Elearning and Libraries Digital Libraries Research Interest Group

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E-learning and LibrariesDigital Libraries
Research Interest Group

• Cooperative Initiatives
• Pat Stevens
• Heidi Sander
• October 27, 2003

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FindingsTask Force White Paper

• Elearning broadens avenues for teaching and
  learning
• Course management system (CMS) allows faculty,
  instructional designer and IT staff to work
  together.
• CMS is technological glue
• Hencethe rise of enterprise wide CMS deployments
  
• On campus a genuine need for cooperation
• Cultural barriers/political elements
• Lack of cooperation between groups within
  institutions
• Among campuses a need for collaboration
• An overwhelming need for standards

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Learning Objects

• Learning object what is it?
• Small teaching packages
• Can be reused and recombined to form new packages
• Can take various forms e.g. PowerPoint
  presentation, word document, a hyperlink, digital
  images, various combinations
• Real-life example http//staging.denison.edu/pol
  ly/prince1.htm
• Key concept learning objects are composites
• Object itself
• Context that the object can be used in
• Metadata must recognize this composite nature
• Reuse requires metadata and careful management

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Learning ObjectsOCLC Opportunity

• Current standards
• LOM (IEEE)
• Learning Objects require many of the same
  services as traditional knowledge material
• Describe, Discover, Access and Preserve
• Same services, but with a twist
• Owner of asset and manager of asset may be
  different
• Metadata capture throughout the life cycle
• Metadata creation toolsmust be easy to use for
  non-librarian

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Make traditional Content and Services Visible
e.g. links to QP, FirstSearch, Connexion
Learning Objects To the Left Services for full
Life Cycle Create, Describe, Access, Deliver,
Preserve, Share
Make Library Collections Work in Learning Create
Learning Objects From Library Collections e.g.
ContentDM to package Learning Objects