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PAPER I Learning and Teaching Committee Library and Learning Centre (LLC) Report May 2011 Opening Hours Library opening hours continue to be a very important matter to the students. At the last meeting we reported on the recently extended opening hours in the Main Library to 2.30am (previously midnight) Sunday – Thursday. The hours open beyond midnight operated on a single-person staffing model, which meant that only areas GA, 1A and 2A were operational and there was no access to book collections. However, within 6 weeks of the implementation of extended hours the demand for study space exceeded the capacity of the designated zones and some students wishing to study beyond midnight didn’t have access to a study desk. As a result, the whole building now remains open, with 2 members of staff working until 2.30am. The 2.30am closing has proven to be extremely popular and LLC Management no longer consider this to be a pilot. From next academic session, it will be the accepted Main Library opening hours during University semesters. Building Redevelopments The redevelopment project in the Matthew Building will no longer be going ahead on the scale originally planned. Unfortunately, the revised funding allocation now means that there is no money available to modify and redesign the existing space in the DoJ Library. This is disappointing, as it was planned to create a ‘Learning Centre’ facility within the building, modelled on the recently extended (and very popular) Main Library building. However, we are costing out a small improvement which we hope to carry out this summer: the current slide viewing room to be re-purposed as a group study room. A significant redevelopment of the learning & teaching accommodation at Ninewells is underway. Phase 1 (now completed) is the development of the Dow IT Clinical Simulation Centre, with Phase 2 now in the planning stages. Phase 2 involves, among other things, the construction of a new purpose-built Library & Learning Centre adjacent to the northern elevation of the existing Library block, with refurbishment of the existing Library space to allow relocation of other School offices and teaching/learning spaces and, ultimately, the consolidation of the School of Medicine into one area. The redeveloped Library & Learning Centre will feature IT provision, study spaces and learning resources integrated across two floors, and will provide 24-hour access to staff and students via a swipe entry system. Building work is expected to commence in November 2011, with the Library completed by December 2012. The existing Library and IT facilities will then relocate to the new build, with the space vacated by them being refurbished to allow relocation and new occupancy. LIBRARY & LEARNING CENTRE 1 PAPER I Building work will necessitate some disruption to Library services at Ninewells, but it is hoped that this will not cause too many problems. Library staff will work with project managers to ensure that as full a service as possible can be maintained during the construction and refurbishment period. LLC Space Management As a first stage in our critical review of stock held in Comet and Solum Stores, we are looking at print journals which are available online. Journals held in electronic format facilitate wider access and effective use of space, and most HE Libraries now operate a policy of disposal of print copies. The various categories for print disposal are: 1) Titles held online in collections purchased in perpetuity by JISC for the UK. The LLC will make sure that electronic material is securely archived where licences and budget permit. 2) Medical and Science titles which are now held in open access online format, by the publishers depositing earlier volumes with various hosting services. Publishers can and do occasionally remove content from electronic access if they decide to sell titles to other publishers, but not often. The print copies are rarely if ever used, and if we do lose online access at some point in the future, we can obtain them via inter-library loan if requested. 3) Ephemeral items which are increasingly frequently available online, such as Company Annual Reports, Newsletters or Yearbooks. 4) Subjects no longer studied. The main category here is Chemistry journals, where we can identify nil usage for the previous 4 years. Liaison Librarians will be discussing these principles with Schools, and lists of titles and holdings can be circulated for inspection. Student Feedback We have recently received feedback from students on the facilities and services offered within the LLC. Many of the comments were associated with lack of resources (ie complaints about lack of study desks; complaints about students occupying PCs for Facebook and other non-academic activities) and others were complaints about the environment (cleanliness of the building; noise in the silent study zones). There were also complaints about wireless network connectivity and consequential inability to access resources from laptops. In order to gauge the strength of feeling about each of the comments, we listed the main concerns on the student voting ‘kiosk’ and asked them to vote for the one which causes them the most problems when using the Main Library building. 1323 students responded and the results were : Wireless network problems (45%) Noise in silent study zone (26%) Cleanliness of the building (17%) Use of PCs for non-academic purposes (12%) The LLC has already begun discussions with ICS about improvement of wireless technologies within the Main Library buildings; the security and janitorial staff have increased their patrols in the silent study zones in order to reduce noise levels and we have arranged meetings with cleaning services regarding the cleanliness of the building. LIBRARY & LEARNING CENTRE 2 PAPER I As the use of PCs for non-academic purposes was considered to be of least concern to the students and is also a very difficult problem to resolve, this will not be considered any further. Law Library The Library and Learning Centre is currently in discussion with the Law School and the College regarding the enhancement of online Law resources, and the possible relocation of the Law Library in the Scrymgeour building to the Main Library. In recent years the availability of published Law resources has changed to be predominantly online, which consequential changes in personal strategies for sourcing research and learning materials. A consequence is less reliance on physical volumes, and greater availability of digital resources directly to staff and student PCs. Relocation of the remaining physical resources to the Main Library would mean access to these legal materials would increase by nearly 50 hours per week. The current plans are to create a discrete collection of law materials within the Main Library building possibly housed in an area created by the closure of the Conservation Studio. It is hoped that if there can be savings made on running costs of the site library, some extra (online) resources supporting the Law School may be purchased. The project is very much at an embryonic stage and consultation with both academic staff and student groups will take place in the next few months. Discovery and Current Research Information System The University is purchasing a 'current research information system' which will facilitate the central collation of research finance, publication and impact information. It will be used to support the REF as well as internal research management and provide open access to research outputs created at Dundee. Many of the central services will be involved to supply data, and the LLC are involved in both the implementation of the project and long term rollout of the service. The LLC will manage the publications data in the system, ensuring accuracy and completeness, as well as providing support on copyright and open access details. We will also provide support services to research staff and students using the system to submit publications and report on them. The current research repository Discovery will change to become an integrated component of this new wider system, offering a better interface and more functionality over time. All relevant publications submitted so far will be moved over seamlessly, and submissions should continue to be made in the meantime. The initial timescale for the implementation of the project runs until December 2011, and further information about the project and progress will be provided as it moves forward. Feedback on requirements or current workflows for collating research output data within Schools are welcome at any stage and can always inform how we develop our processes. eLearning Update A draft version of the University of Dundee’s new Technology Enhanced Learning (TEL) Strategy, developed by the LLC, has been circulated to members of LISC and Learning and Teaching Committee, for information. The TEL Strategy will be embedded within the University Learning & Teaching Strategy, which is currently under revision, as part of an holistic approach to learning and teaching. LIBRARY & LEARNING CENTRE 3 PAPER I Following discussions between the LLC Assess Team, Systems Team and ICS it has been agreed that the planned QMP summer upgrade will now focus on version 5.3, which is due out in July, and which will provide the increased functionality that we require. Academics will be kept informed through the usual channels, including the eLearning Forum users’ group. The LLC will be introducing a new beta online assessment system from next academic year, Maple TA. Maple addresses the issue of online assessments which involve mathematical questions, and will be a new service for the university, addressing an evidenced pedagogical need. The recent student e-learning survey attracted over 1500 respondents, which is a significant increase on last year. The survey was organised and delivered by the LLC, with input on the questions from academic colleagues via the eLearning Forum representatives, and actively supported and promoted by DUSA. The results are currently being analysed and a report will be submitted to Senate Learning & Teaching Committee, which will then be made available to all students and staff via the LLC and DUSA websites. Scholarly Publishing Reading Survey As previously reported, the University was invited to participate in a study on researcher reading behaviour and practices in relation to scholarly publishing. It involved requesting research and academic staff to complete a short survey about the last journal, book and online article that they read. It is part of a UK national collaboration involving Imperial College, Durham, Manchester, Cranfield, UEA and Dundee. Preliminary results show that overwhelmingly people are using their Libraries to access research materials and also a large percentage are using Open Access and free web journals. The results will be available in a report to JISC, will be presented at the SCONUL conference in June 2011, and will be published by the research team of Carol Tenopir (Tennessee). Book and Paper Conservation Studio The Book & Paper Conservation Studio was formed in 1995 and has been a centre of excellence preserving and repairing many culturally important items of national and international significance. Over the last two years there has been a substantial decline in the commercial activity within the conservation sphere and units such as Dundee’s, that specialise in the highest quality of work have found their operations challenging to sustain. Staffing and income levels for the Conservation Studio have now fallen substantially and the studio is no longer operationally viable. Six staff were employed within the Conservation Studio at the start of the current financial year. Recently four staff have taken the opportunities offered through the University voluntary severance scheme and the number of staff remaining after July 2011 will be two. The Studio is entering a period of wind-down, completing existing and committed work, but it is no longer seeking new contracts. The studio will close for external work on the 1 June, and will cease operations completely by the 31 July. The two staff remaining will be redeployed within the Library and Learning Centre to areas of work supporting students and staff that are facing significant demands. Each member of staff will receive training for these new LIBRARY & LEARNING CENTRE 4 PAPER I roles, and they will both retain a small element of their job roles for internal conservation work. A small studio facility will be retained within the LLC. The main space of the Conservation Studio is available for redevelopment, and will likely be utilised to meet strong demand for student study facilities. Equipment from the Conservation Studio surplus to internal requirements will be offered first to academic schools, and if appropriate, other Scottish HEIs. The University acknowledges that it is disappointing that the harsh realities of the market and the economic downturn have led to the withdrawal of an important, high achieving and highly regarded Conservation Studio. On behalf of the University, the University Librarian recognises and acknowledges the substantial professional achievements of the Conservation staff over the last 16 years. Richard Parsons, Director Denise Jackson, Deputy Director May 2011 LIBRARY & LEARNING CENTRE 5 PAPER I University of Dundee Technology Enhanced Learning (TEL) Strategy and Implementation Plan 1. Introduction The University of Dundee's technology enhanced learning (TEL) strategy and implementation plan have been developed to support institutional priorities in relation to the aims and objectives of 21st century learning and teaching, and the development of graduates with the attributes, capabilities and dispositions fitted to a digital age. The TEL strategy and associated implementation plan are designed to be embedded within the University Learning & Teaching Strategy (ULTS), which reflects the strategic direction of the institution and the wider sectoral agenda. Integration within the ULTS ensures that the TEL strategy informs and aligns with learning & teaching development plans at college and school level, in addition to reflecting the position of technology enhanced learning as an integral aspect of teaching and assessment practice; ‘[o]nline learning is a strategic issue, not a simple, bolt-on option’ (Online Learning Task Force, 2011). The new TEL strategy builds on and updates the university’s previous, stand- alone e-learning strategy which was developed in 2004. 2. Context The student body at the University of Dundee is diverse. It includes campus-based and distance learners, mature students and entrants from the college sector in addition to school leavers, international students, work-based learners and professionals engaging in continuing professional development. Technology enhanced learning is often viewed as an effective teaching and learning approach to address this diversity, involving the potential for increasingly learner-centred approaches, 24 hour access and the capability to provide ‘just-in-time’ learning. In order to fully realise these ambitions, however, requires investment and appropriate resourcing in terms of finance and staffing, both to support existing systems and to provide the capacity for innovation and enhancement; Web 2.0, mobile computing, e-assessment and support for multimedia and lecture capture have all been identified as ‘leading new demands on institutional support’ (Browne, et al, 2010). In addition, the increasing focus on these areas must also be balanced with a decision-making process around TEL that is underpinned by appropriate pedagogies and evidence-informed practice. Appendix II provides an overview of the managed learning environment at the University of Dundee. A key aim of the university is to support the development of its students as future graduates who have the skills, attitudes and dispositions to deal with a world of supercomplexity (Barnett, 1999), much of which will be centred around technological change and the ways in which that change will continue to impact on society. Yet, despite an increasing familiarity with technology in 21st century society, it cannot be assumed that all students currently entering higher education have a competent skill-base or mature understanding of the technologies available to them to support their learning. Indeed, as the LLiDA Project Report suggests ‘[l]earners’ different approaches, attitudes and experiences of technology [can be seen to] represent a new form of diversity which institutions must address to ensure equity of access’ (Beetham et al, 2009: 4). Furthermore, in order for students to be supported in developing these graduate attributes, staff must be equally supported in developing and enhancing their skills and confidence in the use of technology enhanced learning. Evidence from the University of Dundee’s Student e-Learning Survey Report (2011) and other recent studies of digital and learning literacy (Beetham, et al, 2009: 4) supports LIBRARY & LEARNING CENTRE 6 PAPER I this view and highlights the need for investment in existing pedagogical and technological knowledge and expertise (see appendix I). 3. Aims of the University of Dundee Technology Enhanced Learning Strategy The overall aim of the TEL strategy is to identify and set a direction for priorities in technology enhanced learning at the University of Dundee to xxxx. The over-arching priorities can be identified as follows. 1. Maintain and further enhance the quality of the student learning and teaching experience, for all University of Dundee students, that is delivered via TEL approaches. 2. Continue to inform and develop staff awareness, skills and confidence in using TEL through both structured and informal educational development opportunities and sharing of evidence-informed practice. 3. Support innovation in TEL as an integral part of the maintenance and further development of excellence in teaching, learning and assessment at the University of Dundee. Delivery of these strategic priorities is mapped to the implementation plan (provided below). LIBRARY & LEARNING CENTRE 7 PAPER I 3. Implementation Plan Strategic Priority Action Responsibility Timeframe 1 Priorities, 1,2 & 3 Continue to seek adequate resource and investment in, and LLC Assistant Director Ongoing support and provide educational development opportunities for, (Educational the introduction of new technologies to support learning and Development and Head teaching across the institution, as identified by evidence of eLearning) and the informed-practice and pedagogically-driven demand, in LLC e-learning teams, conjunction with expert guidance from the LLC e-learning working with the LLC teams. Systems team and ICS. Horizon scanning, the rapid rise of new technologies and the development of associated pedagogical applications raises awareness of, and drives the demand for, the implementation of new technologies for learning and teaching across the institution. Technology enhanced learning must be recognised by the university as a priority area for investment and ongoing support due to the centrality of TEL to the student learning experience. 2 Priorities 1 & 2 Develop, implement and evaluate a ‘Teach at Dundee’ Led by the LLC Semester 1 induction programme for all new academic staff which will: Assistant Director AY 2011-12 (Educational and ongoing provide an introduction to the philosophy and approach Development and Head to teaching, learning and assessment at the University of eLearning) supported of Dundee; by the LLC e-learning support new staff in learning about and understanding teams and school-based the affordances of the range of technologies available at colleagues. the University of Dundee, and the potential of web 2.0 LIBRARY & LEARNING CENTRE 8 PAPER I technologies to teaching and learning; provide new staff with opportunities to experience these technologies directly as part of their own learning and development. This programme, appropriately tailored, would also be available to staff at any stage of their career as part of CPD in relation to learning technologies. The induction of new staff ‘is too often focused on academic systems and procedures’ as opposed to focusing on learning and teaching (TESEP Report, 2007), or may indeed be absent for some categories of staff such as postgraduate tutors or Honorary lecturers. 3 Priorities, 1,2 & 3 Work with school-based curriculum teams, through a variety of Led by the LLC Ongoing media, to ensure that their curriculum design, development and Assistant Director delivery is informed by current evidence-informed practice in (Educational TEL. This work will also include educational development for Development and Head staff in relation to the potential of mobile technologies and a re- of eLearning) supported appraisal of the ‘traditional’ learning environment, in support of by the LLC e-learning them evaluating and reconstructing their roles as educators for teams. the 21st century1. Work in this area will articulate with the new Quality Enhancement Theme, which is focused on curriculum development. Staff will also have access to ongoing expertise and support in this area from the LLC e-learning teams. Indications are that the nature of the curriculum is changing and that, for example, current approaches to curricula and syllabi are being undermined ‘in favour of learning pathways’2, 1 The Horizon Report, 2011. 2 Learning 2.0: The impact of web 2.0 innovation on education and training in Europe (2008) in Beetham et al (2009: 20). LIBRARY & LEARNING CENTRE 9 PAPER I and an anticipation that current forms and understandings of scholarship will be increasingly challenged by ‘mass amateurism’.3 Meanwhile, new digital literacies, including media literacy; the opportunity for students to become co- creators as opposed to passive recipients of knowledge; and the development of more collaborative and social approaches to learning are increasing in importance. Students’ increasing access to, and engagement with, mobile technologies also has implications for traditional conceptions of the tutor and student roles in the learning environment. 4 Priorities 1& 3 Promote awareness and use of the full functionality of Led by the LLC e- Semester 1 MyDundee, and in particular the institutional learning objects learning Teaching and AY 2011-12 repository. Provide educational development opportunities to Learning Enhancement and ongoing support its population and use in support of the identification team. and sharing of effective practice in online learning across the institution. There is an identified need to share examples of effective practice in MyDundee design and delivery and to utilise the full functionality of Blackboard VLE. 5 Priority 1 Define, develop and support the implementation of a Led by the LLC e- Semester 1 benchmark standard for the use of MyDundee which will learning Teaching and AY 2011-12 provide students with a clear outline of what they can expect to Learning Enhancement be able to access, as a minimum, in all of their MyDundee team. modules. This development will be informed by student and staff expectations and feedback, and will accommodate the range of disciplinary pedagogies across the institution. 3 Educause Connect Report (2008) in Beetham et al (2009: 20). LIBRARY & LEARNING CENTRE 10 PAPER I Formal and informal feedback indicates that students want to see consistency across their MyDundee modules and to see full use being made of the functionality within the VLE. 6 Priorities, 1,2 & 3 Engage in pedagogical research into learning technologies in LLC Assistant Director Ongoing conjunction with colleagues across the institution and the sector (Educational to explore, develop and evaluate innovative practice, with a Development and Head view to introducing and implementing new evidence-informed, of eLearning) and the effective practice in TEL at the University of Dundee. LLC e-learning teams Evidence-informed practice underpins successful implementation of new learning technologies. 7 Priorities 2 & 3 Continue to build on the University of Dundee’s reputation for LLC Assistant Director Ongoing excellence in e-assessment through scholarship activities and (Educational organisation of the annual eAssessment Scotland conference Development and Head http://www.rsc-ne-scotland.org.uk/eas/ of eLearning) and the LLC e-learning teams Scholarship, the development of enhanced expertise, and sharing of practice are key to providing an evidence- and pedagogically- informed approach to practice. LIBRARY & LEARNING CENTRE 11 PAPER I References Barnett, R (1999) Realizing the University: In an age of supercomplexity. OUP/SRHE: Buckingham. Beetham, H, McGill, L & Littlejohn, A (2009) Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA Project). JISC. Browne, T, Hewitt, R, Jenkins, M, Voce, J, Walker, R & Yip, H (2010) 2010 Survey of Technology Enhanced Learning for Higher Education in the UK. UCISA. Oxford. De Freitas, S & Oliver, M (2005) ‘Does e-learning policy drive change in Higher Education? A case study relating models of organisational change to e-learning implementation’. Journal of Higher Education Policy and Management, 27 (1), 81-96, in Walker, D, Sloan, D, Boyle, L & Walsh, L (forthcoming 2011) ‘Informing TEL strategy through formal and informal channels’. Campus Wide Information Systems Online Learning Task Force (2011) Collaborate to Compete. Seizing the opportunity of online learning for UK higher education. HEFCE. TESEP (Transforming and Enhancing the Student Experience through Pedagogy) Project http://www2.napier.ac.uk/transform// (last accessed 28.4.11) The New Media Consortium (2011) The Horizon Report. 2011 Edition. Educause. University of Dundee. Student eLearning Survey Report (2011). Library & Learning Centre Dr Lorraine Walsh, LLC Assistant Director (Educational Development) and Head of eLearning, and Dr Richard Parsons, Director, LLC 9th May 2011 Draft V.2 LIBRARY & LEARNING CENTRE 12 PAPER I APPENDIX I Technology Enhanced Learning at the University of Dundee Technology enhanced learning at the University of Dundee is supported centrally by an e-learning Teaching and Learning Enhancement Team, and an eAssessment Team, based within Educational Development in the Library and Learning Centre (LLC), who in turn work closely with the LLC systems team and ICS to provide support, advice, educational development and expertise in TEL across the institution. Centrally supported technology enhanced learning at the University of Dundee includes currently: the Blackboard virtual learning environment (VLE), MyDundee, (including SafeAssign plagiarism detection system, MyPDP e-portfolio, institutional learning object repository, etc.) QuestionMark Perception online assessment system Turning Point personal response system Adobe Connect web conferencing and from AY 2011-12 will include: Blackboard Mobile ExamOnline assessment system Maple TA assessment system (on beta) LLC Educational Development also supports the Bristol Online Survey Service, which is used extensively across the institution. The centrally based ‘hub’ of the LLC Educational Development e-learning teams operate as part of a ‘hub and spokes’ model, articulating with school-based e-learning teams or individual learning technologists, where they exist. The school-based ‘spokes’ of the model provide a discipline-specific local context for testing and evaluation of TEL approaches prior to consideration by the LLC, in conjunction with ICS, of the applicability of institution-wide adoption. In this way the LLC Educational Development e-learning teams are ideally placed to support the current and future development of TEL at the University of Dundee. The LLC Educational Development e-learning teams provide development opportunities in technology enhanced learning for staff with all levels of experience including: centrally organised workshops; one-to-one guidance; programme team/school based development opportunities; and online learning resources through the ‘Take 5’ desktop delivery model and two Masters level accredited online modules – Learning & Teaching Online and Assessment Online. The e-learning teams’ expertise is reflected and acknowledged across the sector by regular invitations to present conference keynotes, the Scottish eAssessment Award for Facilitating eAssessment received in 2010, and in their organisation of the annual eAssessment Scotland conference at Dundee, now in its third year, and the largest one day event of its kind in Scotland. Engagement by the LLC e-learning teams with other fora across the university, including user groups such as the eLearning Forum, the Distance Learning Forum and the ‘Friday Fry’ (monthly informal staff networking and development meetings organised by academics and facilitated by the LLC), in addition to the annual e-learning surveys for both students and staff, ensures that strategy is informed, developed and owned across the institution. This is a key consideration for effective implementation and engaged participation in any strategic intervention (de Freitas and Oliver, 2005 in Walker, et al, forthcoming 2011). LIBRARY & LEARNING CENTRE 13 PAPER J APPENDIX II Managed Learning Environment Administration University of Dundee HR P3 Timetabling NEC Exam student cards SITS SITS timetabling Document manager SITS eVision Quality ID Management assurance framework Module LDAP approval Assessment and Evaluation Applicants Module Programme guides review Previous Bb exam Organisations papers Communication Student / staff QMP cloud email LO Summative repository SharePoint Safe Live@EDU Assign inc. Web QMP conf. Formative Adobe My Dundee Bb Facebook Connect Gradebook MS Progress (Blackboard) test School and Video central Web Maple TA streaming Bb LO Wiki LO pages Mobile Journal PDP & Exam Lecture portfolios online capture Self & Peer LO Twitter Assessment Blogs iTunes U EvaSys Library search eBooks Windows 7 Survey WordPress SOE Service blogs Digitisation Journals QMP PURE Box of Surveys repository Broadcasts Thesis Poll store Anywhere Learning and Teaching Key to the MLE Diagram • Systems from the same supplier are presented in the same colour • Integrated systems are joined • Solid margins indicate the existing systems • Dotted margins indicate new systems • Some systems are core, and some peripheral • The MLE is supported by extensive systems and underpins a huge range of L&T activities within the Schools 14
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