SETTING

SAILS FOR

UNCHARTERED

WATERS

a case study of aligning

A Learning Management

System and A Library and

Information Service

U Solora & B van Wyk

LIASA 2017

Overview

• Introduction • The Web • Web 3.0 • The IIE LIS and 3.0 readiness • Learn 3.0 • LIS 3.0 meets LEARN 3.0 • Advantages • Challenges • Conclusion

Introduction • The global uptake of Learning Management Systems (LMS) in higher

education is improving rapidly

• LMS developers generally exclude existing library service models from LMS developments

• Academic libraries and librarians need to align with and be digitally embedded in an institution’s LMS for Teaching & Learning (T&L) success and access to information

• Potential for LIBRARY 3.0 to align with LEARN 3.0 is identified in this case study

• This case study reports on a new approach initiated at The IIE to integrate and embed library services, products and information sources on the LMS

The web is an information sharing model built on top of the internet

Classic web

Social web

Web of data

IoT • Web 3.0 – Semantic/intelligent web • Content created by machines • Online items more valuable than physical

items • 4G • Cloud computing • Hyperconnectivity – bandwidth and traffic

handling capacity exceeds demand at all times

The IIE LIS and LIBRARY 3.0 Readiness • Our Library Management System supports Library 3.0

functionality • Learners can access the OPAC with mobile technology

(mLearning) – Mosaic App

• Library services, systems and administration are Cloud based • Cooperative cataloguing in the Cloud - OCLC • Integrates with digitally enabled T&L - Blackboard Learn =

LMS • From LMS landing page connect to library catalogue • Direct access to specific chapters and articles via

embedded permalinks within modules

LIBRARY 3.0 cont.

• Lib Guides and online databases • Access to plagiarism and similarity checking software and assistance from

campus librarians • Automatic overdue notices via Workflows library administration model • Membership data automatically imported from Student Administration

Management system (SAM) • Single sign-on across services – different systems integrate

WE ARE READY

eLearning 1.0 to 3.0 Developments • eLearning 1.0. The idea was to facilitate learning and communication processes given the

lack of interactive tools. Searches on static web pages, reading, and owning content.

• eLearning 2.0. The advent of social networks, active collaboration through a bundle of new

technologies and content sources, such as blogs, podcasts, video, wikis, etc. Here begins the era of writing content and sharing ideas.

• eLearning 3.0. Semantic web and active user engagement. The focus is on the individual learners, their behaviour and response to

educational content – ideal for supporting distance education.

LEARN 3.0 • Educational theorists explain the use of educational technology

in a flipped classroom as Learn 3.0 • No longer business as usual • Constructivism and active learning theories • Collaborative learning • Self-directed learning (Andragogy) • Passive learners becomes active learners • Library services support and promote self-determined learning

(Heutagogy) in an online environment Learners need information - Library 3.0 meets Learn 3.0

LEARN 3.0 meets LIBRARY 3.0 • Library orientation, searching and referencing workshops and academic integrity

workshops are interactive and participative

• Learning takes place on the LMS where all library services are embedded

• Permalinks within sections in course material used for tasks, quizzes, assignments, further reading for independent study

• Just-in-time principle – supply access to information directly where and when needed

• LIS manages DRM agreements centrally for use in LMS course material

Access to all LIS information sources and services are digitally embedded in the LMS for all offerings

SME Develops course material - using lib services, eResources and

direct links

LMS development – seamless library access via single

sign-on from links in LG

LMS landing page: MYLibrary connects to all digital library

sources

LIS assists learners

Plagiarism prevention, using SafeAssign

Library Website and LIBRARYCONNECT

OPAC

Mosaic App

LIS part of process from beginning to

end

IIECAT LIS supplies material for

development of course material

Library training and orientation – active learning;

access to information; just-in-time principle

Advantages • Central development of course material – same experience for

all learners • Central management of technology for seamless access –ITSU,

LIS and LEARN Teams • Same standards across faculties and programmes • Learner experience is the same across modules and faculties

on 21 contact campuses and distance offerings • Library fully integrated – part of the process from beginning • Learners are introduced to LMS at library orientation, academic

integrity and referencing workshops • Learners are exposed to quality information – not surfing the

web indiscriminately • Fewer broken links when using library subscription sources

Challenges • Need to be part of all future developments – Proactive LIS

• Awareness and training for lecturers, course developers and students ongoing

• Library orientation and workshop styles must be same as LEARN – active learning, interactive, collaborative, vibrant, stimulating

• Stay in the game

• Reskilling librarians – librarian 3.0, T&L frameworks, course development

• Dealing with digital resistance from students and some lecturers

• Marketing and awareness of the value of the library

“…. e-learning is nothing but, the extensive use of internet, electronic devices and network to disseminate knowledge. The key factors of e-learning are reusing,

sharing resources and interoperability. “ (Dominic, Francis & Pilomenraj. 2014)

Continued access to online, quality academic information sources and information services are fundamental to eLearning success

This case study found that it is more: • It is a partnership with educational stake holders, of which the academic library is a key

academic partner

• Knowledge of learning styles is important

• Knowledge of education theories and frameworks are important

• Knowledge of the nature of the Web and digital skilling to surf the Web are important

• Knowledge of academic integrity and digital ethics are critical and must be transferred

during interactive library workshops

• Learners may not be ready to take responsibility for their own learning – library

orientations and services assist in setting the scene and supporting learners in an

enjoyable setting

Conclusion

• Setting sails into unchartered waters - new approach paid off handsomely

• Many benefits also sparked new developments e.g. the library’s role in development assignments for “ at-risk-students”

• Looking into gamification of orientation

• Improving mLearning possibilities

• Positive feedback from student surveys, BAC and CHE accreditation bodies

References Agherdien, N in The Mighty Pen. 2015. Technology enabled learning must prepare students for the workplace. (1)6, August, p.13. [Online]. Availableat: http://themightypen.co.za/doc/TMP_Aug_2015_WEB.pdf [Accessed 05 January 2017].

Blackboard. 2016. Use SafeAssign in assignments. [Online]. Available at: https://en-us.help.blackboard.com/Learn/9.1_2014_04/Instructor/100_Assignments/025_Use_SafeAssign[Accessed 03 February 2017].

Carlson, J and Kneale, R. 2011. Embedded librarianship in the research context: Navigating new waters. College & Research Libraries News, 72(3), pp.167–169. [Online]. Available at: http://crln.acrl.org/content/72/3/167.full

Dominic, M, Francis,S & Pilomenray, A. 2014. E-Learning in Web 3.0. I.J.Modern Education and Computer Science, 2014, 2, 8-14.

Hyman, JA, Moser, TM and Segala, LN. 2014. Electronic reading and digital library technologies: Understanding learner expectation and usage intent for mobile learning. Education Tech Research Development, 62, pp.35–52. [Online]. Available at: DOI 10.1007/s11423-013-9330-5 [Accessed 17 December 2016].

Kampa, R, Kaushik, P, 2016 Integrating the Library within the Moodle Learning Management System: a Case Study. International Research: Journal of Library & Information Science,6 (4) , pp.702-710.

Thank you