The document summarizes a user experience project conducted by University of the Arts London (UAL) library services to better understand student behavior and adapt library environments. Students were employed to map, observe, and provide feedback about library spaces through love letters, touchstone tours, and focus groups. Over 500 maps, 100 tours, and 30 reflective logs were collected. The findings informed recommendations to improve wayfinding, create silent zones, and plans for new library buildings. Future plans include continued student involvement and implementing short and long-term recommendations.
UAlbany Open Access Day Presentation on OER GrantElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from my presentation with J. Slichko outlining the details of our incentivized worshops offered as a partnership between UAlbany IT Services and the Libraries, funded by a SUNY IITG grant.
Challenges at UoS - library space as learning spaces as learning styles evolvenortherncollaboration
Rachel Dolan – Campus Library Manager discusses Challenges at University of Sunderland libraries - the role of library spaces as learning styles and access to resources are evolving inc brief tour of Murray Library.
Using digital technologies to transform library training for distance student...northerncollaboration
Using digital technologies to transform library training for distance students - Fiona Durham. Open University presentation at the Northern Collaboration 2017 Conference
UAlbany Open Access Day Presentation on OER GrantElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from my presentation with J. Slichko outlining the details of our incentivized worshops offered as a partnership between UAlbany IT Services and the Libraries, funded by a SUNY IITG grant.
Challenges at UoS - library space as learning spaces as learning styles evolvenortherncollaboration
Rachel Dolan – Campus Library Manager discusses Challenges at University of Sunderland libraries - the role of library spaces as learning styles and access to resources are evolving inc brief tour of Murray Library.
Using digital technologies to transform library training for distance student...northerncollaboration
Using digital technologies to transform library training for distance students - Fiona Durham. Open University presentation at the Northern Collaboration 2017 Conference
Barbour, M. K. (2011, May). Researching online distance learning in schools in New Zealand and North America. An invited presentation to the University of Canterbury e-Learning Lab, Christchurch, New Zealand.
Northern Collaboration Learning Exchange - Learning Spaces Learning spaces in other places - Leanne Young winner of the 2016 Travelling Librarian Award from CILIP shares insights and experiences gained from her travels to creative learning spaces in the USA
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
From Bean Counting to Adding Value: Using Statistics to Transform ServicesUCD Library
Presentation given by Diarmuid Stokes, College Liaison Librarian at University College Dublin Library, Dublin, Ireland, at the Great Expectations Conference, Birmingham City University, UK, December 5, 2014.
The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects f...Darcy Gervasio
Presented at ALA Annual 2015, Mar. 27, 2015. Presentation discusses alternatives to standardized tests. Join us on a do-it-yourself quest to harvest meaningful assessment data from real student work. Learn how librarians are implementing a campus-wide information literacy assessment rubric for senior capstone projects. We’ll share how we aligned our homegrown rubric to institutional and national standards, used free cloud-based tools, and planted the seeds for "slow assessment" across campus.
[Lefebvre] [Multiple stakes in the ground] IFLA LBES 2016Diane Koen
Presentation made by [Madeleine Lefebvre] at the IFLA Library Buildings and Equipment Satellite Meeting. Illinois Institute of Technology, Chicago, August 10-11, 2016.
Barbour, M. K. (2011, May). Researching online distance learning in schools in New Zealand and North America. An invited presentation to the University of Canterbury e-Learning Lab, Christchurch, New Zealand.
Northern Collaboration Learning Exchange - Learning Spaces Learning spaces in other places - Leanne Young winner of the 2016 Travelling Librarian Award from CILIP shares insights and experiences gained from her travels to creative learning spaces in the USA
Exploring various techniques for giving information literacy and learning support to large bodies of students, especially using technology-enhanced learning.
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
From Bean Counting to Adding Value: Using Statistics to Transform ServicesUCD Library
Presentation given by Diarmuid Stokes, College Liaison Librarian at University College Dublin Library, Dublin, Ireland, at the Great Expectations Conference, Birmingham City University, UK, December 5, 2014.
The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects f...Darcy Gervasio
Presented at ALA Annual 2015, Mar. 27, 2015. Presentation discusses alternatives to standardized tests. Join us on a do-it-yourself quest to harvest meaningful assessment data from real student work. Learn how librarians are implementing a campus-wide information literacy assessment rubric for senior capstone projects. We’ll share how we aligned our homegrown rubric to institutional and national standards, used free cloud-based tools, and planted the seeds for "slow assessment" across campus.
[Lefebvre] [Multiple stakes in the ground] IFLA LBES 2016Diane Koen
Presentation made by [Madeleine Lefebvre] at the IFLA Library Buildings and Equipment Satellite Meeting. Illinois Institute of Technology, Chicago, August 10-11, 2016.
Everyone is familiar with big and exciting library projects, but how do you achieve transformative results on a small budget and in an existing space? Find out how architects, librarians, and space coordinators approach these challenges. Learn how to develop, design and implement small projects for maximum impact by addressing fundamental design principles and key building elements.
Originally presented at the Ontario Library Association's 5th Annual Institute on the Library as Place. by Anne Bailey (Director, Branch Libraries, Toronto Public Library), Johanna Romero (Coordinator, Space Planning, Wilfrid Laurier University), and Jon Loewen (Architectural Designer, Perkins+Will Canada).
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This presentation describes the planning and services of a hybrid library and Yale IT enterprise. Presented with Themba Flowers, Co-Director of the Center for Science and Social Science Information, Yale University at the 2013 Nercomp Conference.
University of St Andrews journal hosting serviceStAndrewsUniLib
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Developing a master plan for a 21st century library in Canada
Diane Koen, Senior Director, Planning and Resources, McGill University presented at the Maynooth University Library and
IFLA Library Buildings and Equipment Section Seminar:
"Key issues for library space: international perspectives"
March 3, 2016
Maynooth University Library, Maynooth, Co Kildare, Ireland
https://www.maynoothuniversity.ie/library/events/key-issues-library-space-international-perspectives-maynooth-university-and-ifla-library-buildings
This presentation was provided by Pedro Reynoso of Chabot College, during the NISO training series "Assessment Practices and Metrics for the 21st Century (Session Two)," held on November 1, 2019.
Using a longitudinal focus group methodology to measure the value and impact ...Leo Appleton
Methodological paper delivered as part of the student forum at the 12th International Conference on Performance Measurement in Libraries, Oxford, UK, 31st July - 2nd August 2017
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Customer Service Group UK: Adapting library and learning environments to student behaviour 17.11.15
1. Adapting library and learning environments to
student behaviour: student involvement through
user experience at University of the Arts London
Leo Appleton, Associate Director
Tania Olsson, London College of Communication
Jayne Batch, Central Saint Martins
Sandra Reed, Resources and Systems
2. Six Colleges, one service
• Camberwell College of Arts
• Central Saint Martins
• Chelsea College of Arts
• London College of Communication
• London College of Fashion
• Wimbledon College of Arts
3. Why user experience ?
• UAL Library Services is committed to user engagement
• Previous methods have included; ‘Tell us what you think’, LibQUAL,
NSS, PTES, PRES, FE Survey, feedback from course and programme
boards, SU sabbatical officers
• Focus on student behaviour and usage of space
• Planning for new build projects
6. UX partnership: involving students
• Employed students from in-house temp agency to
work on the project
• Offered a range of ways students could get involved
• Offered incentives for involvement
12. Focus groups
• Observer feedback: informed focus group themes
• In depth and reflective theme driven discussion:
• Types of space
• Silent or quiet / group / IT
• Layout of space
• Environment
• heat / light / signposting
• Proportions and amount of space
• Behaviours in space
• Staff support
17. Project outputs / outcomes
• Inform student responsiveness policy, processes and initiatives
• Recommendations for consideration when planning new library building projects
• Methodology for future UX projects and activity
• Student reflective journals
• Cross-UAL and college-specific reports
• Responsive changes to current physical layout to library and learning spaces
• Embedded culture of responsiveness through UX
18. Future planning
Each college site has now been asked to think about:
• What are our students saying?
• What changes can we make now?
• What requires further planning?
23. Next steps
• Student involvement in new build visioning
• Observation team involved in UX methods
• Future plans for UX activity
• Short-term recommendations implemented in all libraries
• Long-term recommendations being discussed
• All recommendations informing new build planning
24. Thank you for listening
• Leo Appleton l.m.appleton@arts.ac.uk
• Tania Olsson t.olsson@lcc.arts.ac.uk
Editor's Notes
LA
We use all the standard methods of gathering feedback and continue to use LibQUAL, NSS, PTES, PRES, FE Survey, feedback from course and programme boards, SU sabbatical officers. These are all essential for evidence gathering, but we wanted a more dynamic way of measuring the effectiveness and efficiency of our spaces.
Using UX techniques allowed us to;
observe existing student behaviours within the Libraries and Learning Zones in order to optimise their current usage by responding to the ways in which students currently make physical use of their learning spaces.
To encourage existing students to reflect on their current usage of UAL Library Services, in order to better understand how students use them
To embed a responsive approach towards developing library services through proactive partnership and discussion through student user groups
To inform future Library space planning projects through observation and discussion with students
To inform future developments of services and facilities
TO
We already have a history of working in partnership with students. In 2014 students on the BA Spatial Design course at the London College of Communication were set a brief to redesign an area of the library. The idea was to encourage student to think about sustainability around library resources.
TO
In 2014 students on the BA Graphic Design course at Central Saint Martins were given a design brief for a ‘love your library’ campaign. This gave students valuable professional experience in designing an innovative communication strategy, and gave us the chance to collaborate directly with a CSM course and to provide a platform for the student voice.
So we already aware of the benefits of partnering with our students
TO
We began to look at the scope of our project, assessing the usage across 6 sites, across all our opening hours.
We were aware from the beginning that this is something that would require a dedicated team and looked to our UAL temp agency to supply us with 12 members of staff for the two week project.
Our students are very engaged with the library service and it was easy for us to get 12 enthusiastic students to join the project ( also, we paid them).
We also needed students to signs up to specific elements of our project; tours, reflective logs and focus groups. Our temp students were great at getting their peers involved, but we did also offer voucher incentives.
LA
UX as a methodology uses a range of methods and techniques which are often described as anthropological and ethnographical in that they encourage objective observation and reflection of user behaviour within a given environment or system. The UAL Library Services UX project used the following methods for gathering intelligence within the overall methodology: Mapping, Observing, Love Letters, Reflective Logs, Touchstone tours, Focus Groups.
We ran a half day work shop to set out what was required for the 3 techniques our students would be working on, Mapping, Observing and Touchstone tours. This also gave the student temps an opportunity to try out the techniques.
LA
Observation of student movements within library spaces – this is achieved through placing observers at vantage points throughout the libraries and Learning Zones, and at specific times of the day to observe and map how students move through given learning spaces. This is a popular way to see if signposting works, or whether students use particular preferred routes through the library and of there are particular physical paths of least resistance within spaces. It is also a good method to see where the popular or unpopular destinations are.
We specified 3 vantage points and asked the observers to spend 15 minutes in each.
The were given different coloured pencils and asked to draw one line per library user. Green was reserved for groups.
Observation of static spaces – this technique places observers at particular vantage points (i.e. communal areas, silent zones, photocopy areas) to see how the area or space is naturally used. This achieves some of the objectives of the space observations, but also allows the observer to see which natural behaviours occur within given areas.
For static observations students were asked to look at how what was happening in a specific space and to note their observations under the headings, setting / acts / activities/ actions / actors / space / objects / time / goals / emotions.
We offered a £10 voucher incentive for students to take part in the touchstone tours.
LA
Touchstone tours involve walking around the Library or Learning Zone with the user being observed in order to question and discuss the user’s regular experience of the space. This allows for individuals to present their subjective views. Obtaining a critical mass of these within a given learning space can help to establish well used and underused areas of the space as well as common likes and dislikes. It is also a useful channel for getting suggestions for service improvements from users.
TO
Focus groups are a useful method for generating deep and reflective discussion with library users about a given topic or theme. The UX project used this method in each of the libraries and a focus group with up to 8 participants in each was conducted during the second phase of the project.
The 12 observers were convened for an initial focus group, which was designed to illicit feedback about the observational techniques (i.e. for future UX activity) and also to generate some discussion about their observations of student use and behaviour in and around the library and Learning Zone space. Post-its etc and general discussion. The focus group allowed the project team an insight into the key themes which had emerged from the observations and these themes formed the basis of the subsequent focus group discussions.
Users of all libraries were invited to take part in a library specific focus group and all were successfully subscribed to.
TO
Love letters was a technique that we used as part of the focus groups. Participants are invited to write either a love letter or a break up letter to the library.
It was a great way to get them to start thinking about the space before starting to focus group discussion.
TO
All the focus group participants were subsequently invited to keep a reflective journal of their learning and studying behaviour over a three week period in June and July 2015. Reflective logs allow the participants to capture their different behaviours and preferences, and each was asked to particularly consider what made a learning space conducive to their studying, with a focus on the learning spaces provided in the libraries and Learning Zones.
TO
Our students were encouraged to include photographs and drawings in their logs.
LA
There was a lot of data to work through so we engaged with our students again to
LA
The results and findings of the UX project have been broken down and reported back at a local level. Each of the six college libraries (and CSM Learning Zone) have received a report detailing key themes and suggested short and long term recommendations for service and space improvements. Each of these reports also includes comprehensive sets of evidence generated through the various phases of the UX project.
TO – 5 mins to go
Each college has been asked to look at implementing the recommendations from the report. As part of this we needed the sites to think about what our students are telling us, what changes can we make now and what changes can we make for the future.
UX gave me lots of qualities information to consider. Actions were also informed by feedback already gathered in past surveys.
Being part of the project team gave me an advantage over my peers as I received the information as it was being gathered. I also had an overview of feedback across colleges which meant I could consider what all our participants were saying and relate that to LCC.
TO
Lots of individual voices and some conflicting thoughts and suggestions but there were key themes.
Common across all LS spaces people not sure what they could / should do where.
LCC left Silent Zone old signage – right new banner explaining what can do where.
Enclosed Silent study area tucked to the back of the space, so not known / used by some students.
Incorporated into library tours for new students, so now rather than pointing towards enclosed silent study, up the stairs towards group study we take them there.
Use of enclosed silent study has increased & we have reviewed booking of group study rooms.
Students also wanted rules & us to enforce them – hence drinking, no eating.
New UAL LS branding so all signage reviewed before produced new signs.
Future planning: we will be looking at maps for all LS spaces – could be added to college aps.
With LCC in terms of space our Silent Zone emerged as needing the most work. Not surprising - Learning Zone refurbished 4 years ago. Students did mention broken tables but we already had that in hand.
SZ space is the more traditional lib space - stacks, lib collection / study tables & chairs, are of computers & scanners.
Students talked about SZ being drab , dark, discussion re colour - some wanted more, others might find that distracting. Mostly it was about the light - common theme in all of the search and sites.
Students suggested mixing up space, making it less intimidating.
Move of journals to the front of the space to make space more welcoming adding new books and comfy furniture to that space to give it a bit of colour too.
Although students talked about not knowing what to do where they also said they didn’t want to be told what to do & for the furniture to do the talking – comfy chairs back to back, study tables separate
Already planned some of this – tables - we planned to change all of them as they were old & wooden. We had thought about grey tables, but changed to white to make it brighter. Validated our choices.
The moves meant we could add in a few more study spaces to address the fact that people wanted more of them. We plan to add even more tables as there is now more space.
We had not thought about chairs but our observers said how people said they were uncomfortable. this was news as we don't sit on them. Once we did it was obvious they were, so we changed all of them including operator chairs - lucky I found out about to before the end of the budget year when I had money left.
Bean bags less formal - very well used.
Clear message student want a bit of everything depending on what they are doing – making their own spaces – bean bags end up in quiet corners
New Special Collections cabinets – cream – see collections inside. Students like our exhibition spaces. Validated plans.