Transcript Slide 1

It’s all on the Web…isn’t it? The
University of Queensland Library’s
Innovative Support for Teaching
and Learning.
Deborah Turnbull, Anne Horn, Michael Fagg
University of Queensland Cybrary
STUDENTS
Changing Student Expectations
• Between 1987 and 2001 the proportion of
students in the 20-24 year age group has
risen from 29% to 34%, largely reflecting
an increase in higher degree study and
duration of first degree study.
• There has been a 417% increase in
postgraduate coursework enrolments and
164% increase in higher degree research.
Changing Student Expectations
• Students
– Are making increasing
contributions to the cost of
their education
– Spent less time on campus
and more time working in
paid employment
– Undertook an increasing
number of activities that
competed with the
demands of university.
– Were less likely to spend
time on campus
– Increasingly found it
difficult to become
motivated to study
Higher Education Students by Type of
Enrolment, 1996-2000
195000
190000
185000
180000
175000
170000
165000
1996 1998 2000
Part
Time
Students
96000
94000
92000
90000
88000
86000
84000
82000
80000
78000
1996 1998 2000
http://www.dest.gov.au/highered/statistics/timeseries/'TBL 2'!B1
External
Students
Masters Students 1979-2000
60000
50000
40000
Research
Coursework
30000
20000
10000
0
1979
1989
1999
http://www.dest.gov.au/highered/statpubs.htm#time
2000
Higher Education Graduate
Certificate Students 1985-2000
14000
12000
10000
8000
Grad Certificate
6000
4000
2000
0
1985
1990
1995
2000
http://www.dest.gov.au/highered/statpubs.htm#time
Our Student range…
Trad
Boomers
Gen X
Millennials
Born 1925-1945 Born 1946-1964 Born 1965-1980 Born 1980-2002
Slogan
“Keepers of “Thank God,
“Work to
Live”
“Upcoming
Optimists”
Technologically
Superior –
the Grail”
its Monday”
Unsure and
resistant
Willing to
learn
Techno Savvy
Feeling
toward
supervisors
Respectful of
authority
Nonauthoritarian
Dislike close
supervision
Respectful of
Traditionalists
Provide
Stable
environment
Personal
challenges
Feedback
Structure
Tech
Expect “Eeverything”
Adapted from:
http://www.etsu.edu/edc/EDC%20Training%20Handouts/When%20Generations%20Collide%20final.ppt
10 Attributes Information-age
(Millennial) mindset
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Computers aren’t technology
The Internet is better than TV
Reality is no longer real
Doing is more important than knowing
Learning more closely resembles Nintendo than logic
Multitasking is a way of life
Typing is preferred to handwriting
Staying connected is essential
There is zero tolerance for delays
Consumer and creator are blurring
»
Jason Frand, “The Information Age Mindset: Changes in students &
Implications for Higher Education,” EDUCAUSE Review 35, no.5
(September/October 2000):15-24
Millennials…
STAFF
Age-sex profile of academics by
current duties term, 1995
“Academics had an older age profile than people in other occupations.”1
Academics with tenured terms
Academics with limited terms
1. ABS: Australian Social Trends 1997
Education - Education & Work: Academics -http://www.abs.gov.au/Ausstats/[email protected]/0/dd091f79d0d8ac5aca2569bb00164f6b?OpenDocument
How old are you?
1. Everything that’s already in the world when you’re
born is just normal;
2. Anything that gets invented between then and
before you turn thirty is incredibly exciting and
creative and with any luck you can make a career
out of it;
3. Anything that gets invented after you’re thirty is
against the natural order of things and the
beginning of the end of civilization as we know it
until it’s been around for about ten years when it
gradually turns out to be alright really.
 Apply this list to movies, rock music, word
processors and mobile phones to work out
how old you are…. http://www.douglasadams.com/dna/19990901-00-a.html
Use of IT by Academics
• http://www.dest.gov.au/highered/otherpub/
academic_work.htm
• Skepticism about use of IT and the
educational benefits
– Time
– Increased work load
– Pedagogy
Flexible Learning/Delivery
Flexible Learning
• Students now want to choose how, where, and
when they learn, and greater flexibility of service
delivery facilitates this independent user-centred
student learning.
• Flexible learning often requires innovative
technological solutions and students now expect
web access to a wide variety of course materials
(eg. Exam papers, lecture notes, journals,
books, etc.).
Issues with Flexible Learning / Delivery
• Study options
– Part time
– External
– Graduate Certificate,
Coursework Masters, etc.
• Student range
– Age
– IT Skills
• Staff
– Age
– IT Skills
“There is clear evidence that
flexible learning in most forms
requires additional resources:
staff time and instructional design,
technical, and administrative
supports……. E-learning can be
flexible or inflexible depending on
how the instruction is designed;
Flexible learning should be seen
as a means not an end to quality
learning. ”
•Chen, D. (2003). Uncovering the Provisos behind Flexible
Learning. Educational Technology & Society, 6(2), 25-30,
Available at http://ifets.ieee.org/periodical/6-2/3.html (ISSN
1436-4522)
Flexible Delivery
Flexible Learning  Flexible Delivery
• Flexible delivery is the term used to describe
means by which facilitation of effective, studentcentred learning may be implemented (such as
methods to deliver course content in new and
novel ways).
• Flexible delivery includes the provision of
resources and the application of technologies to
create, store and distribute course content and
enrich communications to engender more
effective learning.
UQ Cybrary
• In an ever-changing technological world
the University of Queensland Library
provides programs and services which are
integrated tools for lifelong learning,
problem based teaching, and cutting edge
research.
The Cybrary Website
•More than just a website,
the Cybrary home page is
the primary starting point for
many of our clients to
access our services.
– March 2003 the website
recorded 3,101,291
successful requests! The
busiest day this year has
been March 11th with
146,611 requests.
• Last year the website was
accessed by over 440,000
different computers
Making Learning Mobile
One of the key ICT strategies of
the UQ Cybrary is enabling our
clients to access information
resources anywhere and anytime.
ie. At their point of need.
Eg. Students and staff can connect
their own notebook computers to
the network in branch libraries in
a variety of ways.
Laptops @ UQ
Wireless technology is now
available for the home as well as the
office. Next generation protocols
promise speeds of up to 54Mb/s
Gartner group predict a 23%
increase in the adoption of wireless
technologies in the workplace during
2003
“Creativity is the power to connect the seemingly
unconnected.”
– William Plomer (1903-1973)
Computing In Your Lap
The next generation of laptop
computers may not even need a
keyboard!
•Already
available from
vendors (HP,
Acer)
•Retail for
around
AUS$3400
New kinds of mobile devices
How about a phone
that is also a
Personal Digital
Assistant (PDA)?
Or a laptop that
“reads” my
handwriting?
Or digital ink and
paper?
Which leads us to…..
You don’t see the feet madly
paddling and you often don’t
see the technology madly
paddling to make “seamless
interface” a reality!
Paddling Feet 1: Authentication
& Proxying
Like many universities, much of the authorisation and
authentication that we do for our clients takes place at
our proxy servers or at the internet “border”.
One such service that we operate is called EZ-Proxy.
This service is used transparently for products
available through the UQ Cybrary web site
http://www.usefulutilitIes.com
Paddling Feet 2: Broadband &
Beyond
High-speed internet access is becoming almost a
common-place thing in many Australian homes.
A recent survey by the Bureau of Statistics
determined that more than 4.4 million homes had
access to the internet!
Matching this growth has been the
increasing number of subscribers with
permanent or non dial-up connections,
with around 470,000 subscribers at the
end of March 2003.
Just
because it’s
possible
doesn’t
mean it’s
legal!
It’s all free on the web?
• Why is it there?
– Who’s paying? Libraries
• Why isn’t it there?
– Who’s going to digitise it?
– Who’s going to pay for it?
• When is it going to be there?
– What’s the profit?
• Is it ever going to be there?
– Does it have to be?
– Web a convenient print
delivery medium?
• Digital ink, digital paper
• Who’s going to keep it there?
– Who owns it?
– Who’s going to store it
indefinitely?
•“E” everything is still not a
reality, but at the same time
a lot more information is
provided electronically
regardless of form.
•To assist students the
Library has positioned itself
as a vital gateway, an
innovator of electronic
delivery and a trainer in
effective access and use of
information.
So where are we?
Are there new paths to follow in
relation to flexible delivery?
Paddling Feet 3: Legislative
Changes
• Two key environmental changes
have opened up new possibilities for
making material available via the
web.
• The Digital Agenda copyright
reforms
• Broadband internet access
Digital Agenda copyright reforms
• Educational institutions who who are
licensed can now make available digitally,
certain copyright material originally
obtained in a non- digital format.
• That is material that has traditionally been
photocopied, plus recordings from
television and radio.
“We have lots of information technology. We
just don’t have any information.”
Digitization of copyright print material
• One chapter or one reasonable portion of a book.
• Only one digital copy of a chapter can be
communicated online by an institution.
• Access to digital copies must be restricted to the staff
and students of the institution (passwords) and
copyright notices must be provided.
– By setting up a central repository for digitised print material
the library can ensure that the amount of material copied from
any one work stays within the copyright requirements
Radio and TV broadcasts
• Since 1990 recordings have
been made under the
Screenrights license.
• Before the digital agenda reforms
recordings could not be
accessed digitally (i.e. streamed
via the web)
• This is now possible as long as
the stream is restricted to staff
and students of the institution
(passwords) and copyright
notices are provided.
How Libraries are making the
provision of streamed offair
recordings easier.
• Just like with printed material libraries make an
ideal central repository where resources can be
shared.
• Unlike print material you can make as many
copies as you like, but all copies must be
counted in the Screenrights survey.
– Accessing the library copy takes away the hassle of
record keeping and making sure the requirements of
the copyright act are fulfilled.
.
For years moving large media files across
congested networks and slow modems
made video streaming rather problematic..
But then came broadband
• While university networks have
been fast enough to deliver
digital video for a number of
years the 56k modem has
always been a barrier to off
campus access
• The growing rate of broadband
access is increasingly making
the true flexible delivery of video
recorded from TV
Thinking about future implications
makes all the difference
The short term
• Standards need to be
developed in relation to
video streaming.
• Commercially purchased
analogue video can not be
digitized without the
copyright owners
– Students can’t be expected to
be downloading a new player
permission.
every time they want to view a
programme.
• Will Media Player become
the new Acrobat Reader?
• Technology is changing
daily. To which one do you
commit?
– This existing material is still
widely used.
– Libraries will have to support
both analogue and digital
collections for many years to
come.
Long Term
• With developments in video streaming, wireless
technology and broadband, access to library
audio/visual material may become completely
remote.
–
–
–
–
Broadband still an issue
User preference? Totally Virtual or a choice?
Licenses and Copyright
Digital policing will also become more prominent
• It’s possible, but is it legal? (MP3 case, Uni of Tasmania)
• How do you provide assistance when the space
becomes virtual?
Recording digitally
• Technology now makes it possible to
record directly in digital formats ensuring
quality and making programs readily
streamable.
• Programs can be stored on DVD or hard
disk.
The End