Practices of Resource-based Learning Approach in the Enhancement of Learning and Research

1. The 11th 334 Symposium Advancing Teaching and Learning: Evidence, Outcomes and E-learning Practices of Resource-based Learning Approach in the Enhancement of Learning and Research Steve CHING City University of Hong Kong

2. 2 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Collection Development • To prepare for the new 3+3+4 academic structure and to support new courses and academic units, the Library has continued to develop the collection, both in print and electronic format, to meet changing curriculum and the research needs in the University. • In facing of the budget constraints and the rising cost of library materials, the Library has been building up its collection strategically via consortium initiatives in collaboration with JULAC libraries (Consortiall) and other libraries from Mainland, Macau, Singapore, and Taiwan. • At present, the Library is providing access to over 61,000 e-journals and over 2 million ebooks.

3. 3 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Collection Development

4. 4 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Learning Space & Environment • Strategies on Space management: Renovation followed by Space Extension • In response to the changing needs of interactive and collaborative learning environments, the Library developed a Strategic Library Space Management Plan which mainly focused on re-distribution of its space for collections, learning and service support. • The Library has undergone a series of space transformation projects to expand learning space in the existing space from 2006 to 2010. 11,000M2 11,000M2

5. 5 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Learning Space & Environment • In 2005, the establishment of the “Information Space” (435M2) • In 2007, the “Learning Commons” (Oval Computer Area, Lounge, Leisure Corner, Reference Collection, Media Collection, Reference Counter, IT Help Desks, User Education Room) was set up to provide students with integrated reference and IT support and to facilitate their collaborative learning and studies. (2,800M2) • In 2009, The “Interactive Learning Zone” (Multi-purpose Lobby, Humanities Academy, Group study rooms, Mini-theatre) and Humanity and Social Science Collection Area & Science and Engineering Collection Area was established to provide a variety of learning areas to support group studying and out-of-classroom learning. (4,100M2)

6. 6 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Learning Space & Environment Renovated Area Approx. 70% of the Main Library (around 7,370M2)

7. 7 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Learning Space & Environment (Before renovation, the highest entrance figure was around 8,000) Total number of users entering Library was 2,530,681 in 2009/10 (1,853,679 in 2004/05)

8. 8 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Library Expansion by September 2012 2,000M2 I Different level 1,350M2 II

9. 9 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Education & Outreach • With more types of learning and research resources available electronically, the Library sees an increasing need for library instruction and research guidance. • Subject-specific reference services and outpost campus student support will also be expanded. More than 30 research guides based on different research needs and disciplines have also been published online to provide necessary guidelines and tools for users to conduct research. • The Library will also make use of its collections, services and facilities, and play a role to engage students in learning activities beyond the classroom and across disciplines.

10. 10 Overview of CityU Library in preparation for the 3+3+4 new academic structure– Learning Space & Environment

11. 11 Informal Learning Environment @ Learning Common • Thelearning outcomes that university graduates should possess canbe broadly classified into three categories: knowledge, skills,and attitudes. • In its newly established Learning Commons, the Library is not only providing collection, equipment, reference and IT support, but is also applying a resource-based learning approach in developing a series of out-of-classroom activities: i) raising the awareness of its print and e-book collections; ii) supporting academic and whole person development of students, and iii) facilitating interdisciplinary learning and inter-departmental collaboration and demonstration of students’ learning outcome.

12. 12 Components of Resource-Based Learning (RBL) • Enabling Context • Goal (learning need) is established • Resources • Materials that support the learning process • Tools • Help learners to interact with and use resources • Scaffolds • Initial support removed as learner begins to explore and engage independently

13. 13 Applied RBL into Informal Learning Activities • Step-by-step learning journeys • Supported by library databases, collections, and other resources • Engage students with holistic learning experiences • Supported by physical exhibitions and lectures • Online quizzes and guides • Assist learners with exploration • Learning assessments

14. 14 Academic Engagement and Interdisciplinary Collaboration: Discovery of the Architectural and Cultural Values of Chinese Bridges Project - Classroom Learning Chinese Civilization Center • CCIV 0102 • Chinese Civilization • Duration: from 2008-09 Sem-A to Summer course 2009 Division of Building Science and Technology • BST 11182 • Integrated Design Studio II • Duration: 13 weeks (Bridge is a small element of the course, and mainly completed in the summer vacation)

15. 15 Outside Classroom Learning Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition • AIM: a cross disciplinary effort to enhance students’ understanding and appreciation of the architectural and construction practices of Chinese bridges, Chinese culture and aesthetics reflected in ancient bridges.

16. 16 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition: Enabling Context • Imposed • By the collaborators: Department of Building, Science, and Technology (BST), the Chinese Civilisation Centre (CCIV), and the Library • Induced • Other curious learners, including students, instructors, and researchers • Not part of BST or CCIV • Self – directed learners

17. 17 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition : Resources (People)

18. 18 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition: Resources (Learning Commons) Learning Common – Lobby & Mini Theater

19. 19 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition: Resources (Web Site)

20. 20 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition: Resources (Exhibition)

21. 21 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition: Resources (Library Resources) Books Display Video Sessionson Rainbow Bridge

22. 22 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition : Tools Different types of tools support diverse learning styles and needs. • Learners formally participating in the Program: • SCM – Media Presentations • CLASS – Oral Presentations • BST – Model Making • Learners outside of this Program • QUIZ and Draw

23. 23 Tools: Study Tour (May 18 – May 21, 2009) Group photo taken at Zhaozhou Bridge Observing decorative details of ancient bridge

24. Zhaozhou Bridge (An-Chi Bridge, 趙州橋/ Anji Bridge,赵州桥) 24 Zhaozhou Bridge, also known as the Anji Bridge or Great Stone Bridge, was built in the years 595-605 by a craftsman / engineer called Chun LI in Sui Dynasty at the southern part of Hebei Province. It is an open-spandrel stone segmental arch bridge and is the oldest standing bridge in China. The bridge is indeed an unusual innovative construction and represents marvelous use of stone-work. The bridge has two small side arches on either side of the main arch. Not only do they cut down the amount of materials used, but also reduce the total weight of the bridge considerably. When the bridge is submerged during a flood, they allow water to pass through, thereby minimizing the forces on the structure of the bridge. It was not until 700-1,200 years later that another longer concrete arch bridge was built in Constantine, Algeria – the Point Side Rached.

25. 25 Tools: Model Making after the Study Tour

26. 26 Tools: QUIZ and DRAW

27. 27 Discovery of the Architectural and Cultural Values of Chinese Bridges Exhibition : Scaffolding Supporting and guiding self-paced learning • Resources • Lectures • Library resources (print and electronic books, movies, etc. • Training • Research tasks • Workshops and guides • Knowledge reinforcement • Model making • Oral presentations • Online quiz

28. 28 The Library as a bridge to learning and research • Use the RBL model to continue to support learning and research Can facilitate collaborations to enhance learning and research

29. 29 Future developments • Apply the RBL model to new activities • Invite a range of Departments to engage in activities • Economics & Finance • Energy & Environment • Public & Social Administration • Other interested Departments!

30. “On the River During the Ch'ing-ming Festival, 清明上河圖” by Song Dynasty artist Chang Tse-tuan (Zhang Zeduan), 張擇端(1085–1145).

31. “On the River During the Ch'ing-ming Festival, 清明上河圖” by Ming Dynasty artist Ch‘iu Ying, 仇英(1368–1644)

32. “On the River During the Ch'ing-ming Festival, 清明上河圖”by Ch‘ing Dynasty 5 artists(陳枚、孫祜、金昆、戴洪、程志道)