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Libraries and the Enhancement of E-learning: OCLC Task Force
Pat Albanese
CIO and Executive Director of Library Mount Holyoke College
April 1 2005
Background on the E-learning Task Force
CompositionDiverse geographically, functionally and institutionally.
ChargeTo explore issues of interaction of the academiclibrary and e-learning and what role OCLC has to play in this arena.
TimeframeSpring to Fall 2003.
What is E-learning?
Technology enriched classes and learning environments.
From e-reserves to fully online collections.
From syllabus posting to online communities.
Both distance learning and hybrid courses.
A promise of enriched teaching and learning experiences.
An environment and set of services that crosses traditional institutional lines.
Key Component:Learning Objects
What are learning objects?
Small teaching packages that can be shared and recombined to form new teaching packages.
Various forms: e.g., Powerpoint presentations, Word documents, hyperlinks, digital images, audio and video clips, simulations and combinations of forms.
Reusable digital content often stored in repositories
Learning Objects, cont.
Some Examples of Learning Objects:
A QTVR Interface for Ancient Greek Archaeological Sites http://www.stoa.org/metis/index.html
Annotated poems by John Milton http://www.dartmouth.edu/~milton/
Flash animations illustrating astronomical distances http://www.valdosta.edu/~cbarnbau/astro_demos/frameset_distance.html
Audio files of speeches by US Presidentshttp://www.lib.msu.edu/vincent/presidents/index.htm
A murder mystery that allows students to select their French proficiency level before attempting to solve the crime http://www.polarfle.com/
Learning Objects, cont.
Composites of:Object itselfContext that the object is used withinMetadata must recognize this composite nature
Reusing and sharing learning objects requires metadata and careful management.
Similar nature and issues as with other library content, but dynamic and more complex.
Digital Repositories
Collections of learning objects and other digital information
Multiple formats
Experiencing huge growth
Lack of common standards
Often self contained searching
Single or multiple content areas
Course Management Systems (CMS)
Course Management Systems
Also known as Virtual Learning Environments (VLE) and Learning Management Systems (LMS)
Software applications that manage a course’s electronic elements.
Aggregation point for E-learning elements
Course Management Systems, cont.
Electronic elements might include: learning objects, course content, online discussions, e-reserves, hyperlinks, etc.
CMS vendors include Blackboard, WebCT, eCollege, and others.
Open source and homegrown CMS: Sakai Project - (four university partners include MIT
the University of Michigan, Indiana University and Stanford)Moodle- a favorite among small liberal arts collegesSegue- Middlebury
Course Management Systems, cont.
Growth in Use of CMS in College Courses 2000-2003
14.7%
20.6%
26.5%
33.6%
0%
10%
20%
30%
40%
50%
2000 2001 2002 2003
Pe
rce
nt
of
Co
urs
es
Us
ing
CM
S Source: Campus Computing Project
Survey
Course Management Systems, cont.
Rising student enrollment in CMS at Mount Holyoke College, 2000-04.
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
Fall 00 Fall 01 Fall 02 Fall 03 Fall 04
Stu
de
nts
En
rolle
d
Why is E-learning Important?
High use and growth on campuses and in courses
More than 70% of colleges engage in some form of distance learning
More than 80% of colleges offer hybrid courses
Significant (and growing) campus investments
Control spending increases – need to leverage resources and opportunity
Why is E-learning Important?, cont.
Core service enhancement with improved learning outcomes
A new pedagogy
Intersection of technology with content, teaching and learning
Changes in how students and faculty access, create and use information
Student expectations
Window into the teaching/learning activity of campus
Why is E-learning Important?, cont.
Potential of convergence of services and resources Easy and convenient access to services at the point of use
Shift to a student-centric learning environment
Parallel Developments:
Internet resources
E-content (books, journals, images, audio etc)
Metadata activity (ie Dublin Core)
Web services
Digitization Projects
Some Issues
Institutional and multi-institutional repositories
Significant growth in number and type
Bridge the silos
Discovery across repositories
Some Issues, cont.
Ownership, management and support of learning objects and repositories
Cross organizational project and can create institutional tensions
Ownership of materials versus aggregation for wide access and use
Multiple approaches to collaboration
Some Issues, cont.
Cultural barriers Crosses traditional boundaries
Seamlessness is essential, yet different systemsService convergence but organizational barriersLack of common language/values
Perspective shift to integration/interoperability of e-learning management systems and library content
Some Issues, cont.
Interoperability requires the creation of new standards
Search for and development of specifications and standards for E-learning communities
Creation of international standards for managing and sharing learning objects and embedding access to information resources in course management systems
National and regional efforts at standards creation (e.g., Ariadne, EDUCAUSE, SCORM, METS)
International effort: IMS Global Learning Consortium
How Does It Fit Together?
Requires multiple skill baseMetadataTechnical skillsInstructional designNew pedagogyInformation integration
Crosses traditional boundariesFaculty, students, library, administrators, IT department,
instructional designer
No common view of e-learning infrastructure and associated issues
How Does It Fit Together?, cont.
Questions of ownership and management of learning objects and other information repositories
Service and/or organizational convergence
Close alliances with faculty/learners
Some steps to integration may include:
Embed library resources in course management systemsCustomize portal facilities for storing personal preferences
Provide bibliographic tools that permit easy searching and reference completions
Some Common Ground: Needs/Skills
E-learning - Needs
Shared repositories Connect educators and
learning objects Metadata development Quality control/version
control Repository selection Intellectual property
Libraries - Skills
Federated searching Locate material Connections with users Metadata creation Standards Collection development Copyright/IP education
Findings of the Task Force White Paper
E-learning broadens avenues for teaching and learning
Course management systems (CMS) allow faculty instructional designer and IT staff to work together
CMS as technological glue joining these groups
Hence the rise of enterprise wide CMS deployments
Findings of the White Paper, cont.
On campus: A genuine need for cooperation to leverage resources, create seamless environment
Cultural barriers and political elements
Lack of cooperation between groups within institutions
Among campuses: A need for collaboration
An overwhelming need for standards
Vision for Libraries and E-Learning
What would it change if:
Teachers and learners had a common way to search for learning objects and other information resources?
Teachers and learners had help in identifying existing learning objects?
There was quality control on learning objects?
Vision for Libraries and E-Learning, cont.
What would it change if :
Learners had a common place where their research elements could be accessed, managed and organized?
Learners had a common place and set of tools that helped with managing citations, bib and webliographies and other writing tools?
Vision for Libraries and E-Learning, cont.
What would it change if :
We had interoperable metadata standards?
Content and other library services were seamlessly available to E-learning environments?
The best way to predict the future is to invent it.
Alan Kay
