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Implementing HarvestRoad’s Hive System at Griffith University: Practice Validates Theory Joanna Richardson Digital Repository Administrator Information.

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Presentation on theme: "Implementing HarvestRoad’s Hive System at Griffith University: Practice Validates Theory Joanna Richardson Digital Repository Administrator Information."— Presentation transcript:

1 Implementing HarvestRoad’s Hive System at Griffith University: Practice Validates Theory Joanna Richardson Digital Repository Administrator Information Services ALIA CAM Digital Repository 8 October 2004

2 Information Services 2 Death by PowerPoint

3 Information Services 3 Implementation:Practice/Theory Griffith context will be presented elsewhere Repository structure has been designed Several starter projects have commenced Practice is validating theory Ambitious future plans (the future is next week!) Creative tension (Jekyll and Hive)

4 Information Services 4 Griffith University Context An in-depth discussion of the background to the digital repository project will be presented at: Online Learning & Teaching (OLT) Conference, QUT, 3 November 2004 ( Information Online Conference, Sydney, 1-3 February 2005 (

5 Information Services 5 High Demand – Learning@GriffithLearning@Griffith

6 Information Services 6 Sessions – Learning@GriffithLearning@Griffith

7 Information Services 7 Data – Learning@GriffithLearning@Griffith Attached objects, eg PDFs and PPTs

8 Information Services 8 Driving Forces at Griffith University Return on investment / maximise investment Non-duplication of t&l / other resources Re-use; recombine; share Risk management / mitigation Copyright Intellectual property Artefact history / litigation

9 Information Services 9 LMS and Learning Objects The course structure of the typical LMS does not encourage sharing and reuse of learning objects It encourages duplication It allows deletion of valuable resources It is difficult for enforcing copyright It is difficult to maximise institution’s investment

10 Information Services 10 Past Examination Papers Least complex objects [arguably] Already digitised and in PDF Relatively small collection Good starting point for developing core metadata Under the control of INS staff, ie Digitisation and Distribution

11 Information Services 11 Digitised Exams Stage 2 Use Hive for the whole exam management process E&T UniPrintINS Load to Hive Link via GriffLink and Learning@Griffith E&T Hive spaceAcademics E&T approvalLoad direct to Hive Stage 1 Move existing central exams from web site to the Hive Bureau structured by “year”

12 Information Services 12 Course Readings Single storage format (PDF): multiple delivery formats Introduces the complexity of copyright Once again is under the control of INS staff ie Digitisation and Distribution

13 Information Services 13 Course Readings Academic request / Course pack Digitisation Group Load to Hive Link via GriffLink and Learning@Griffith Course outlines Compare with Hive holdings Create work list Copyright management module Digitise new readings From Hive

14 Information Services 14 ePrints Deposit collection of papers that showcases the research output of Griffith academic staff both before and after peer- reviewed publication Already implemented in many Australian universities –using open source software from “” HarvestRoad is working on Hive to be OAI-PMH compliant Link from DEST HERDC data to Hive would be sensible Challenge: selling the concept to academic staff

15 Information Services 15 Art Images Replace standalone database Transfer 70,000 records describing slides Transfer existing 2,000 images Policy on file size / resolution Collection policy slides vs images Open bureau structure Visual Resource Association (VRA) Core Categories (metadata) Thumbnails

16 Information Services 16 Teaching and Learning Objects Most challenging (Desert SCORM) Traditional course structure approach does not encourage sharing and reuse Breaking down course barriers is impacting on digital repository and the way in which users will upload / access learning objects

17 Information Services 17 BureauHive Admin AdminINS T&L Academic T&L Collection A…X Developm ent Services Documenta tion Templates Readings Exams T&L DLOs ePrints Image collections Research data Load items to be worked on Category DefaultINS and FLAS projects INS- controlled Archives Non- permanent Items Structured Workflows INS UniPrint Unstructured

18 Information Services 18 So What Is The Theory? New services need new policies (MacKenzie Smith, MIT, 2004) More time on culture, practice and politics than on technical issues (Sullivan, AusWeb, 2004; Campbell et al, 2004)

19 Information Services 19 Lessons Learned – Part One Purpose(s) of repository dictate(s) many decisions Encourage behavioural change No ROI in just depositing what you currently have into a digital repository Analyse the whole business process—not just the objects as the end-result—and consider influencing the creation process (potential real ROI)

20 Information Services 20 Lessons Learned – Part Two Metadata: the major standards are fine for sharing t&l, for example. But we have a fundamental requirement for rights management and technical / administrative data Interoperability, i.e. what is shared publicly, is the part of any standard which dictates decisions Resource implications

21 Information Services 21 Lessons Learned – Part Three Implementation of any system at the enterprise level will expose the shortcomings within an institution People will view a digital repository as “the solution” Staff time and skills required from teaching & learning, technical, and traditional library content management areas Need to cross these boundaries for it to work Otherwise the digital repository may be implemented from only one of these perspectives

22 Information Services 22 And the question is …..? Who has the answers?

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