E-learning and Libraries

1. E-learning and Libraries WSIS Forum, Geneva,11 May 2010 Tullio Basaglia, CERN Scientific Information Service, Geneva

2. Presentation outline • E-learning • E-learning and library experience • E-learning objects and repositories • What library services in an e-learning environment? • Public libraries impact on learning: results of a MLA survey Tullio Basaglia, CERN Scientific Information Service, Geneva

3. E-learning landscape – concepts and trends • E-learning: • Online learning • Distance learning • Mobile learning • Computer-assisted (technology-mediated) learning • Multimedia learning • Cooperative learning • Blended learning (hybrid paper/electronic) • Services centered around the user, flexible learning environments -> in common with Library 2.0 Tullio Basaglia, CERN Scientific Information Service, Geneva

4. E-learning contexts • From primary education up to higher education • Lifelong education • E-science • Learning at the workplace (corporate, public administration) • (IT) literacy development • ... Tullio Basaglia, CERN Scientific Information Service, Geneva

5. Cognitive aspects of e-learning and (digital) library experience • Personalized content delivery and learning process • Personal library experience through ‘your library’ portal • Library’s (virtual and physical) space as ‘information common’ and repository of e-learning objects for enhanced learning experience Tullio Basaglia, CERN Scientific Information Service, Geneva

6. E-learning objects and repositories • Learning objects/artifacts • Learning Management Systems, Virtual Learning Environment, Course Management System Tullio Basaglia, CERN Scientific Information Service, Geneva

7. E-learning objects: key features • Granularity • Re-usability • Discoverability • Portability between repositories Therefore: • Semantically consistent, standardized metadata • Standards for interoperability (eg IEEE learning object metadata standard) Tullio Basaglia, CERN Scientific Information Service, Geneva

8. E-learning repositories • E-learning objects repositories: issues of ownership, management and asset control – the role of libraries • Distributed e-learning technical architecture • Standardization across repositories (ontology-aware digital learning resources repositories thanks to ISO topic-maps standards) Tullio Basaglia, CERN Scientific Information Service, Geneva

9. What library services in an e-learning environment? • A role for libraries that goes beyond the ‘traditional’ role in e-learning objects’ metadata standardization • Libraries to integrate and expose their resources and services inside Learning Management Systems, a technology out of their control Tullio Basaglia, CERN Scientific Information Service, Geneva

10. What library services in an e-learning environment? • E-learning environment allows aggregation of e-contents. Library services must be accessible from within this environment and permit e.g. the creation of ‘virtual shelves’. Library resources discovery, bibliographic management tools and context-sensitive full text access must be present in all e-learning contexts. • Allow customization of preferences for library services • Integrate access points to commercial databases • Provide access to virtual reference service • Create and integrate library learning objects (eg tutorials for users) • The role of the Library in the digital rights management and preservation of e-learning asset repository is crucial Tullio Basaglia, CERN Scientific Information Service, Geneva

11. Public libraries’ impact on learning: children and young people:a report based on a survey commissioned by Museums, Libraries and Archives North –East (UK) (2008) Tullio Basaglia, CERN Scientific Information Service, Geneva

12. Public libraries’ impact on learning • Aims of the survey (among others): • Identify how and what impact North East libraries have on children and young people’s learning • Identify activities which demonstrate the libraries’ contribution to children and young peoples’ learning • Method: interviews with stakeholders (local authorities, librarians, teachers) and users’ survey (paper/electr.) distributed to schools (mostly primary schools) Tullio Basaglia, CERN Scientific Information Service, Geneva

13. Challenge • Young people, particularly from age 13 and upwards, are more difficult to engage for libraries, given their increased independence and choice regarding their learning. • The challenge is to involve those young people in activities, either on a structured basis (e.g. homework clubs), or on an open-access basis (e.g. ‘exposing them’ to books and ICT resources or learning materials outside the classroom, while they ‘hang around’ in the library) Tullio Basaglia, CERN Scientific Information Service, Geneva

14. Librarian’s comments • “Homework support is a good example of libraries influencing learning activity, but […] personal development is also a key aspect of learning that the library facilitates” • It is likely that all activity has a learning impact, but it is not measured • Libraries see themselves as facilitators of learning, not learning deliverers; this is not criticism, but recognition of the complementary strength of library provision Tullio Basaglia, CERN Scientific Information Service, Geneva

15. Tullio Basaglia, CERN Scientific Information Service, Geneva

16. Conclusions • The study identified a range of activities delivered by public libraries which impacts upon children and young people’s learning; however, it is rarely measured in these terms. This is partly linked to a concern regarding ‘learning’ being linked to ‘teaching’. • Most frequently cited impact on pupils include a deeper knowledge and understanding of subject areas, in addition to independence in learning • There is more evidence of impact in terms of personal and social learning as opposed to contribution to the achievement of level/grades/qualifications Tullio Basaglia, CERN Scientific Information Service, Geneva