Learning and Teaching Committee
Library and Learning Centre (LLC) Report
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
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
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.
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
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
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
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
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
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
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
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
LIBRARY & LEARNING CENTRE 5
University of Dundee
Technology Enhanced Learning (TEL) Strategy and Implementation Plan
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.
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
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
Delivery of these strategic priorities is mapped to the implementation plan (provided below).
LIBRARY & LEARNING CENTRE 7
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
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
technologies to teaching and learning;
provide new staff with opportunities to experience
these technologies directly as part of their own learning
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
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,
The Horizon Report, 2011.
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
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
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.
Educause Connect Report (2008) in Beetham et al (2009: 20).
LIBRARY & LEARNING CENTRE 10
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
Barnett, R (1999) Realizing the University: In an age of supercomplexity. OUP/SRHE:
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
Dr Lorraine Walsh, LLC Assistant Director (Educational Development) and Head of eLearning,
and Dr Richard Parsons, Director, LLC
9th May 2011
LIBRARY & LEARNING CENTRE 12
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,
QuestionMark Perception online assessment system
Turning Point personal response system
Adobe Connect web conferencing
and from AY 2011-12 will include:
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
Managed Learning Environment
University of Dundee
HR P3 Timetabling
cards SITS SITS timetabling
manager SITS eVision
ID Management assurance
Assessment and Evaluation
Applicants Module Programme
Student / staff QMP
cloud email LO Summative
inc. Web QMP
Adobe My Dundee Bb
Connect Gradebook MS Progress
central Web Maple TA
streaming Bb LO Wiki LO
PDP & Exam
Lecture portfolios online
capture Self & Peer LO
Twitter Assessment Blogs
iTunes U EvaSys
Windows 7 Survey
blogs Digitisation Journals
PURE Box of Surveys
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