Building e-Partnership: d-Library Services for eLearning Ahmed Taha UAE University Libraries Deanship P.O. BOX 1441, Al-Ain United Arab Emirates E-mail:
[email protected] Learning is a set of mental processes driven by a proactive interaction between individuals (learners) and their environment, which includes resources focused on learning and knowledge acquisition e.g. supporting information technologies, teaching-learning tools, and social settings as educational institution and workplaces. Elearning however has gained much concern due to the paramount importance of professional knowledge, life-long education, and availability of appropriate technologies to sustain elearning paradigm. Perhaps the most telling contribution of elearning is the individual empowerment, it offers when properly integrated with other innovative forms of learning and instruction [2]. This paper delineates the grid information services for sustaining elearning process, as well as exploring the conditions of success regarding integration of digital library e-services with elearning objects through a proposed interoperability model. E-literacy model of scholarly use of the web is highly valued to maintain optimal uses of eresources. The paper argues that w-ICTs enable large-scale of e-resource sharing within virtual learning environments, as well as has the power of being both a catalyst and potential vehicle for implementing strategic e-partnership between the two ITC-based domains.
Abstract The learning discipline has exposed to tremendous changes and challenges with the invasive diffusion of the web-based information and communication technologies (w-ICTs) into a wide range of educational systems. The utilisation of wICT methods is expanded substantially throughout the chain of elearning process and scholarly knowledge production. It is widely believe that the w-ICT brought with it many opportunities to revamp the learning offerings. Furthermore, w-ICT has also greatly enabled the digital libraries to extend their territories far beyond the physical frontiers to work within virtual learning communities that created concomitantly by the advent of the digital information revolution. This revolution has sparked strong interest in promoting the element of concern to build epartnership paradigm between the d-library and ICT-based learning processes. This paper delineates the elearning library services for sustaining ICT-based educational systems and virtual learners, and explores the conditions of success regarding integration of d-library resources with elearning objects through a proposed interoperability model. The paper argues that an effective elearning is a blend of pedagogy, grid technology, and organisational support since w-ICTs are capable of supporting large-scale of e-resource sharing within virtual learning environments, as well as being both catalyst and potential vehicle for implementing a symbiotic e-partnership between the two ICT-based domains.
2. Evolving genre of distance learning media The rapid advancements in the networked computermediated communication (CMC) technology have been playing vital roles in evolving distance-learning paradigm of two-way exchange of communication within a virtual learning environment. Accordingly, the definition of distance learning has gradually evolved from Socrates’ teacher learner interaction to live up to the unprecedented growth of the network access. However, the most inclusive definition of online learning has been proposed by [3] as “Use of CMC technology to mediate the necessary two-way virtual learning interaction”. Elearning itself has as many meanings as there are a wide array of components involved in designing different elearning processes and environments. It varies from one that has a small electronic component to that sophisticated one, which conducts everything through pervasive use of wICTs. Such varied meanings would of course yield several models; each of them answers the needs of an elearning process. So, different elearning models have different combinations of various blended components [4]. The
1. Introduction The web-based information and communication technologies (w-ICTs) have greatly catalysed the emergence of online or electronic education as a new genre of delivering innovative bundle of the ICT-based learning materials, which has been developed in response of the growing needs for talented personnel to live up to knowledge-oriented society. Moreover, the ubiquity of the Internet along with increasing availability of w-ICT applications in the academic and training settings has significantly enhanced in extending the learning beyond the classroom premises, as well as in developing a wide array of remotely accessible learning objects [1].
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evolution of synchronous learning has been traced by [2], which took place through three appreciable dominant systems: x Stand-alone (1950-90), x Internet-based (1993-2004), x Mobile elearning (2005- ).
Dominant markets x Accessible to all interested x Target groups x Global 3. Learning objects: revamping e-instructions
Elearning is generally referred to as “Computermediated delivery of scholarly information, education, and training to remote users”. E-learning and its synonyms have been subject to extensive studies since the emergence of elearning technologies in early 1990s. A web search conducted on Google Scholar (27 Aug.2005) has returned a considerable amount of scholarly research works on ITCbased educational systems and related synonyms such as online learning (17200), e-learning (16920), virtual learning (6700), Telelearning (1770), and course website (1280). So, it would be a tedious work to review such huge accumulated literature in this text. The exponential expansion of w-ICT applications throughout knowledge-based organisations has enabled the elearning programmes to reach a wider range of remote patrons then ever regarding following factors [5]: x The socio-economic contexts x Knowledge has become a vital economic driving force x Knowledge is a fast-growing product in the postindustrial societies x Needs for organisations to change on-job training programmes to keep their personnel abreast with new technological developments x Tertiary education effectively engaged in maintaining the transition to elearning paradigm
The learning object (LO) has gained its popularity since Wayne Hodgins in 1994 bestowed this term on CedMA Working Group as “Learning Architectures, APIs, and Learning Objects” to become thereafter a pervasive term in computer-mediated learning processes [8]-[9]. A consensus on LO as primary ingredients of instructional design has recently emerged among scholarly organisations for spearheading these efforts; among these are IEEE Learning Technology Standards Committee (LTSC) Learning Object Metadata Working Group; IMS Global Learning Consortium, Inc.; Dublin Core Metadata Initiative (DCMI), and Alliance of Remote Instructional Authoring and Distribution Networks for Europe (ARIADNE). Considerable scholarly works on different aspects of use and reuse of LO have been accumulated. Moreover, different definitions were also generated. LO has been defined by [10] as “the smallest independent and structural knowledge experience that contains an objective, learning activity, and process assessment; whereas [9] has extended this definition by adding constructive explanation of these components: x
x Technologies, pedagogies and educational markets have long been regarded as the dominant driving forces for e-knowledge-oriented university [6]-[7], these as:
x x
Dominant technologies x WAN facilities x CMS (e-blackboard) x Virtual classrooms x Learning objects x Multimedia x Quick access to e-knowledge resource through e.g. digital libraries x Collaborative knowledge construction x Virtual users
x
Objectives: the intended standard-based results of learning process such as learning environment, learner behaviour, and the expected outcomes. Learning activities: the purposes of LO entities for achieving the target objectives. Assessment: evaluation of LO capabilities in meeting with the target learning objectives. Usability: LO should be cast over the web to be used simultaneously by a wide range of online learning community. Interoperability: trade-off between LO and learning objectives.
On the other hand, [11] offered however a wide definition for LO as “Any digital or non-digital entity that can be used, reused or referenced during technologysupported online learning. Technology-supported online learning includes computer-aided training systems, interactive learning environment, etc, whereas LO includes textual contents, digital multimedia, course website software (CWS), simulation, etc.
Dominant pedagogies x Provide online lectures, teletutoring, etc. x Simulations x Teaching team-based x Problem-based x Making thinking visible
4. E-Learning library services (DLLS) model Distance learning has imposed itself as a new domain of the digital library services. DLLS refers to those library
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services for support higher education courses and programmes that offered remotely by means of electronic transmission to distance learning community at both academic and business settings. DLLS is also designated as off-campus, distributed, flexible, franchising, virtual, synchronous or asynchronous web-mediated services [12]. The proposed DLLS model (see Figure1) aims at delineating the potential interoperability between the digital library and elearning process within the networked environment. The main ingredients of the model are concisely explained as follows: Functional roles of the digital library (mediator): x
x x x x x x x x
The e-librarian would function as: x
x
x
x
Development of integrated library portal design to provide friendly web-based access with efficient browsing and research abilities (content structuring). Virtual reference desk (VRD) assistance and email enquiry service (expert librarian). Reliable and secured access to library scholarly eresources e.g. databases. Web-based OPAC enriched with descriptive and value-added metadata. Library research consultation services (expert subject). E-literacy programmes to develop elearning and information search skills. Acquisition of quality core e-collections specifically meeting elearning needs. Promotion of library e-services for the elearning virtual community. Assess and articulation both print and electronic scholarly resources to keep pace with elearning programmes (content enrichment).
x x
x
5. E-literacy model: fishing the web The prolific growth of scholarly information cast over the web brought with it the need to look at e-literacy as a helpful tool that necessary to cope with the borderless learning environment. The e-literacy model (see Figure2) elaborates Eisenberg and Berkowitz’s Big6™ (http://www.big6.com) and Ellis’s models [13] to meet the following objectives: x Determine the nature and extent of the information needed x Access needed information effectively and efficiently x Critically evaluate information and its sources x Incorporate selected information into knowledge base x Use information effectively and purposefully x Access and use information ethically and legally.
Functional roles of the learning institution:
x x
x
x
x x x x
E-Instructor: provides support e-literacy programmes on how to scholarly use the web and digital resources. Information architect: assists in the developing digital facilities to maintain efficient grid information services. Knowledge navigator: looks for improving methods and means for locating relevant einformation. Hyper-manager: implements efficient strategy to coordinate between various activities involved in d-library—elearning alliance. Information therapist: averts the syndrome of information overload and search anxiety. Marketing executive: promotes d-library services within elearning and research settings, and assists in increasing utilisation of e-resources by elearners Team player: works together with e-library systems and elearning centre instructors.
Cementing library-online learning coordination via the participation of librarians and teaching faculty in the curriculum development processes. Development of innovative design of web-based instruction using learning object technologies e.g. multimedia effects, simulation, digital contents, etc. Integration of a variety of core e-collections such as that related to the e-courses (courseware creation). Hyperlink the e-courses with the library e-services, as well as with the web-based open-access resources (from paper to online access). Developing special digital learning resources. Possible permanent updating of e-course contents. Criticising and interpreting the main findings from cited literatures, Financing the activities that sufficiently support innovative approaches to meeting the libraryonline learning needs.
The evaluative standards for e-literacy outcomes have been generated from the e-literacy programme dedicated to MSc candidates at UAE University [1], these were: x Ability of displaying basic knowledge of the nature of research, x Determination of the range of the information needed, x Precision and recall of retrievals,
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E-Literacy A/synchronous
d-Library research e-Submissions
Digital Library eL-dL services Digital contents; Online access, e-literacy
Hyperlink to relevant resources
CST Adoption in networked environment
IT acceptance and increasing of e-resource usage
Virtual Learner
CMS LO development Course websites; e-Text contents
Core e-collections
Figure1. A model depicts elearning library services in networked environment (author own design)
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E-Literacy need Basic understanding of computer, Internet tools and navigators; word processing; familiarity of searching information; English
Foundations and prerequisites
Defining topic; formulation query of information need; identifying information needed; query analysis; identifying searchable terms; Consulting thesaurus, SH
Task Definition
Methodological rigor: study type, research method and data analysis
Determining the range of all possible esources (brainstorming); information requirements (kind, recency, formats); selecting the best e-sources; or websites (free
Information Seeking Strategy
Locating e-sources; finding information within the e-sources; citation, etc.
Location and Access
Discovery--->Invest-on-return--->Query expansion
Use of Information
Engage the information in e-sources; Extract relevant information from e-sources
Organising information retrieved from different sources; utilising cited information to create new scholarly works (essays, etc.)
Synthesis
Judge the results (effectiveness); judge the process (efficiency); assessment (relevance, authority, reliability, accuracy, coverage)
Evaluation
User-in-Context Tasks
Figure 2. e-literacy Model (author own design)
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6. Conclusion [4]
.in recent years, powerful educational approaches to the ICT-based learning have been well-developed. The option of obtaining education over the networked facilities has become reality as an essential trend of learning in 21st century, and the most significant recent development in the ICT industry. The provision of digital library services to support elearning is an area of recent growing concern for academic libraries worldwide. The strong capabilities of the digital library in providing e-information services for e-learners have made the interoperability with elearning process a highly urgent requirement. Therefore, many academic libraries have positioned their roles well for support elearning-oriented services through a range of electronic resources and other online delivery. The wealth of the networked digital library would usher a new paradigm of interoperability with exponential growth in the number and variety of e-courses provided by the elearning programmes.
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[6]
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7. Acknowledgement
[8]
This work is dedicated to the memory of my late parents Taha and Mariyam who nurtured early my professional career carefully. I am truly indebted to my wife Muzna for taking kind care after me during preparing this manuscript and relieved the stress and anxiety of information search and overload; also very special appreciation to my twins Amr and Omran for cheering me up to complete this work.
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