Transcript Integrating Electronic Resources into the Virtual Learning Environment: Work in Progress at Bournemouth University Library Jill Beard David Ball Kathryn Cheshir Barbara Newland HEA Pathfinder Cluster Group.

Integrating Electronic Resources into the
Virtual Learning Environment: Work in
Progress at Bournemouth University Library
Jill Beard
David Ball
Kathryn Cheshir
Barbara Newland
HEA Pathfinder Cluster Group meeting
www.bournemouth.ac.uk
Plymouth November 8th 2007
Digital Natives – Digital Immigrants
Digital Natives
Digital Immigrants
Parallel process and multi-task
Singular process and single or limited task
Prefer picture, video and sound to text
Prefer text to picture video and sound
Random access to interactive media
Linear, logical sequential access
Interact/network simultaneously to many
Interact/network simultaneously to few
Comfortable in virtual and real spaces
Comfortable in real spaces
Prefer interactive/network approach to work
Prefer to work independently
Prefer multiple multi media information sources
(rapid)
Prefer slow controlled information release
(limited sources)
Based on Prensky (2001) and Jukes and Dosaj (2006)
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Popularity of ‘e’
• Exponential growth of and access to eresources
• Information can be accessed from
anywhere at any time - convenience
• Digital natives are enthusiastic adopters
• Academic collections no longer limited to
what can be housed in library buildings
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What does it mean for us?
• How can we ensure that the needs of the
all students are met?
• How can we encourage both digital natives
and digital immigrants exploit the
resources available to them?
• VLE as transformational technology
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Bournemouth University Library
• Over 80% access information from home
• 60% of overall Library budget spent on
electronic resources
• 29,000 e-journals & 40,000 e-books
• Granular and selective, e-journal
“package”
• E-book seen as a form in its own right not
an e-version of a text book
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Hard-copy and electronic usage
1000
900
800
700
600
500
400
300
200
100
0
Book issues (000s)
E-downloads (000s)
Aggregate (000s)
2002/3 2003/4 2004/5 2005/6 2006/7
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myBU
• Opportunity to deal with some long running
challenges
• Improve the Library web site with the Bb Library tab –
interaction; Web 2.0
• Inefficient searching – mySearch a federated search tool
• Reading Lists – integration of all resources at unit level
• Exam Papers – available to all at unit level
• eReserves – materials in highest demand at unit level
• BURO – the institutional repository
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Library Tab & mySearch
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Help and advice
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Reading Lists
• Reading lists available on
Library Management
System for a number of
years
• Needed to enhance with
live links to ‘e’
• Needed to re-engineer
working processes
• New life into a moribund
tool satisfying the student
demand for access to a
meaningful reading list
chosen by their academic
tutors
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Exam Paper Folder Structure
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MyBU Survey results 2006-7
Features Used
%
Announcements
75%
Unit Materials
95%
Online Discussions
14%
Online assessments or Quizzes
14%
Library Reading Lists
43%
Other weblinks to resources
30%
Past Exam Papers
48%
Student Support Resources
19%
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Short Loan and eReserves
• CLA Scanning Licence
• Item must be owned by the University
• Item must be published in the UK
• eReserves
• Unit Leaders informed when article has been
scanned
• Link made from unit in myBU to eReserves
folder
• Timed Release
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Scanned totals @ 3rd November
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•
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355 items with 425 deployments
132 – Business School (plus 25 Law items)
61- Health and Social care
55 – Media School
48 – Services Management
33 – Conservation Sciences
1- Design Engineering and Computing
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e-Reserves Storage on myBU
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Scanning – lessons learnt
Issues
Solutions
Scanning sometimes produces very
large files causing to downloading
problems for students off-campus
Adobe software purchased to allow
us to reduce file sizes
Accessibility issues highlighted
Procedure put in place to support
students with Additional Learning
Needs
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e-Res (HEA funded 2007-8)
eRes project aims to enhance the student learning
experience by developing and disseminating:
• innovative pedagogical frameworks which bring together
learning activities and academically led quality eresources within the unit of study
• an e-reading strategy which encompasses models for
resource discovery and e-literacy
• guidelines on the appropriate support required by
academics from librarians, staff developers and learning
technologists
• http://www.bournemouth.ac.uk/eds/eres/
www.bournemouth.ac.uk
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Collaborative learning
Online discussions based on e-resources
Group-produce wiki
E-tutoring
Critical thinking
Reflection
Use of blog tool during PBL activities
E-resources
e.g.
short loan
e-journals
e-books
E-Reading Strategy;
social bookmarking activities
Other
New ways of working in a 100% online
resource environment
Role of e-resources in a block teaching
approach
Social construction
of knowledge
Social bookmarking activities; wikis
Assessment
Publisher-provided content for formative/
summative assessment
Problem based learning
Use of blogs, wikis and discussion boards for
group PBL work, to include sharing
e-resources
Student learning experience
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e-Res Confirmed Case Studies
• Online discussion based on a selected e-journal article
• Groups create a wiki which is used as the basis for a seminar
presentation
• Development of self-managed activities using online resources to
develop staff expertise in e-tutoring
• New ways of working between academics, librarians and students in a
100% online resource environment
• Use of blogs, wikis and discussion boards for group PBL work, to
include sharing e-resources
• Social bookmarking to share health-related resources
• Use of publisher-provided online content to create self-managed
learning packs incorporating formative and summative assessment
• E-reading strategy
www.bournemouth.ac.uk
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e-Res Potential Case Studies
• Unit blog to comment on online articles, and to help
students prepare for seminar presentations
• Role of e-resources in a block teaching approach
• Assessed online discussions which require
students to provide references to resources and
demonstrate their relevance
• e-assessment using publisher-provided content
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Next step for majority
• Academics will use reading
lists and update them
• E-learning activities using
quality e-resources becomes
the next step forward for
majority of academics
• Engage Net Gen students
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Conclusion
“Only by understanding the Net generation can colleges
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and universities create learning environments that
optimize their strengths and minimise their weaknesses”
(Oblinger and Oblinger 2005)
Discontinuity is here to stay between net gen natives and
the digital immigrants
How can we provide an environment and resources to
satisfy all
Engaging majority of academics
BU project eRes is a step towards meeting the challenge
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References
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Beard, J. et al., 2007. Integrating e-Resources within a University VLE. Library and Information Update, 6 (4), pp. 35-37.
Belanger, J. 2007. Cataloguing E-books in UK Higher Education Libraries: report of a survey. Program, 41 (3), pp. 203-216.
Block, R. Apple to do eBooks? [online], Engadget. Available from: http://www. engadget. com/2006/07/22/apple-to-do-ebooks [accessed
8th August 2006].
Davy, T., 2007. E-textbooks: opportunities, innovations, distractions and dilemmas. Serials, 20 (2), pp. 98-102.
Everett, R., 2002. MLEs and VLEs explained. JISC, London. Available at: http://www. jisc. ac. uk/index. cfm?name=mle_briefings_1.
Hernon, P. et al, 2007. E-book Use by Students: undergraduates in economics, literature and nursing. Journal of Academic Librarianship,
33 (1), pp. 3-13.
Jukes, I. and Dosaj, A., 2006. Understanding Digital Kids (DKs): teaching and learning in the new digital landscape. The InfoSavvy
Group.
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Documentation, 61 (6), pp. 700-712.
Newland, B., 2003. Evaluating the Impact of a VLE on Learning and Teaching. EDMEDIA World Conference on Educational Multimedia,
Hypermedia and Telecommunications, Hawaii, USA.
Newland, B. et al., (2004). VLE Longitudinal report, duo (Durham University Online) 2001 – 2003, Bournemouth University
Newland, B., Jenkins, M. and Ringan, N. 2006. Academic Experiences of Using VLEs: overarching lessons for preparing and supporting
staff. In O’Donoghue, J., ed., Technology Supported Learning and Teaching: A Staff Perspective, Information Science Publishing,
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Oblinger, D.G. & Oblinger, J.L. (2005) Is it age or IT: first steps towards understanding the Net generation. In:Educating the Net
Generation [online]. Educause. Available from: http://www.educause.edu/educatingthenetgen/. [Accessed 12 May 2007]
Parkes, D., 2007. E-books from Ebrary at Staffordshire University: a case study. Program, 41 (3), pp. 253-261.
Prensky, M., 2001. Digital Natives, Digital Immigrants. On the Horizon, 9 (5), pp. 1-6.
Tenopir, C., 2003. Use and Users of Electronic Library Resources: an overview and analysis of recent research studies. Council on
Library and Information Resources, Washington. Available at: http://www. clir. org/pubs/reports/pub120/pub120. pdf.
Woodward, H., 2007. The National E-Books Observatory Project & the UK Academic Vision for E-Books. JISC National E-Books
Observatory Project. Avalable at http://www.jiscebooksproject.org/archives/62.
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