Download - Supporting learning at the library
![Page 1: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/1.jpg)
John Ockerbloom Dec. 6, 2002
Supporting learning at the library
Towards integrating LMS and digital library technology at Penn
John Mark Ockerbloom
CNI Task Force Meeting
December 6, 2002
![Page 2: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/2.jpg)
John Ockerbloom Dec. 6, 2002
The goal: Bring together opportunities for learning
• Universities are all about learning, and teaching– through individual research and publication– through class study and teaching
• The library is a commons for bringing together knowledge, and learners themselves
• Both class teaching and library resources increasingly use digital resources– and often from the same source (e.g. electronic library
reserves for courses)
• Common technology and tools should help both
![Page 3: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/3.jpg)
John Ockerbloom Dec. 6, 2002
What we’d like to do
• Make it easy for scholars to find digital library resources and include them in their teaching– open Web, licensed resources, ereserves, original material
– not just static documents, but dynamic services, local and remote
• Let them retain, preserve, and share material– personal and course portfolios
– shared course materials workspaces for teachers
– public dissemination
– Institutional repository deposit?
• Support new ways of teaching and learning more effectively– including targeted techniques for specialized applications
![Page 4: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/4.jpg)
John Ockerbloom Dec. 6, 2002
Bringing together diverse knowledge sources
![Page 5: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/5.jpg)
John Ockerbloom Dec. 6, 2002
Bringing learning resources outside the course
![Page 6: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/6.jpg)
John Ockerbloom Dec. 6, 2002
Penn’s strategy• Bring LMS support into the library
– And work on integrating reserves, digital library services
• Support LMS architectures that can improve learning outcomes– Open architectures (e.g. OKI) supporting best-of-breed
integration– System interfaces that integrate LMS, digital library capabilities
• Develop and test new content tools– for smoother workflow for instructors, students, librarians– for better integration of content and services– for reuse of materials in new contexts
» (may involve conversion of data, domain-specific metadata)
• Reshape library space and services– to better support learning in a digitally rich environment
![Page 7: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/7.jpg)
John Ockerbloom Dec. 6, 2002
The Open Knowledge Initiative
• Multi-year open development project– Funded by the Mellon Foundation
– MIT and Stanford are lead universities
– Other universities, including Penn, are development partners.
• Deliverables:– Open, layered architecture and APIs for educational SW
– Open source example implementations of the APIs
– Exemplar tools using the APIs
• Why we like it:– Designed by and for its users (universities)
– Encourages integration and cooperation, for both commercial and academic efforts, including our own
– Expands choices and raises standards in software
![Page 8: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/8.jpg)
John Ockerbloom Dec. 6, 2002
We can build better course content management…
• Easy drag-and-drop functionality– Automatic inferences to avoid unnecessary forms
• Flexible metadata and access control• Organizing diverse resources in workspaces
– which may or may not be associated with a particular course
• Smart modules for:– Defining dynamic services (e.g. search, channels)– Classifying and converting content, metadata, references – Interacting with digital library repositories and collections
• Compatible with OKI-compliant LMS– So we can concentrate on where we have interests and skills,
while leaving the other stuff we need to others
![Page 9: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/9.jpg)
John Ockerbloom Dec. 6, 2002
…though some things are easier said than done:
• Finding common data models and APIs– SCORM learning object vs. OAIS AIP with METS
– What are appropriate APIs for search, repository fns?
• Finding usable software to implement them– (multi-source simultaneous search, for instance)
– Lightweight protocols, collaboration, helpful here
• Keeping hassle factor low– Inferring correct URLs for library resources
– Dealing with data format incompatibilities
– Maintaining ease of use in complex systems
• Enabling appropriate access control
![Page 10: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/10.jpg)
John Ockerbloom Dec. 6, 2002
Access control
• Challenge: Make it easy to share material while protecting rights– (of publishers, instructors, students)– Gets trickier beyond course limits; c.f. Clifford Lynch’s paper
• Lockdowns, policy hard-coding not acceptable– Institutions, groups need to determine appropriate policies
» May be different for active courses vs. repositories
• Useful tools to uphold policies:– Clear documentation of policies
» including LMS-processable form if possible– Portable access and provenance metadata
» Created automatically where appropriate– Clear visibility for access rights (and hooks for change)– Make common practices simple, uncommon ones possible
» Trusted people better than “trusted systems”
![Page 11: Supporting learning at the library](https://reader036.vdocument.in/reader036/viewer/2022072013/56812a99550346895d8e4e9b/html5/thumbnails/11.jpg)
John Ockerbloom Dec. 6, 2002
The library evolves
• From shelving reserves to supporting courses
• Providing new digital points of service– Integrating courseware with DL tools like searching,
resolution, collection and repository control
– Cooperating with other divisions (campus IT, schools)
• Making the most of our nondigital assets– Not just physical volumes, but also space, and expertise
– Example: Collaboratory for Learning and Teaching
• In diffuse environments (like Penn), libraries are vital focal points for learning