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CARL eLearning Report & UpdateCARL eLearning Report & Update

Lynn CopelandSimon Fraser University Library

CARL/ARL Ottawa May 17, 2006


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CARL/ARL 2006: CARL eLearning Report & Update -- Lynn Copeland, SFU -- Ma

IntroductionIntroduction

A university is defined by the quality of its

academic conversations, not by thetechnologies that service them.

Diana Laurillard


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Why librarians involvement slow to comeWhy librarians involvement slow to come

Traditional role not course-specific

Librarians as a whole havent made

their caseAdministrators and educators havent

bought in


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CARL campus elearning and Librari

0 9 18 27

WebCT/Blackberry etc.

Teaching Online

Online guides

Online tutorials

Services to fac include

Interactive Online tutorial

Services to online users

Library as resource

Inst

Inst

Lib

Lib

Lib

Lib

Lib

Inst

2005

2003


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A very few Canadian examplesA very few Canadian examples

s Univ. Victoria

s SFU Library

s UBC Librarys U Calgary Library

s York U Library

s


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Library resources: core valueLibrary resources: core value

In 2002/03, CARL academic libraries

subscribed to 297,108 electronic

journals, representing 46% of theirserials subscriptions, and the number is

growing.


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Librarian involvement: core valueLibrarian involvement: core value

s ... the average essay grade is a

whole 2 grade points improved over last

year. I suspect this is in no small partdue to you and your excellent

orientation.

s

330,000 students at CARL institutionsreceive instruction


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Librarian involvement core value (2)Librarian involvement core value (2)

Library instruction searching self-efficacy

Frequent use of library databases self-

efficacyPosttraining self-efficacy grade point up


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Reasons for library/CMS integrationReasons for library/CMS integration

s Value of going back esp. for EAL

students; students learn at own pace

s Students preference to stay insidedomain (webct); students live in

WebCt; learning is contextual

s

Avoid reinvention of library wheel


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General issues:General issues:

s Student preference for familiars Extend DE model, f2f models Library should be in context not just a resources

Building content within course: Information dates and must be re-copied Multiple static copies of the same material

Quiz content not easily imported

s Student evaluation is within courses Authentication/authorization

s Cross-course referral/link/eval within one platform


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OCLC Best Practices: Technical and FunctionalOCLC Best Practices: Technical and Functional

s Information windows

s Aggregate access

s Provide bibliographic tools: easy searchingand reference completions

s Provide content in user-customized formats

s

Integrate plagiarism software


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OCLC Best Practices: Technical and CulturalOCLC Best Practices: Technical and Cultural

Embed library resources in course management

systems

Integrate commercial information services

Customize personal preferences Provide virtual reference at point of need

Embed information seeking training modules


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IMS Resource List interoperability

Best practice and Implementation

IMS Resource List interoperability

Best practice and Implementation

s First focus reading lists (ie ereserves)

s Content Packaging: Create/read/delete

Copyright issues Time sensitive

s Digital repositories: Search/expose,

gather/expose, submit/store,request/deliver, alert/expose


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IMS Stakeholders:IMS Stakeholders:

s Learners:

s Faculty: in their course environment

s Instructional designers:working withan authoring tool

s Librarians: a combination of library

services


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IMS Use casesIMS Use cases

s Resource List Is Createds Online Public Access Catalog Records for Course Reservess Resource List Is Shareds Supplying the Learner with a Course Reading Lists

Resource List is Created from Harvested Meta-datas Resource List can include Local Contents Extensibility for Vendor Specific Needss Propagate changess Harvesting and Reusings Facilitating Reuse via Annotations (References)s Library digital repository archives selected resource listss Resource list can be empty


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JISC/ELF Framework: Library rolesJISC/ELF Framework: Library roles

s Application Services: 6,8 of 17

s Common Services: 13,9 of 38

Library roles are closely or somewhat tied

to 36 of 55 services in the ELF

framework


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SFU Library: Our Library is where YOU areSFU Library: Our Library is where YOU are

s Liaison Librarian model:

Discipline based partnership

Collections, instruction, reference

s Strong systems division

Local development

s Presence on key committees, decisions


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Reasons for optimism wrt LMSsReasons for optimism wrt LMSs

s SAKAI, WebCT featuress JISC/ELF: library components in

frameworks DEST

s CARL position paper shows librariansengagement;

s Pamphlet, web site will enable librariesto engage faculty, admin locally


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SAKAISAKAI

s MIT:

integrate library content,

Integrate librarian functionality

eReserves via News tools Yale: via new librarian role & library toolkit

Integrate links via individual course resources tool

Pre- and post-tests

Guides, contact info, chat ref etc.


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WebCT CE v.6; VistaWebCT CE v.6; Vista

s Powerlinks potential to include library

resources

s guest accounts


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OtherOther

s Moodle

s CREE


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Report RecommendationsReport Recommendations

s Make connections

s Advocate

s Educate

s Local

s National

s International


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UpdateUpdate

s Report, pamphlet distributed

s CARL represented on CanKNOW STC

s

CARL represented at CCL Strat. Pl.s Web best practices site will shortly be

developed

s Presenting at eLearning conferences

s Cdn govt investment


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Why should we put up with overcrowded classes & facilities--- Len Norris

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data ARL Topcial Briefing 06-05-17