cb cetis june 2007 final
DESCRIPTION
Presentation by Caroline Breslin/Andrew Wodehouse, University of Strathclyde on the DIDET project at joint JISC CETIS EC/MDR meeting, 29 June 2007TRANSCRIPT
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Caroline BreslinProject Manager
Learning ServicesUniversity of Strathclyde
Andrew WodehouseDesign Lecturer
DMEMUniversity of Strathclyde
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“digital libraries for global distributed innovative design
education and teamwork”
Digital Libraries in the Classroom
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DIDET Project Vision
To enhance student learning opportunities by enabling them to participate in global team-based design engineering projects that give them experience of working within multi-cultural contexts.
Make this possible through a range of information and communication technologies.
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Less Formal and Dynamic
LauLima Learning Environment (LLE) a workspace environment: point of need
Storing and sharing content
Group Collaboration/ Team communication
Cross team activities
Workfow management (process)
Manipulation of information
Capturing tacit information
Knowledge structuring
LauLima System Architecture
LauLima Digital Library (LDL) longer term: reuse by staff and students
Retrieval of resources
Reuse of student-generated resources, design concepts and sharing
processes
Quality assurance
Metadata and standards
Granularity
Browse/ search
Formal and More Permanent
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How LauLima is used
Store
Share
Reuse
Capture
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Class contexts
• LauLima has been used in several teaching and learning contexts:• Team industrial projects (4th & 5th years)• Concept design modelling projects (3rd year)• Global Design class (5th year class)
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The design environment
• Teams work in a sociable studio environment – challenge is for virtual space to provide a similar ‘feel’
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Recording design information
• Working with LauLima for the duration of a project allows teams to build an information-rich ‘roadmap’ of their design process
Team SiteTeam File Gallery
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Linking information
• Linked wiki pages forced students to consider the structure of their project resource.
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Creating class structure
• All class materials, announcements and deliverables through the LauLima system
end
Phase 1
Research
Phase 2
Concept Developmentstart
Phase 3
Final Design
Generationof Requirements
ModellingandEvaluation
Final DesignReview
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Templates as shareable learning objects
• Templates minimise work in transferring information, capturing rationale and linking resources to concepts.
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Communication
• The system can be used to handle both formal and informal communication in a contained domain
Shoutbox Messaging system ‘Message wall’
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Team co-ordination
• In the Global Design class, time differences meant that team organisation was crucial. Wiki pages provided a common forum to update team information.
Team diary
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Recording team progress
• Both formal (meeting miutes) and informal (project logs) project information can be stored in an integrated team site… particularly important for team industrial projects
Meeting minutes page
Project log page
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Multi-disciplinary teaching team
• LauLima provides a forum for a multi-disciplinary teaching team to interact and give feedback
student experienceLearning
technologist provided on-going information literacy support
Lecturer gave tailored mini-topics highlighting key issues and tasks Coaches
provided on-going process and technical support
Librarian gave tailored session on information searching and sources
Multi-disciplinary team Global Design coach feedback
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Assessment
• LauLima site means no team report required, allows assessment of design and process management
Design Critique & Demonstration LauLima Site
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Harvesting material
• Staff harvest the best material when marking student sites – then stored in LDL for both to use.
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Resolving issues
• Varying levels of ability - and enthusiasm!• Assessment of content Vs assessment of
style• Ownership and control of technology• Ease of use/learning curve/resistance
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Resolving issues
Resolved by…
• Adequate training and support – at all sites; focus on best practice
• Online team monitoring and support; use of system logs
• Monitoring and evaluation for assessment and for actively feeding into development
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Resolving issues
…and using LauLima in conjunction with other tools and technologies
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Resolving issues
Creative Vs Legal Balance
©Vs
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Legal issues
• Copyright and IPR• Copyright exemptions
(For LLE but not LDL)• Referencing (best practice)• Student Copyright forms• Data Protection – making student/staff LDL
material anonymous• UK-USA legal and cultural differences
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Resolving issues
Resolved by…
Complementary teaching and learning; Information Literacy
Note benefits (and challenges) of cross-discipline team
Centre for Academic Practiceand Learning Enhancement
Design Manufacture and Engineering Management
Centre for Digital Library Research
Learning Services
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Resolving Issues
Collaboration and Development Issues…
…not just for students but for staff!
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Resolving issues
Resolved by…
Monitor
Evaluate
Feedback
Develop
ProjectEVOLUTION
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System trade offs
• Balance of research and development
- rapidly changing requirements- changing technological solutions- benefits and issues of open source- “next BIG thing” issue
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System trade offs
Metadata Quality Vs Speed and Usability
Description: dsjkgdkgds
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System trade offs
• Functionality Vs usability• Danger of functionality overload
"Most people only use 20 percent of Microsoft Word's functionality, why buy a 100 percent solution for something
you only need 20 percent of?"
John Cobb, president of Automotive and Motorcycle, Emap Digital USA
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Still working on…
• Workflow; changing student roles?• Approval; changing staff roles and/or
system as project becomes embedded in department
• Archiving; granularity of resources
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Achieving Aims
• Allows true global working
• 24/7 remote access for staff and students