cb cetis june 2007 final
DESCRIPTION
Presentation by Caroline Breslin/Andrew Wodehouse, University of Strathclyde on the DIDET project at joint JISC CETIS EC/MDR meeting, 29 June 2007TRANSCRIPT
Caroline BreslinProject Manager
Learning ServicesUniversity of Strathclyde
Andrew WodehouseDesign Lecturer
DMEMUniversity of Strathclyde
“digital libraries for global distributed innovative design
education and teamwork”
Digital Libraries in the Classroom
DIDET Project Vision
To enhance student learning opportunities by enabling them to participate in global team-based design engineering projects that give them experience of working within multi-cultural contexts.
Make this possible through a range of information and communication technologies.
Less Formal and Dynamic
LauLima Learning Environment (LLE) a workspace environment: point of need
Storing and sharing content
Group Collaboration/ Team communication
Cross team activities
Workfow management (process)
Manipulation of information
Capturing tacit information
Knowledge structuring
LauLima System Architecture
LauLima Digital Library (LDL) longer term: reuse by staff and students
Retrieval of resources
Reuse of student-generated resources, design concepts and sharing
processes
Quality assurance
Metadata and standards
Granularity
Browse/ search
Formal and More Permanent
How LauLima is used
Store
Share
Reuse
Capture
Class contexts
• LauLima has been used in several teaching and learning contexts:• Team industrial projects (4th & 5th years)• Concept design modelling projects (3rd year)• Global Design class (5th year class)
The design environment
• Teams work in a sociable studio environment – challenge is for virtual space to provide a similar ‘feel’
Recording design information
• Working with LauLima for the duration of a project allows teams to build an information-rich ‘roadmap’ of their design process
Team SiteTeam File Gallery
Linking information
• Linked wiki pages forced students to consider the structure of their project resource.
Creating class structure
• All class materials, announcements and deliverables through the LauLima system
end
Phase 1
Research
Phase 2
Concept Developmentstart
Phase 3
Final Design
Generationof Requirements
ModellingandEvaluation
Final DesignReview
Templates as shareable learning objects
• Templates minimise work in transferring information, capturing rationale and linking resources to concepts.
Communication
• The system can be used to handle both formal and informal communication in a contained domain
Shoutbox Messaging system ‘Message wall’
Team co-ordination
• In the Global Design class, time differences meant that team organisation was crucial. Wiki pages provided a common forum to update team information.
Team diary
Recording team progress
• Both formal (meeting miutes) and informal (project logs) project information can be stored in an integrated team site… particularly important for team industrial projects
Meeting minutes page
Project log page
Multi-disciplinary teaching team
• LauLima provides a forum for a multi-disciplinary teaching team to interact and give feedback
student experienceLearning
technologist provided on-going information literacy support
Lecturer gave tailored mini-topics highlighting key issues and tasks Coaches
provided on-going process and technical support
Librarian gave tailored session on information searching and sources
Multi-disciplinary team Global Design coach feedback
Assessment
• LauLima site means no team report required, allows assessment of design and process management
Design Critique & Demonstration LauLima Site
Harvesting material
• Staff harvest the best material when marking student sites – then stored in LDL for both to use.
Resolving issues
• Varying levels of ability - and enthusiasm!• Assessment of content Vs assessment of
style• Ownership and control of technology• Ease of use/learning curve/resistance
Resolving issues
Resolved by…
• Adequate training and support – at all sites; focus on best practice
• Online team monitoring and support; use of system logs
• Monitoring and evaluation for assessment and for actively feeding into development
Resolving issues
…and using LauLima in conjunction with other tools and technologies
Resolving issues
Creative Vs Legal Balance
©Vs
Legal issues
• Copyright and IPR• Copyright exemptions
(For LLE but not LDL)• Referencing (best practice)• Student Copyright forms• Data Protection – making student/staff LDL
material anonymous• UK-USA legal and cultural differences
Resolving issues
Resolved by…
Complementary teaching and learning; Information Literacy
Note benefits (and challenges) of cross-discipline team
Centre for Academic Practiceand Learning Enhancement
Design Manufacture and Engineering Management
Centre for Digital Library Research
Learning Services
Resolving Issues
Collaboration and Development Issues…
…not just for students but for staff!
Resolving issues
Resolved by…
Monitor
Evaluate
Feedback
Develop
ProjectEVOLUTION
System trade offs
• Balance of research and development
- rapidly changing requirements- changing technological solutions- benefits and issues of open source- “next BIG thing” issue
System trade offs
Metadata Quality Vs Speed and Usability
Description: dsjkgdkgds
System trade offs
• Functionality Vs usability• Danger of functionality overload
"Most people only use 20 percent of Microsoft Word's functionality, why buy a 100 percent solution for something
you only need 20 percent of?"
John Cobb, president of Automotive and Motorcycle, Emap Digital USA
Still working on…
• Workflow; changing student roles?• Approval; changing staff roles and/or
system as project becomes embedded in department
• Archiving; granularity of resources
Achieving Aims
• Allows true global working
• 24/7 remote access for staff and students