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

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

• Jill Beard
• David Ball
• Kathryn 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 Immigrants
Parallel 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
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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 _at_ 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 learning Online discussions based
on e-resources Group-produce wiki E-tutoring
Reflection Use of blog tool during PBL activities
Critical thinking E-Reading Strategy social
bookmarking activities
Social construction of knowledge Social
bookmarking activities wikis
E-resources e.g. short loan e-journals e-books
Other New ways of working in a 100
onlineresource environment Role of e-resources
in a block teachingapproach
Assessment Publisher-provided content for
formative/ summative assessment
Problem based learning Use of blogs, wikis and
discussion boards forgroup PBL work, to include
sharing e-resources
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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  within a University VLE. Library and Information
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• Belanger, J. 2007. Cataloguing E-books in UK
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• Block, R. Apple to do eBooks? online,
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  August 2006.
• Davy, T., 2007. E-textbooks opportunities,
  innovations, distractions and dilemmas. Serials,
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• Everett, R., 2002. MLEs and VLEs explained.
  JISC, London. Available at http//www. jisc.
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• Oblinger, D.G. Oblinger, J.L. (2005) Is it age
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  Accessed 12 May 2007
• Parkes, D., 2007. E-books from Ebrary at
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• Prensky, M., 2001. Digital Natives, Digital
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