building the ohio state university knowledge bank network one asset at a time! joseph j. branin...

Building The Ohio State University Knowledge

Bank NetworkOne Asset at a Time!

JOSEPH J. BRANIN

Director of Libraries

SUSAN E. METROS

Deputy CIO and Exec. Dir., E-Learning

Professor, Design Technology

The Ohio State University

Columbus, OhioCopyright Joseph J. Branin and Susan E. Metros, 2003. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

What is Unique About Ohio State?

• The faculty’s intellectual property

• Interest by (some) faculty to integrate, share, and market this valuable commodity

• Many collections already existed within disciplines

What’s Already Out There?

Dempsey, OCLC, 2003

high low

low

hig

h

stewardship

un

iqu

enes

s

BooksJournalsNewspapersGovernment docsAudiovisualMapsScores

Special collectionsRare booksLocal/Historical newspapersLocal history materialsArchives & manuscriptsTheses & dissertations

Freely-accessible web resourcesOpen source softwareNewsgroup archives

Institutional repositories •ePrints•Learning objects/materials•Research dataNew research and learning resources

• Relative emphasis of content in OCLC’s WorldCAT

What’s Already Out There?

OhioLink Digital Media Center

Center for Epigraphical and Paleographical

Studies “Squeeze Collection”

Discipline-Based Collections

Web Media Collective

Knowledge Bank Conceptual Model

Internal Student Course Access

Internal Student Course Enhancements

External Outreach &

Engagement

External Professional Development

External Unique

Knowledge

Knowledge Bank- Interdisciplinary,

multi-media storehouse of

knowledge capital

Technology Enabler (digitizing, indexing) Technology Enabler

(courseware, Instructional design)

Faculty ContentResearch,databases,collections

Portfolioof LearningPackages

Student External

SubmissionStorage

Transformation

Extraction Revenuepotential

College

Technology Enabler for Controlled Access

(portal, search)

Research Feedback

Loop

Knowledge Feedback Loop

Applying intellectual property policy guidelines

The Knowledge Bank is…

• …a technology and service model solution to corral the University’s published and unpublished data, information and knowledge into a usable and accessible enterprise-wide network


• …a knowledge management system that will support the identification, creation, integration, organization, storage, preservation and dissemination of the institution’s digital information assets


• …a centralized repository AND a federation or “referatory”of digital collections housed within the academic departments and colleges.

Scope and Strategy

• Broad, comprehensive scope based on enterprise-wide “knowledge management” concepts

• “Federated” approach to knowledge management: coordination, not centralization

• Phased implementation based on user needs, and on strategic and funding opportunities

Peter Drucker, The Coming of the New Organization, Harvard Business Review, 1988

Special issue on Knowledge Management in Journal

of the American Society for Information Science and Technology, 2002

Knowledge Management Basics

• Data, information, and knowledge

• Tacit and explicit knowledge

• The dynamic and social nature of knowledge management

Knowledge Management Definitions

• Data • Simple, discrete facts and figures

• Information• Data organized for a meaningful purpose

• Knowledge • A fluid mix of framed experience, values,

contextual information, and expert insight that provides a framework for evaluating and incorporating new experience and information. It originates and is applied in the minds of knowers. In organizations, it often becomes embedded not only in documents and repositories but also in organizational routines, processes, practices, and norms.

(Davenport and Prusak)

(McInernye, 2002)

Explicit and Tacit Knowledge

Explicit • Formally

articulated• Documented• Stored in

repositories• Reports, lessons

learned• Fixed, codified

Tacit • Transferred through

conversations• Difficult to articulate

or unspoken• Held within self,

personal• Insight and

understanding• Judgments,

assumptions

The Nature of Knowledge Management

• Knowledge happens in and among people; it is the social life of information

• Inclusive or enterprise-wide view of data, information, and knowledge

• Managing expertise• Creating a culture of learning and of sharing

knowledge

• Dynamic process of creation, elicitation, and sharing

KB is a Collaborative Effort

• Team of of information and educational technologists, information scientists and faculty

• The Ohio State University• Libraries, Chief Information Officer, Office of

Research, University Press, Colleges and Departments

• OhioLINK • Digital Media Center, Electronic Journals

Center, Chat Reference (Ohio Super Computer Center, Ohio Learning Network)

• OCLC and Chemical Abstracts• MIT: DSpace Federation

Content and Services• Online Published Material

• E-books, e-journals, government documents, handbooks

• Online Reference Tools• Catalogs, indexes, dictionaries,

encyclopedias, directories

• Online Information Services• Scholar’s portal, alumni portal,

chat reference, online tutorials,, e-reserves, e-course packs, technology help center

• Electronic Records Management• Administrative Data Warehouse• Digital Publishing Assistance

• Pre-print services• E-books, e-journal support• Web site development and

maintenance

• Faculty Research Directory

• Digital Institutional Repository• Digital special collections• Rich media (multimedia)• Data sets and files• Theses/dissertations• Faculty publications, pre-

publications, working papers• Educational materials

• Learning objects• Course reserves/E-course pack

materials• Course Web sites

• Information Policy Development• Research/Development in Digital

Information Services• User needs studies• Applying best practice• Assistance with Technology

Transfer

Learning and Information

The coupling of learning and information is quite deliberate because no learning environment can be successful without relatively seamless access to information resources at the point of need.

Neil Mclean, Director IMS Australia

Phase One Goals: (2002-2003)

• Conduct a faculty needs assessment• Evaluate institutional repository technical

infrastructures• Create an inventory of existing Ohio State digital

asset collections• Coordinate with others on campus to develop an

intellectual property policy for digital resources• Investigate options for a Web-based faculty

research directory• Prototype a structure, navigation schema, and

graphical user interface

Phase One Goals: (2002-2003)

• Develop an action plan and budget request • Cost estimated at one million dollars over a

two year period to fund staff, facilities renovation and equipment expenses

• Funding will be sought through a variety of strategies: reallocation, internal funding, and external grant requests

Phase Two Goals (2003-2004)

• Coordinate and extend digital collection initiatives already underway • Web Media Collective:

• http://wmc.ohio-state.edu/

• Explore additional partnerships to build and test institutional repository enterprise-level systems and distributed search capabilities

Phase Two Activities: Faculty Involvement

• Must meet instructional and research needs

• Must be perceived as valuable • Must be willing to reframe course

structure and accept a new educational model

• Must be willing to share

• Convening Knowledge Management Summit in May to bring together OSU faculty and staff interested in building collections and sharing knowledge

S u r v e y r e s u l t s

What are the top three reasons

for using LOs ? 1. To improve quality of the learning

experience

2. To benefit from content reusability

3. To use course materials efficiently

ECAR

Metros and Bennett, 2002

What are the top three reasons

not to use LOs? 1. Concept too new

2. Lack of departmental support

3. Resistance to trying new models


ECAR


Phase Two Activities: University Involvement

• Should offer training, assistance and other incentives for the creation and management of learning objects

• Must offload technical and management responsibilities and tasks to professionals

• Must protect faculty members rights to ownership of their content and determine access rights

What top three incentives encourage development of LOs?

1. Support from IT staff

2. No incentives

3. Training (courses and seminars)


ECAR


Who will develop your LOs?

1. Instructors

2. Central IT staff

3. Departmental IT staff


ECAR


Who will catalogue your LOs?

1. Not applicable

2. Central IT staff

3. Librarians


ECAR


Other Phase Two Activities:

• Participate in the MIT DSpace federation project

• Distributed Search and Retrieval

• Digital Union

• Faculty Research Directory

Phase Three Goals: (2004 and beyond)

• Reevaluate initial production and organizational decisions

• Mainstream technical infrastructure and service model into the ongoing operations of the Libraries and the Office of the CIO

• Mainstream successful pilot processes• Promote and market both internally and

externally• Seek and provide the requisite sustaining

human and financial resources

Related Activities

• Co-hosting National Learning Information Infrastructure (NLII) Focus Session on Learning Objects at OSU on October 10, 2003• http://www.educause.edu/nlii/meetings/nlii034/

• Chairing NLII’s Learning Objects Workgroup and Virtual Community of Practice• NLII Learning Object Key Theme Site:• http://www.educause.edu/nlii/keythemes/

LearningObjects.asp

Relevance to Other Institutions

• Builds new partnerships between library and information technology staff

• Provides access to scholarly communication throughout its life cycle

• Archives and preserves digital output • Increases an institution’s visibility,

recognition, prestige and fulfills its land grant, service or outreach mission.

• May provide revenue streams from the marketing of selected objects, items, or services

• Transforms education

Challenges

• Technical hurdles• Immaturity of standards• Reorganizing staff resources from

several units for ongoing operations• Marketing services and products• Getting broad faculty and department

participation and support• Culture shift• Funding

Lessons Learned

• Involve faculty from the outset

• No off-the-shelf solutions

• No plug-and-play knowledge base repositories products available

• Begin with a clear set of delineated goals

• Have a champion

Contacts and Questions

JOSEPH BRANINDirector, Libraries

The Ohio State University106 F Main Library1858 Neil AvenueColumbus, OH 43210

614 292 [email protected]

SUSAN E. METROSDeputy CIO and Executive Director, E-Learning Professor, Design Technology

The Ohio State University452 Baker Systems1971 Neil AvenueColumbus, OH 43210

614 688 8482 [email protected]

Ohio State’s Knowledge Bank Proposal:http://www.lib.ohio-state.edu/Lib_Info/scholarcom/KBproposal.html

building the ohio state university knowledge bank network one asset at a time! joseph j. branin...

Documents