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1、John OckerbloomDec. 6, 2002Supporting learning at the libraryTowards integrating LMS and digital library technology at Penn John Mark Ockerbloom CNI Task Force Meeting December 6, 2002John OckerbloomDec. 6, 2002The goal: Bring together opportunities for learningUniversities are all about learning, a
2、nd teachingthrough individual research and publicationthrough class study and teachingThe library is a commons for bringing together knowledge, and learners themselvesBoth class teaching and library resources increasingly use digital resourcesand often from the same source (e.g. electronic library r
3、eserves for courses)Common technology and tools should help bothJohn OckerbloomDec. 6, 2002What wed like to doMake it easy for scholars to find digital library resources and include them in their teachingopen Web, licensed resources, ereserves, original materialnot just static documents, but dynamic
4、 services, local and remoteLet them retain, preserve, and share materialpersonal and course portfoliosshared course materials workspaces for teacherspublic disseminationInstitutional repository deposit?Support new ways of teaching and learning more effectivelyincluding targeted techniques for specia
5、lized applicationsJohn OckerbloomDec. 6, 2002Bringing together diverse knowledge sourcesJohn OckerbloomDec. 6, 2002Bringing learning resources outside the courseJohn OckerbloomDec. 6, 2002Bringing learning resources outside the courseJohn OckerbloomDec. 6, 2002Penns strategyBring LMS support into th
6、e libraryAnd work on integrating reserves, digital library servicesSupport LMS architectures that can improve learning outcomesOpen architectures (e.g. OKI) supporting best-of-breed integrationSystem interfaces that integrate LMS, digital library capabilities Develop and test new content toolsfor sm
7、oother workflow for instructors, students, librariansfor better integration of content and servicesfor reuse of materials in new contexts(may involve conversion of data, domain-specific metadata)Reshape library space and servicesto better support learning in a digitally rich environmentJohn Ockerblo
8、omDec. 6, 2002The Open Knowledge InitiativeMulti-year open development projectFunded by the Mellon FoundationMIT and Stanford are lead universitiesOther universities, including Penn, are development partners.Deliverables:Open, layered architecture and APIs for educational SWOpen source example imple
9、mentations of the APIsExemplar tools using the APIsWhy we like it:Designed by and for its users (universities)Encourages integration and cooperation, for both commercial and academic efforts, including our ownExpands choices and raises standards in softwareJohn OckerbloomDec. 6, 2002We can build bet
10、ter course content managementEasy drag-and-drop functionalityAutomatic inferences to avoid unnecessary formsFlexible metadata and access controlOrganizing diverse resources in workspaceswhich may or may not be associated with a particular courseSmart modules for:Defining dynamic services (e.g. searc
11、h, channels)Classifying and converting content, metadata, references Interacting with digital library repositories and collectionsCompatible with OKI-compliant LMSSo we can concentrate on where we have interests and skills, while leaving the other stuff we need to othersJohn OckerbloomDec. 6, 2002th
12、ough some things are easier said than done:Finding common data models and APIsSCORM learning object vs. OAIS AIP with METSWhat are appropriate APIs for search, repository fns?Finding usable software to implement them(multi-source simultaneous search, for instance)Lightweight protocols, collaboration
13、, helpful hereKeeping hassle factor lowInferring correct URLs for library resourcesDealing with data format incompatibilitiesMaintaining ease of use in complex systemsEnabling appropriate access controlJohn OckerbloomDec. 6, 2002Access controlChallenge: Make it easy to share material while protectin
14、g rights(of publishers, instructors, students)Gets trickier beyond course limits; c.f. Clifford Lynchs paperLockdowns, policy hard-coding not acceptableInstitutions, groups need to determine appropriate policiesMay be different for active courses vs. repositoriesUseful tools to uphold policies:Clear
15、 documentation of policiesincluding LMS-processable form if possiblePortable access and provenance metadataCreated automatically where appropriateClear visibility for access rights (and hooks for change)Make common practices simple, uncommon ones possibleTrusted people better than “trusted systems”J
16、ohn OckerbloomDec. 6, 2002Access controlChallenge: Make it easy to share material while protecting rights(of publishers, instructors, students)Gets trickier beyond course limits; c.f. Clifford Lynchs paperLockdowns, policy hard-coding not acceptableInstitutions, groups need to determine appropriate
17、policiesMay be different for active courses vs. repositoriesUseful tools to uphold policies:Clear documentation of policiesincluding LMS-processable form if possiblePortable access and provenance metadataCreated automatically where appropriateClear visibility for access rights (and hooks for change)
18、Make common practices simple, uncommon ones possibleTrusted people better than “trusted systems”John OckerbloomDec. 6, 2002The library evolvesFrom shelving reserves to supporting coursesProviding new digital points of serviceIntegrating courseware with DL tools like searching, resolution, collection
19、 and repository controlCooperating with other divisions (campus IT, schools)Making the most of our nondigital assetsNot just physical volumes, but also space, and expertiseExample: Collaboratory for Learning and TeachingIn diffuse environments (like Penn), libraries are vital focal points for learning
