ECLAP WP 6.3
Josefien Schuurman, UvA
19 October 2011
WP 6.3 in the DoW?
Something about educational services
Use case 1 [peter]
Use case 2 [peter]
Use case 3 [peter]
Educational use = multiple diversity
High Education user group is a multifaceted field characterized by a large diversity in
Educational use = multiple diversity
High Education user group is a multifaceted field characterized by a large diversity in
• users: students, lecturers, researchers
Educational use = multiple diversity
High Education user group is a multifaceted field characterized by a large diversity in
• users: students, lecturers, researchers
• interest, perspectives, methodologies
Educational use = multiple diversity
High Education user group is a multifaceted field characterized by a large diversity in
• users: students, lecturers, researchers
• interest, perspectives, methodologies
• sources they seek and edu/research goals
Educational use = multiple diversity
High Education user group is a multifaceted field characterized by a large diversity in
• users: students, lecturers, researchers
• interest, perspectives, methodologies
• sources they seek and edu/research goals
• skills, capabilities, requirements in the field of ICT and tools they prefer/obliged to use
Educational use = multiple diversity
High Education user group is a multifaceted field characterized by a large diversity in
• users: students, lecturers, researchers• interest, perspectives, methodologies• sources they seek and edu/research goals • skills, capabilities, requirements in the field of
ICT and tools they prefer/obliged to use• educational practice and classrooms
Educational use = multiple diversity
basic assumption #1
A generic classroom environment to serve the needs of this heterogeneous group of users with different goals is not possible.
But specialised libraries are essential and indispensable to them. Efficient use and disclosure is a prerequisite for success.
Working towards ECLAP-edu
basic assumption #2
ECLAP-edu is primarily a domain specific library and a service. It functions within a network of other real and virtual libraries and collections. Ideally it offers a pragmatic and time saving service for education, to be able to act as hub for the social use of its own content.
Exploding the ‘Myth of the Digital Native’
basic assumption #3
The younger generation is used to work with intuitive service based software and google.
Exploding the ‘Myth of the Digital Native’
basic assumption #3 Nevertheless:
“The majority of students -- of all levels -- exhibited significant difficulties that ranged across nearly every aspect of the search process,” according to researchers at Illinois Wesleyan University. Students tended to overuse Google and misuse scholarly databases.
Exploding the ‘Myth of the Digital Native’
basic assumption #3 Librarians, professors and system designers are also to BLAME because…
”They all tend to overestimate the research skills of some of their students, which can result in interactions that leave students feeling intimidated and alienated”...
Exploding the ‘Myth of the Digital Native’
basic assumption #3 and statement
“If we quietly hope to convert all students to the liberal ideals of higher education, we may miss opportunities to connect with a pragmatic student body,”
“Now more than ever, academic librarians should seek to ‘save time for the reader'.”
Exploding the ‘Myth of the Digital Native’
basic assumption #3 and statement
But even like students, teachers and lecturers experience lack of time and digital expertise.
In the age of the digital and life long learning we all are becoming pragmatic student bodies.
Exploding the ‘Myth of the Digital Native’
basic assumption #3 and advice for ELCAP-edu
Be pragmatic
& try to save time for your users
Intermezzokey findings of research done in the NL
secundary education is like higher education
Students state: the role of the teacher is crucial Teachers experience lack of time for
preparation Teachers experience lack of ict knowledge Teachers experience little support within their
own institution, no framework or method within the arts theater has low status
Basic findings & assumptions #4derived from this research
Bottleneck = TIME ict learning curves are
crucial barriers Teachers will NOT
create classes teachers use
Digiboard / beamers to present
students scan and judge systems <3 min
simplicity and speed deliver what they can
expect to find fast clear navigation clear lay out, no
distraction show: it’s all about the
content Make it attractive in look
and feel for students
Think from scratchMobile EDU is the future
Think from scratchMobile EDU is the future
Why from scratch?
Teachers will only start using ECLAP, when it saves TIME, and when students and teachers sense that it’s created as a special service for them.
Think from scratchMobile EDU is the future
- table of contents: list, categories, nested menus
Think from scratchMobile EDU is the future
- table of contents: list, categories, nested menus
- in 3 steps to content
Think from scratchMobile EDU is the future
- table of contents: list, categories, nested menus
- in 3 steps to content
- simple straight forward design
Think from scratchMobile EDU is the future
- table of contents: list, categories, nested menus
- in 3 steps to content
- simple straight forward design
- NO distracting noise at 1st levellike extensive meta data info
Think from scratchMobile EDU is the future
- table of contents: list, categories, nested menus
- in 3 steps to content
- simple straight forward design
- NO distracting noise at 1st levellike extensive meta data info
- show it’s all about the CONTENT
Think from scratchMobile EDU is the future
- table of contents: list, categories, nested menus
- in 3 steps to content
- simple straight forward design
- NO distracting noise at 1st levellike extensive meta data info
- show it’s all about the CONTENT
- And it’s all curated at your service
Example 2 [erik]
Example 3 [erik]
Example 3 [erik]
Example 3 [erik]
assumption & statement
So we believe ELCAP-edu should act
as a domain specific library and knowledge centre….
that acts as a hub that saves time.
But how about classrooms?
And what about the ECLAP classroom?
It could be a pragmatic manual ‘how to use ECLAP’ and ‘how to create digital lessons’ for
your real performance art classroom:… a manual and service that saves time.
We don’t know yet, but…..
What will it look like?
- Just choose a single item of your collection and think of a message, a class
- Write a simple text file or ppt presentation- Address people, write for them- Make us of building blocks / text / images.- Think of the future of social learning- Don’t forget (live) feedback & conversation- Relate to the Other, hyperlink
to the virtual world outside ECLAP
Let’s give it a try?
Source: http://openmargin.com/
Source: http://openmargin.com/
Source: http://openmargin.com/http://openmargin.com/
Source: http://openmargin.com/http://openmargin.com/
Source: http://openmargin.com/
http://openmargin.com/
Source: http://openmargin.com/
So do not forget nor ignore what is out there
Teachers and student use:
Power Point: SlideshareMSWord: Google Docsor delicious, worldcat.org or Dipity Timelines
timelines
timelines
slideshare
Worldcat.org
Worldcat.orgWorldcat.org
Final assumption
So we believe ELCAP-edu should act
as a domain specific library and knowledge centre….
that acts as a hub that saves time.
DE 6.2.1: goals
• Knowing what is being used at this moment
• Knowing what is expected
• Knowing what is wished
DE 6.2.1: research
1. Survey
2. Expert interviews
3. Desk research
4. Usability tests
DE 6.2.1 survey
• Who
• Why
• How
• What insight do we expect
• Connections with other WP
• Partner’s contribution
DE 6.2.1. interviews
• Who
• Why
• How
• What insight do we expect
• Connections with other WP
• Partner’s contribution:
DE 6.2.1: planning
• October:– Start survey– Usability tests– Input partners– DE: design structure– DE: desk research
• November– Expert interviews– DE: writing the damn thing
• December: deadline
The way you can help
1. Make short use stories around one or more of your most important objects
2. Put your ideas on the blog of the working group for education
3. Bring the UvA in contact with interesting and inspiring performing arts-education experts
4. Fill out and spread the surveys5. Contact Erik, Peter or me any time with
questions, examples you stumble upon or inspiring brainwaves