14. 15. Recording team progress <ul><li>Both formal (meeting miutes) and informal (project logs) project information can be stored in an integrated team site… particularly important for team industrial projects </li></ul>Meeting minutes page Project log page
    15. 16. Multi-disciplinary teaching team <ul><li>LauLima provides a forum for a multi-disciplinary teaching team to interact and give feedback </li></ul>student experience Learning technologist provided on-going information literacy support Lecturer gave tailored mini-topics highlighting key issues and tasks Coaches provided on-going process and technical support Librarian gave tailored session on information searching and sources Multi-disciplinary team Global Design coach feedback
    16. 17. Assessment <ul><li>LauLima site means no team report required, allows assessment of design and process management </li></ul>Design Critique & Demonstration LauLima Site
    17. 18. Harvesting material <ul><li>Staff harvest the best material when marking student sites – then stored in LDL for both to use. </li></ul>
    18. 19. Resolving issues <ul><li>Varying levels of ability - and enthusiasm! </li></ul><ul><li>Assessment of content Vs assessment of style </li></ul><ul><li>Ownership and control of technology </li></ul><ul><li>Ease of use/learning curve/resistance </li></ul>
    19. 20. Resolving issues <ul><li>Resolved by… </li></ul><ul><li>Adequate training and support – at all sites; focus on best practice </li></ul><ul><li>Online team monitoring and support; use of system logs </li></ul><ul><li>Monitoring and evaluation for assessment and for actively feeding into development </li></ul>
    20. 21. Resolving issues <ul><li>… and using LauLima in conjunction with other tools and technologies </li></ul>
    21. 22. Resolving issues <ul><li>Creative Vs Legal Balance </li></ul>Vs ©
    22. 23. Legal issues <ul><li>Copyright and IPR </li></ul><ul><li>Copyright exemptions (For LLE but not LDL) </li></ul><ul><li>Referencing (best practice) </li></ul><ul><li>Student Copyright forms </li></ul><ul><li>Data Protection – making student/staff LDL material anonymous </li></ul><ul><li>UK-USA legal and cultural differences </li></ul>
    23. 24. Resolving issues <ul><li>Resolved by… </li></ul><ul><li>Complementary teaching and learning; Information Literacy </li></ul><ul><li>Note benefits (and challenges) of cross-discipline team </li></ul>Centre for Academic Practice and Learning Enhancement Design Manufacture and Engineering Management Centre for Digital Library Research Learning Services
    24. 25. Resolving Issues <ul><li>Collaboration and Development Issues… </li></ul><ul><li>… not just for students but for staff ! </li></ul>
    25. 26. Resolving issues <ul><li>Resolved by… </li></ul>Monitor Evaluate Feedback Develop Project EVOLUTION
    26. 27. System trade offs <ul><li>Balance of research and development - rapidly changing requirements - changing technological solutions - benefits and issues of open source - “next BIG thing” issue </li></ul>
    27. 28. System trade offs <ul><li>Metadata Quality Vs Speed and Usability </li></ul>Description: dsjkgdkgds
    28. 29. System trade offs <ul><li>Functionality Vs usability </li></ul><ul><li>Danger of functionality overload </li></ul>&quot;Most people only use 20 percent of Microsoft Word's functionality, why buy a 100 percent solution for something you only need 20 percent of?&quot; John Cobb, president of Automotive and Motorcycle, Emap Digital USA
    29. 30. Still working on… <ul><li>Workflow; changing student roles? </li></ul><ul><li>Approval; changing staff roles and/or system as project becomes embedded in department </li></ul><ul><li>Archiving; granularity of resources </li></ul>
    30. 31. Achieving Aims <ul><li>Allows true global working </li></ul><ul><li>24/7 remote access for staff and students </li></ul>
    31. 32. Q&A Further information <ul><li>www.didet.ac.uk </li></ul><ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul>Q&A