www.bournemouth.ac.uk

Integrating Electronic Resources into the Virtual Learning Environment: Work in Progress at Bournemouth University Library

Jill BeardDavid BallKathryn Cheshir Barbara Newland

HEA Pathfinder Cluster Group meeting Plymouth November 8th 2007

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Digital Natives – Digital Immigrants

Based on Prensky (2001) and Jukes and Dosaj (2006)

Digital Natives Digital ImmigrantsParallel 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)

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Popularity of ‘e’

• Exponential growth of and access to e-resources

• 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

0100200300400500600700800900

1000

2002/3 2003/4 2004/5 2005/6 2006/7

Book issues (000s)

E-downloads (000s)

Aggregate (000s)

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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

• 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 e-resources 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/

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Collaborative learningOnline discussions based on e-resources

Group-produce wikiE-tutoring

E-resources e.g.

short loane-journalse-books

ReflectionUse of blog tool during PBL activities

Critical thinkingE-Reading Strategy;

social bookmarking activities

OtherNew ways of working in a 100% online

resource environmentRole of e-resources in a block teaching

approach

Problem based learningUse of blogs, wikis and discussion boards for

group PBL work, to include sharing e-resources

Social constructionof knowledge

Social bookmarking activities; wikis

AssessmentPublisher-provided content for formative/

summative assessment

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

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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 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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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

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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

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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.