HELEN BOOTH AND MARGARET KENDALL1
is delivered entirely online. Whatever the technology, however, learning is the vital element’ (JISC 2006).
In a review of over 300 studies of blended learning since 2000, Sharpe et al.
LGHQWL¿HGWKUHHGLIIHUHQWZD\VLQZKLFKWKHWHUPEOHQGHGOHDUQLQJZDVEHLQJXVHG The most common use was to refer to ‘supplementary resources for courses that are conducted along predominantly traditional lines through an institutionally supported virtual learning environment’ (Sharpe et al. 2006). They also found some H[DPSOHVRIµWUDQVIRUPDWLYHFRXUVHOHYHOSUDFWLFHVXQGHUSLQQHGE\UDGLFDOFRXUVH GHVLJQV¶DQGRFFDVLRQDOO\µVWXGHQWVWDNLQJDKROLVWLFYLHZRIWKHLQWHUDFWLRQRIWKH technology and their learning, including the use of their own technologies’.
&RPPHUFLDO9LUWXDO /HDUQLQJ (QYLURQPHQW 9/( V\VWHPV VXFK DV %ODFNERDUG which provide integrated communication tools and facilities for delivering content online are common in many universities. Although the predominant use of VLEs is WRHQKDQFHWKHVWXGHQWH[SHULHQFHWKURXJKVXSSRUWIRUWUDGLWLRQDOIRUPVRIWHDFKLQJ (Britain and Liber 2004), it is possible to incorporate additional tools to support JURXS ZRUN ZLWK ZKLFK VWXGHQWV PD\ EH IDPLOLDU DQG FRQVLGHU WKHLU µRZQ¶ )RU H[DPSOH &DPSXV 3DFN SURYLGHV VRIWZDUH IRU EORJV ZLNLV DQG SRGFDVWV GHVLJQHGWRZRUNZLWK%ODFNERDUG&DPSXV3DFN
TRAINING NEEDS
Changing Approaches to Learning and Teaching
/HY\H[SODLQVKRZUHVHDUFKLQWRVWXGHQWDSSURDFKHVWROHDUQLQJRYHUWKHODVWIHZ decades has led to changes in the way students are being taught (Levy 2005).
Increasing emphasis is placed on constructivist approaches which encourage OHDUQLQJ EXLOGLQJ RQ SULRU H[SHULHQFH WKURXJK DFWLYLW\ HLWKHU LQGLYLGXDOO\ RU LQ JURXSVIRUH[DPSOHFDVHVWXGLHVSURMHFWVGHEDWHVDQGUROHSOD\3K\VLFDOVWXG\
spaces in libraries are being redesigned in order to accommodate these changing QHHGV IRU H[DPSOH ÀH[LEOH VHDWLQJ DUHDV ZLWK ZLUHOHVV DFFHVV IRU JURXS ZRUN (Weaver 2006).
As well as face to face activities, much collaborative and enquiry-based activity FDQ DOVR WDNH SODFH RQOLQH WKURXJK YLUWXDO OHDUQLQJ HQYLURQPHQWV +RZHYHU DV GLVFRYHUHGE\0DUNODQGWKHTXDOLW\RIRQOLQHUHVRXUFHVSURYLGHGE\DFDGHPLFVWDII PD\EHYDULDEOHDVPD\WKHH[WHQWWRZKLFKWKH\VHHNWKHVXSSRUWRIOLEUDULDQVIRU WKHLGHQWL¿FDWLRQRIUHOHYDQWUHVRXUFHV0DUNODQG0DUNODQGDOVRIRXQGWKDW WKHDELOLWLHVRIVWXGHQWVLQVHHNLQJDQGHYDOXDWLQJLQIRUPDWLRQJDYHFRQVLGHUDEOH FDXVH IRU FRQFHUQ %RWK VWDII DQG VWXGHQWV QHHG RSSRUWXQLWLHV WR GHYHORS VNLOOV LQ LQIRUPDWLRQ OLWHUDF\ GH¿QHG E\ &,/,3 DV µNQRZLQJ ZKHQ DQG ZK\ \RX QHHG
TEACHING AND TRAINING USERS 17
LQIRUPDWLRQZKHUHWR¿QGLWDQGKRZWRHYDOXDWHXVHDQGFRPPXQLFDWHLWLQDQ ethical manner’ (CILIP 2004).
Learner Profiles
$V $OODQ H[SODLQV LW LV LPSRUWDQW WR WKLQN DERXW OHDUQLQJ ¿UVW DQG WHFKQRORJ\
second when planning training (Allan 2002). This includes identifying who the learners are, what they will gain from the training and how their needs will be met.
5RZQWUHHKDVFUHDWHGDXVHIXOFKHFNOLVWFRYHULQJGHPRJUDSKLFIDFWRUVPRWLYDWLRQ OHDUQLQJ VW\OHV VXEMHFW EDFNJURXQG DQG UHVRXUFHV 5RZQWUHH 7KH OHYHO RIVWXG\VKRXOGDOVREHFRQVLGHUHGDQG%ORRP¶VWD[RQRP\PD\EHKHOSIXOKHUH DYDLODEOH WKURXJK .UXPPH DV LW LGHQWL¿HV ¿YH OHYHOV RI OHDUQLQJ IURP /HYHO ± NQRZOHGJH UHSURGXFWLRQ WR /HYHO ± V\QWKHVLV DQG HYDOXDWLRQ 7KH higher levels will be more appropriate for third year undergraduates, postgraduates and academic staff.
Collaboration in Course Design
7KHUH DUH PDQ\ UHFRPPHQGDWLRQV LQ WKH OLWHUDWXUH IRU OLEUDULDQV WR ZRUN LQ SDUWQHUVKLSZLWKDFDGHPLFVWDIIDQGOHDUQLQJWHFKQRORJLVWV6HFNHUEHOLHYHVWKDW WKHUH LV D QHHG WR PRYH WR D PRUH LQWHJUDWHG DSSURDFK IRU OLEUDULDQV WR µZRUN alongside teaching staff to build programmes that are integrated into the curriculum’
6HFNHU
At the University of Birmingham it was found that librarians are supporting, not creating, content and the conclusion was made that librarians need greater input at the creation stage. (Kent 2003). This was also the case at the University of Sheffield where, according to Stubley, it was found that it was essential for librarians to NQRZ QRW MXVW WKH FRQWHQW RI UHVRXUFH OLVWV EXW DOVR KRZ WKH FRXUVHV DUH WR EH taught in order to support and encourage learning (Stubley 2002). It was again recommended that librarians have more input in identifying and recommending relevant information resources for the list.
According to Harris: ‘One of the biggest problems faced by institutions within the Information Environment has little to do with understanding new technologies, LPSOHPHQWLQJ VWDQGDUGV RU ¿QDQFLQJ UHVHDUFK EXW ¿QGLQJ ZD\V LQ ZKLFK WUDGLWLRQDOO\ LVRODWHG JURXSV RI SHRSOH ZLWKLQ DQ LQVWLWXWLRQ FDQ ZRUN WRJHWKHU¶
(Harris 2005).
6HYHUDO SURMHFWV KDYH EHHQ IXQGHG E\ -,6& WR LQYHVWLJDWH WKH OLQNLQJ RI GLJLWDO library resources with Virtual Learning Environments. The DELIVER (Digital Electronic Library Integration within Virtual EnviRonments) project had ‘a clear IRFXVRQ¿QGLQJDFRPPRQJURXQGLQZKLFKOHDUQLQJWHFKQRORJLVWVOLEUDULDQVDQG DFDGHPLFVWDIIFRXOGSUHVHQWWKHEHVWH[SHULHQFHRUHQYLURQPHQWWRVWXGHQWV$V
such the project was as much focused on changing processes and cultural attitudes DVGHYHORSLQJQHZWRROV¶6HFNHU
7KH'L9/(/LQNLQJ'LJLWDO/LEUDULHVZLWK9/(VSURJUDPPHIXQGHGWHQSURMHFWV WRIXUWKHULQYHVWLJDWHWKHLVVXHVRIOLQNLQJGLJLWDOOLEUDULHVDQG9/(VLQRUGHUWR µUHGXFH EDUULHUV WR OHDUQLQJ WHFKQRORJLVWV DQG OLEUDU\ VWDII ZRUNLQJ WRJHWKHU¶
(Harris 2005).
Formative evaluation of the DiVLE project was carried out by the Centre for Research in Library and Information Management (CERLIM) based at Manchester 0HWURSROLWDQ 8QLYHUVLW\ XQGHU WKH QDPH /LQNER 7KH ILQDO UHSRUW IURP /LQNER draws the conclusions that:
There is evidence that library staff need the same standard of VLE training as academics, and that this is not always provided. There are warnings of the impact that the move to an integrated digital library and VLE teaching environment may well have upon the job roles and practices of the teaching community. These outcomes of the DiVLE programme are valuable lessons for institutional e-learning policies which must be taken on board if the VLE with integrated digital library facilities is to become a key teaching and learning environment %URSK\0DUNODQGDQG-RQHV
5REHUWV 6FKR¿HOG DQG :LOVRQ H[SODLQ KRZ QHZ DFDGHPLF WHDPV KDYH HYROYHG at Edge Hill College, highlighting the importance of shared understanding of pedagogic principles in developing the curriculum and embedding information OLWHUDF\ VNLOOV 5REHUWV 6FKR¿HOG DQG :LOVRQ :RUNLQJ LQ FROODERUDWLYH teams can be challenging and may involve a willingness to reach a consensus about WKHXVHRIODQJXDJHDV6FDOHV0DWWKHZVDQG-RKQVRQH[SODLQLQWKHLUDQDO\VLVRI WKH SURFHVV XQGHUWDNHQ LQ WKH UHYLVLRQ RI DQ RQOLQH LQIRUPDWLRQ OLWHUDF\ FRXUVH with partners from the Distance Degree Program: ‘… we recognised that our assumptions about learning objectives derived from our training – how they are H[SUHVVHGDQGDVVHVVHGHYHQZKDWWKH\DUH±ZHUHGLIIHUHQWIURPWKHDVVXPSWLRQV DERXWWKHFRQFHSWRI³REMHFWLYHV´SRVVHVVHGE\WKH''3VWDIIZKRZHUHH[SHUWVLQ distance course design and implementation’ (Scales, Matthews and Johnson 2005).
,WLVOLNHO\WKDWWKH''3VWDIIXVHGWKHWHUPREMHFWLYHWRPHDQDVSHFL¿FOHDUQLQJ outcome assessed through completion of an associated assignment.
Supporting Use of VLEs
6SHFL¿FWUDLQLQJRQKRZWRXVHWKH9/(PD\EHSURYLGHGDVSDUWRIDVWXGHQW¶V taught programme or through central provision. Library staff may be involved to a JUHDWHURUOHVVHUH[WHQWIRUH[DPSOHDW%LUPLQJKDP8QLYHUVLW\.HQWVXEMHFW librarians include an introduction to WebCT in their library induction sessions IRU VWXGHQWV ,QGLYLGXDO VWXGHQWV ZLOO LQHYLWDEO\ VHHN KHOS IRU H[DPSOH ZKHQ
TEACHING AND TRAINING USERS 19
VWXG\LQJLQWKHOLEUDU\LQWKHHYHQLQJVRUDWZHHNHQGV6RPHVWXGHQWVZLWKVSHFLDO educational needs, such as assistive technologies, will need additional support. At the University of Central Lancashire, the library service has a specialised learning resources unit for users with disabilities.
)RUV\WKH[SODLQVWKDWZKLOVWVWXGHQWV¶QHHGVLQWKHXVHRI9/(VDUHPDLQO\WHFKQLFDO VWDII QHHGV DUH PRUH FRPSOH[ UDQJLQJ IURP WHFKQLFDO WUDLQLQJ LQ WKH XVH RI WKH software to staff development in curriculum design for online learning (Forsyth 2003). At Birmingham University it was found that user needs differed widely.
Some staff needed training on how to use the new software, while others needed help with the creation of materials. A module on E-learning in Higher Education was designed, which incorporated various ‘e-tivities’, including reflective learning journals, which became part of portfolios of e-learning practice (Kent 2003).
Librarians at the University of Sheffield created a user needs survey of academic staff, incorporating questions about the individual’s use of the VLE, the reactions of their students to the technology, the requirements of the member of staff and their use of resources, either library-based or Internet-based (Stubley 2002).
$W WKH 8QLYHUVLW\ RI:DWHUIRUG WKH OLEUDU\ VHUYLFH WRRN WKH OHDG LQ LQWURGXFLQJ the use of the virtual learning environment, including user training and support IRU HOHDUQLQJ 4XLQODQ DQG +HJDUW\ &DUH ZDV WDNHQ WR µSRVLWLRQ¶ 9/(
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‘library’ or ‘computer’ event and training was not carried out in the library but in a new staff training area. According to Quinlan and Hegarty, library policy is to encourage the use of new technologies for the delivery of effective teaching and OHDUQLQJ7KHOLEUDULDQ¶VH[SHULHQFHLQWUDGLWLRQDOOLEUDU\UROHVVXFKDVFRQGXFWLQJ reference interviews and delivering training on electronic resources meant that WKH\ ZHUH µZHOOHTXLSSHG WR HVWDEOLVK LQGLYLGXDO OHFWXUHU QHHGV DQG WR ZRUN WRZDUGVHPSRZHULQJVWDIIWRHI¿FLHQWO\DQGHIIHFWLYHO\H[SORLWWKH9/(¶4XLQODQ and Hegarty 2006).
EXAMPLES FROM MANCHESTER METROPOLITAN UNIVERSITY
Learning technology is used in a variety of ways at Manchester Metropolitan 8QLYHUVLW\008WRKHOSLWVVWXGHQWVGHYHORSWKHVNLOOVQHFHVVDU\WR¿QG UHVRXUFHVHYDOXDWHWKHLUTXDOLW\DQGXVHWKHPHIIHFWLYHO\LQWKHLUDFDGHPLFZRUN The university is located on seven different campuses throughout the city and in Cheshire, so there are local variations in practice, according to the subjects WDXJKWDQGWKHZLOOLQJQHVVRIDFDGHPLFVWDIIWRPDNHWLPHDYDLODEOH,QVRPHFDVHV DVVHVVPHQWRIWKHH[WHQWWRZKLFKVSHFL¿FOHDUQLQJREMHFWLYHVKDYHEHHQDFKLHYHG LV IRUPDWLYH UDWKHU WKDQ VXPPDWLYH IRU H[DPSOH WKURXJK TXL]]HV XQGHUWDNHQ LQ
FODVVXVLQJDQHOHFWURQLFYRWLQJV\VWHP,QRWKHUFDVHVIRUH[DPSOHDWWKH%XVLQHVV School, information literacy teaching through an online tutorial in the VLE is HPEHGGHGLQWRWKH¿UVW\HDUFXUULFXOXPZLWKPDUNVDVVRFLDWHGIRULWVFRPSOHWLRQ (Donnelly et al. 2006).
:KLFKHYHU DSSURDFK LV XVHG D FRPPRQ ORRN DQG IHHO WR WKH WUDLQLQJ LV JLYHQ WKURXJKWKH,QIR6NLOOVWRRONLWGHYHORSHGDVDQRXWFRPHRIWKH-,6&IXQGHG%LJ Blue project, managed jointly by MMU library and Leeds University library in 7KHNLWLQFOXGHV3RZHU3RLQWVOLGHVDQGKDQGRXWVIRUWKH)RXQGDWLRQ\HDU each year of undergraduate study and for postgraduates, which can be adapted by WUDLQHUVWRLQFOXGHH[DPSOHVUHOHYDQWWRVSHFLILFVXEMHFWDUHDVDQGDFXVWRPL]DEOH RQOLQHWXWRULDOVWUXFWXUHGDURXQGµ)LYHVWHSVWRVXFFHVV¶ILYHNH\VWDJHVLQSODQQLQJ searches, using a range of resources, evaluating information, using information effectively and reviewing the process (Donnelly et al. 2006).
Training the Trainers
Given the size of the university and its location on seven campuses, training WKH WUDLQHUV VHVVLRQV DUH SDUWLFXODUO\ XVHIXO ZLWK NH\ VWDII EHLQJ GHVLJQDWHG DV µ,QIR6NLOOV&KDPSLRQV¶RQHDFKFDPSXVZKRFRPHWRJHWKHUIRUVSHFL¿FWUDLQLQJ sessions and then cascade the information gleaned to others, customizing as DSSURSULDWH2QHH[DPSOHLVWUDLQLQJLQWKHXVHRILQWHUDFWLYHZKLWHERDUGV-RQHV Peters and Shields 2006). In a similar fashion, ‘EndNote Champions’ have also been selected (see below) and these are directly responsible for training in the use of EndNote software (Harrison, Summerton and Peters 2005).
Interactive Whiteboard Training
The seven library sites have adopted interactive whiteboards (IWBs) in order to HQKDQFHOHDUQLQJH[SHULHQFHVIRUVWXGHQWVWDNLQJSDUWLQOLEUDU\WUDLQLQJVHVVLRQV The IWBs are used in conjunction with ACTIVstudio2 software,2 which allows WUDLQHUVWRLQFUHDVHWKHLQWHUDFWLYLW\RIWKHLUWUDLQLQJVHVVLRQVIRUH[DPSOHWKURXJK WKHXVHRIHOHFWURQLFÀLSFKDUWV
$ RQHGD\ WUDLQLQJ VHVVLRQ IRU DQ ,QIR6NLOOV WUDLQHU IURP HDFK FDPSXV JDYH DQ introduction to the IWBs, demonstrated the various functions and showed how the WHFKQRORJ\FRXOGEHXVHGLQGHOLYHULQJ,QIR6NLOOVVHVVLRQVWRVWXGHQWV7KHDLP ZDVWKDWSDUWLFLSDQWVZRXOGWKHQGLVVHPLQDWHWKLVNQRZOHGJHWRRWKHUVWDIIDWWKHLU YDULRXVOLEUDU\VLWHV6PDOOJURXSKDQGVRQZRUNVKRSVLQYROYHGWKHSDUWLFLSDQWVLQ games and activities to show how the various features could be used in delivering ,QIR6NLOOVWUDLQLQJ7KHVHDFWLYLWLHVZHUHGHVLJQHGWREHIXQDVZHOODVSUDFWLFDO $&7,96WXGLR KWWSUROVUDPHV\VFRPSURGXFWDVS["3URGXFWB,' &DWHJRU\B$&7,96WXGLRKWWSUROVUDPHV\VFRPSURGXFWDVS["3URGXFWB,' &DWHJRU\B ,' !
TEACHING AND TRAINING USERS 21
It was essential that staff enjoyed using the IWBs and built their confidence in the ZRUNVKRSHQYLURQPHQWEHIRUHLQWHJUDWLQJWKHWHFKQRORJ\LQWRWKHLURZQWUDLQLQJ sessions.
At the end of the day, most staff were confident about using the IWBs in their own teaching. Those who did not feel confident were encouraged to introduce WKHERDUGVLQWRWKHLUWHDFKLQJJUDGXDOO\DWWKHLURZQSDFH&KHFNOLVWVZHUHJLYHQ out with four levels of proficiency comprising basic functions, PowerPoint tools, Flipcharts and advanced functions, with specific goals for each in order for staff WRLQFRUSRUDWHWKHXVHRIWKHERDUGVLQWRWKHLUWHDFKLQJ7KHJRDOVKDYHFOHDUWDVNV ZKLFK LQFUHDVH LQ GLIILFXOW\ DQG FRQILGHQFH LV EXLOW DV WKH WDVNV DUH FRPSOHWHG DQGWKHQH[WOHYHOLVUHDFKHG7KHWUDLQHUVZHUHDEOHWRPRQLWRUWKHSURJUHVVRI VWDIIWKURXJKWKHFKHFNOLVWVDQGWKHUHIRUHZHUHDEOHWRDVVHVVWKHOHYHORIXSWDNH of the technology and the different ways it has been used in delivering training sessions. Each participant was also given training materials to enable them to run VLPLODUZRUNVKRSVDWWKHLURZQOLEUDU\7KHFHQWUDO,QIR6NLOOVWHDPPHPEHUVZHUH available to assist with training at the various sites but it was felt that encouraging staff to lead their own sessions would mean greater ownership of the technology at site level.
7KH FHQWUDO ,QIR6NLOOV WHDP DOVR FUHDWHG µ$ *XLGH WR $&7,9VWXGLR DQG WKH Interactive Whiteboards’ which was posted on the library’s Intranet and available to all library staff. This was designed to help the training day participants reinforce their own learning and to support them in delivering their own training sessions to other library staff. This guide was written to be more accessible to library staff and more relevant to their needs than the guides provided by the technology supplier.
An online guide with step-by-step instructions for using the ACTIVstudio software was also created and a WIKI was set up on the Intranet as a forum for staff from DOOOLEUDU\VLWHVWRVKDUHLGHDVDQGH[SHULHQFHVDQGWRGLVFXVVSUREOHPV7KH:,., ZDVDOVRXVHGWROHWVWDIINQRZDERXWWLPHVRIVHVVLRQVXVLQJ,:%VWKDWDUHEHLQJ held by their colleagues which they may attend to observe practical use of the technology.
The incorporation of IWBs into teaching has been much faster than anticipated and some staff are now reluctant to teach without them. The technology seems to have encouraged staff to develop more interactive training and to become more involved ZLWK WKHLU OHDUQHUV IHHGEDFN IURP VWDII DQG VWXGHQWV KDV EHHQ SRVLWLYH )XWXUH JRDOVDUHWRHQVXUHWKDWWKHSRVLWLYHH[SHULHQFHVRIVWDIIXVLQJ,:%VFRQWLQXHDQG that new staff are properly trained and encouraged to incorporate the technology into their teaching.
EndNote Software3
As demand for training in the use of the bibliographic software was high, library services managers at each of the library sites nominated one member of their team to become an ‘EndNote Champion’ and a training the trainers session was GHYLVHG 7KLV WRRN WKH IRUP RI D SUHVHQWDWLRQ RQ WKH DGYDQWDJHV RI WKH OLEUDU\
GHOLYHULQJ(QG1RWHWUDLQLQJIROORZHGE\WKHWKUHHKRXUWUDLQLQJZRUNVKRSZKLFK had been developed for academic staff and postgraduate students. This comprised 3RZHU3RLQWSUHVHQWDWLRQVDQGOLYHGHPRQVWUDWLRQVRIWKHNH\VRIWZDUHIXQFWLRQV DQGKDQGVRQH[HUFLVHVDIWHUHDFKIXQFWLRQKDGEHHQH[SODLQHG)LQDOO\WKHUHZDVDQ LQIRUPDOGLVFXVVLRQRQZKDWZDVH[SHFWHGIURPWKHQHZWUDLQHUV7KH&KDPSLRQV ZHUH DVNHG WR XVH WKH ZRUNVKRS WHPSODWH WR HQVXUH WKDW (QG1RWH WUDLQLQJ ZDV standardized throughout the University. They were given PowerPoint slides and a complete training script that they could use as it was or adapt to their needs.
7UDLQHUVDOVRQHHGHGWRPDNHWKHLUZRUNVKRSVPRUHUHOHYDQWWRWKHQHHGVRIWKHLU learners by including databases from their subject area in their sessions. They ZHUH SURYLGHG ZLWK SURPRWLRQDO OLWHUDWXUH ERRNLQJ IRUPV IHHGEDFN IRUPV DQG ZRUNVKRSFKHFNOLVWV7UDLQLQJGRFXPHQWDWLRQZDVPDGHDYDLODEOHRQWKHOLEUDU\¶V Intranet and an e-mail discussion list was created to enable trainers to share their H[SHULHQFHVDQGFRPPXQLFDWHQHZV
Cascading training in this way has been successful in meeting the needs of DFDGHPLFVWDIIDQGSRVWJUDGXDWHVWXGHQWVIRUH[DPSOHZRUNVKRSVZHUHKHOG in a one-year period. As well as benefiting the academic staff and students, the initiative has had many benefits for the library service. Library staff members have EHHQDEOHWRPHHWWKHQHHGVRIWKHLUNH\XVHUVDQGKDYHEHWWHUFRPPXQLFDWLRQZLWK academic staff. The programme has also allowed promotion of library resources, with the result that users have an increased awareness of what is available from the library in their own subject areas.
On an annual basis since 2004, MMU’s Research Support Librarian has organized a small conference for the EndNote Champions. Usually lasting 2½ hours, this meeting provides the opportunity for new trainers to meet the rest of the team and for informal group discussion about the successes and failures of the previous year.
A short programme of presentations by individual Champions is organized as a ZD\RINHHSLQJWKH&KDPSLRQVXSWRGDWHZLWKQHZGHYHORSPHQWV)RUH[DPSOH in 2007 the programme included a presentation on the recently launched web- based version of EndNote, My EndNoteWeb; a presentation on a simple method IRU H[SODLQLQJ ILHOG FRGHV WR ZRUNVKRS SDUWLFLSDQWV DQ LQWURGXFWLRQ WR WKH QHZ ,1)2506 WXWRULDO RQ ZRUNLQJ ZLWK LPDJHV DQG D ORRN DW WKH QHZ YHUVLRQ RI EndNote – EndNote X – which MMU will be adopting in the summer of 2007.
(QG1RWH KWWSZZZHQGQRWHFRP!(QG1RWHKWWSZZZHQGQRWHFRP!
TEACHING AND TRAINING USERS 23
:RUNVKRSVFRQFOXGHZLWKDGLVFXVVLRQDLPHGDWLGHQWLI\LQJLVVXHVWREHDGGUHVVHG LQWKHFRPLQJ\HDU7KHZRUNVKRSVDUHYHU\XVHIXOIRUNHHSLQJ(QG1RWHWUDLQLQJ on the agenda and in persuading less active members of the team to schedule more EndNote training sessions.
Activote
The Activote audience response system4 has been used since September 2005 LQ,QIR6NLOOVVHVVLRQVIRUXQGHUJUDGXDWHDQGSRVWJUDGXDWHVWXGHQWVRI(GXFDWLRQ DQG 6RFLDO &DUH 7KH DJH EDFNJURXQG DQG H[SHULHQFH RI WKH OHDUQHUV LV YHU\
varied, particularly on the vocational postgraduate courses. Many of the courses LQYROYH ODUJH SHULRGV RII FDPSXV RQ SODFHPHQW PHDQLQJ WKDW NQRZOHGJH RI electronic sources is vital to complete studies without having to come onto campus regularly.
7KURXJKRXW DQ ,QIR6NLOOV VHVVLRQ VWXGHQWV DUH DVNHG D QXPEHU RI SUHSUHSDUHG TXHVWLRQV WKDW UHODWH WR WKH SUHVHQWDWLRQ 7KH VWXGHQWV YRWH XS WR VL[ PXOWLSOH choice answers) and the results are displayed on the screen for discussion. The aim is to be as participative as possible with varied activities to engage with all OHDUQHUV$QDFWLYLW\RIVRPHNLQGWDNHVSODFHHYHU\WHQPLQXWHVHLWKHUYRWLQJRU DQRWKHUDFWLYLW\WRNHHSWKHOHDUQHUV¶LQWHUHVW)RUPRVWRIWKHTXL]]HVVWXGHQWV ZRUNLQGLYLGXDOO\EXWSHHULQVWUXFWLRQKDVDOVREHHQIRXQGKHOSIXO)RUH[DPSOH WKHJURXSLVDVNHGDGLIILFXOWTXHVWLRQXVXDOO\DERXW%RROHDQORJLFRUSODJLDULVP If the majority get it wrong, rather than give them the correct answer, they are DVNHGWRVSHQGDIHZPLQXWHVWDONLQJWRDQHLJKERXUDERXWZKDWWKH\DQVZHUHG DQGZK\7KHYRWHLVUHWDNHQDIWHUDIHZPLQXWHVDQG±KRSHIXOO\±PRUHVWXGHQWV have come to the right answer. This creates a useful opportunity to give the group a chance to discuss amongst themselves.
,QWKLVH[DPSOHWKHYRWLQJV\VWHPLVQRWXVHGIRUDVVHVVPHQWSXUSRVHVRQO\IRU LQVWDQWIHHGEDFNWRWKHVWXGHQWV,WLVSRVVLEOHWRXVHWKHVRIWZDUHRYHUDORQJSHULRG LQµQDPHG¶PRGHVRWKDWWKHWXWRUEXWQRRQHHOVHFDQNQRZZKRDQVZHUHGZKDW This could give valuable information about an individual student’s understanding over time.
INFORMS Tutorials
The INFORMS software enables the creation of short, interactive tutorials to guide students and staff in using electronic resources. The software was originally GHYHORSHGDWWKH8QLYHUVLW\RI+XGGHUV¿HOGDQGDVHUYLFHWRVKDUHWKHWXWRULDOV created by staff at different institutions was hosted by them. At the time of writing,
$FWLYRWH KWWSZZZSURPHWKHDQZRUOGFRPXNVHUYHUVKRZQDY!$FWLYRWHKWWSZZZSURPHWKHDQZRUOGFRPXNVHUYHUVKRZQDY!
the service was being moved to a new home at Intute.5 INFORMS uses split screens that have access to the live web-based resource on the right with the guide to the resource appearing on the left. The library service has created many guides to electronic resources which are made available from the library website.6
)HHGEDFN IURP VWDII DERXW WKH (QG1RWH WUDLQLQJ DVNHG IRU LW WR EH H[WHQGHG WR undergraduates (Harrison, Summerton and Peters 2005). As it would not be feasible WRUXQKDQGVRQZRUNVKRSVJLYHQWKHQXPEHUVRIVWXGHQWVDW008DQ,1)2506 tutorial was seen as a solution. EndNote is not a web-based resource, however, but is held on the hard drive of the user’s computer. Library staff therefore needed to provide additional instructions in order for the user to be able to load up EndNote to appear on the right of the screen. The tutorial was designed to incorporate images, which had not been previously included in INFORMS tutorials.
The first version of the tutorial was developed by three EndNote Champions over VL[ZHHNVWKHQXVHUWHVWHGLQ$SULOE\PHPEHUVRIVWDIIZKRKDGQRWXVHG it before and students of the Department of Information and Communications.
The tutorial consists of an introduction to the software, instructions on use of the IHDWXUHVDQGSUDFWLFDOH[HUFLVHVDQGVKRXOGWDNHDERXWPLQXWHV7KHUHDUH VWHSVIRUXVHUVWRZRUNWKURXJKDWWKHLURZQVSHHGHLWKHUOLQHDUO\RUE\MXPSLQJ to the sections that are most relevant to their needs. The tutorial can be used as a stand-alone resource for users to complete on their own, or it can be incorporated LQWRZRUNVKRSVHVVLRQVE\OLEUDU\RUDFDGHPLFVWDII
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commenting on the ease of navigation, the clarity of the instructions, the convenience of having the table of contents constantly present and the fact that the instructions are available on the same page as the EndNote resource. Negative points related to the re-sizing of the EndNote window to gain the split-screen, which some users found confusing.
,PSURYHPHQWVEDVHGRQWKHXVHUWHVWLQJIHHGEDFNZHUHLQFRUSRUDWHGLQWRWKHILQDO version, which was launched in June 2005. Since then, in addition to the original tutorial on the basics of using EndNote, members of the EndNote training team GHYHORSHG DQ DGGLWLRQDO WKUHH WXWRULDOV DQ DGYDQFHG WXWRULDO RQ ZRUNLQJ ZLWK import filters; an advanced tutorial on editing output styles (something virtually impossible to teach in a drop-in facility owing to the need for administrative rights WRWKH3&DQGWKHDIRUHPHQWLRQHGWXWRULDORQZRUNLQJZLWKLPDJHV7KHWXWRULDOV are available to other UK HE and FE libraries to be copied and adapted to their own needs.
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TEACHING AND TRAINING USERS 25
LearnHigher
LearnHigher is ‘Britain’s biggest collaborative HEFCE funded Centre for ([FHOOHQFH LQ 7HDFKLQJ DQG /HDUQLQJ¶7 Based at Liverpool Hope University, LearnHigher is a partnership between 16 universities and the Higher Education
$FDGHP\ 7KH DLP RI WKH ¿YH\HDU SURJUDPPH LV WR µEXLOG DQG GLVVHPLQDWH D sound evidence base in learning development’. Each of the partners will contribute resources in 20 learning areas, which are ‘research-driven, peer-reviewed and evaluated’. LearnHigher will also create a portal, through which resources and materials will be available to ‘staff in both support roles and/or teaching roles’ to use in course delivery. In the future resources will also be available for students to support their learning development. The focus of LearnHigher is ‘not to endlessly create new resources but to understand what the role of resources is within formal DQGLQIRUPDOOHDUQLQJZKDWZRUNVLQZKDWFRQWH[WDQGZK\¶7KLVIRFXVGULYHVWKH creation of reusable learning objects, which can be shared by many HE institutions and by many disciplines within institutions.
The learning area for which MMU is responsible is information literacy and the steering group includes staff from the Department of Information and Communications (which offers undergraduate and postgraduate courses in librarianship), library staff, staff from the central Learning Support and Learning DQG 7HDFKLQJ XQLW$Q H[DPSOH RI D UHXVDEOH OHDUQLQJ REMHFW FUHDWHG DV SDUW RI the LearnHigher project, involving staff at MMU in partnership with the Intute Virtual Training Suite, is the Internet Detective resource,8 now in its third edition, published in March 2006. The third edition is a complete rewrite of the second edition which was published in 1999 and produced by the DESIRE Project.
7KHWXWRULDOLVGHVLJQHGWRKHOS+(DQG)(VWXGHQWVGHYHORSWKHSUDFWLFDOVNLOOV QHHGHG WR WKLQN FULWLFDOO\ LQ RUGHU WR HYDOXDWH WKH TXDOLW\ RI ,QWHUQHW UHVRXUFHV ZKHQFDUU\LQJRXWUHVHDUFKIRUWKHLUDFDGHPLFZRUN,WLVIUHHO\DYDLODEOHRQOLQH WR VWXGHQWV FDQ EH ZRUNHG WKURXJK DW WKHLU RZQ SDFH DQG LQFOXGHV LQWHUDFWLYH elements, such as quizzes. At MMU it is widely used by many departments and has been incorporated into a WebCT version (available for download from the Internet 'HWHFWLYHZHEVLWH7KHXVHRID:HE&7YHUVLRQJLYHVVWDIIPRUHIOH[LELOLW\LQWKH GHOLYHU\RIWKHWXWRULDOIRUH[DPSOHVWDIIKDYHWKHRSWLRQRIPDNLQJWKHWXWRULDO part of blended learning courses and of releasing it to students in sections over WLPHUDWKHUWKDQDOODWRQFH,WDOVRHQDEOHVVWDIIWRWUDFNVWXGHQWSURJUHVVDQGWR include further graded quizzes, as well as self tests.
During the 2006–07 academic year, a customized and revised version of the XQLYHUVLW\ OLEUDU\¶V ,QIR6NLOOV WXWRULDO IRU SK\VLRWKHUDS\ VWXGHQWV LQFOXGHG WKH
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