Presentation on theme: "Introducing eLearning at UniversitiesI Focus at Bielefeld University – Integration of eLearning Task Force of central academic services to analyse university."— Presentation transcript:
Introducing eLearning at UniversitiesI Focus at Bielefeld University – Integration of eLearning Task Force of central academic services to analyse university wide information system infrastructure eLearning system – other university information systems (library, computing service, central administration) –All-in-one or modular system architecture? –University portal discussion –Functionality overflow – the need for a comprehensive analysis of university systems (e.g. other electronic course directories, calendars, chatrooms, video-conferencing)
Introducing eLearning at Universities II Evaluation and selection of a system platform –Reuse of existing evaluations (e.g. Schulmeister, Vienna/Munich: 171 platforms; UNESCO Free Software Portal Courseware Tools) –Define local specifications –Define a set of core functionalities /k.o.- criteria
Introducing eLearning at UniversitiesIII A set of core functionalities /k.o.-criteria: Non-functional Platform independent Web based Scalable and robust Import and Export of data (based on standards, e.g. IMS, LOM, SCORM, OKI) Flexible and open programming interfaces (integration aspect) Data security Intuitive user interface for course instructors and users Documentation and support
Introducing eLearning at UniversitiesIV Define a set of core functionalities /k.o.- criteria: Functional User administration (authentication mechanisms, different user groups with different rights levels) Communication (asynchrone: , forums, synchrone: chat, whiteboard) Content management / administration of courses (structuring of course content, modular structure) Set up, performance and assessment of tests Systems evaluated in Bielefeld: Blackboard, WebCT, Clix Campus, Illias (open source, Cologne University); other systems: Bodington, Stellar etc.
Introducing eLearning at UniversitiesV Temporary and permanent resources required, mainly: –Didactical advice and guidance –Marketing within (and outside) the university –Tutorials and support for course instructors –Content creation (e.g. interactive, multimedia) –System installation and day-to-day operation (24/7 service) –Further programming (system integration, interaction) – eLearning platform (licensing or open-source, soft- and hardware, maintenance)
York university(England) Linking to Library resources for Course Instructors and Departmental Administrators Electronic Journals The Library currently subscribes to over 10,000 electronic journals and electronic books all of which can be linked to from within Yorkshare. The exact linking method varies depending upon the Publisher site but there are two main alternatives: SFX linking: provides stable URLs though not all publishers allow linking via this method to article level in journals Direct linking: URLs can link to article level but may be unstable, use this method when a publisher does not provide linking via SFX to article level in journals
Use SFX linking to capture a stable URL. SFX URLs are stable because the Library maintains a knowledgebase for all of its electronic journals which means that URLs are maintained to take account of any changes a publisher may make. As a result, SFX URLs always remain intact and do not produce broken links. Additionally, SFX checks for all full text providers for the article automatically and where appropriate offers multiple routes. Finally, SFX linking provides the user with a consistent initial interface which matches what they will find in the Library Catalogue, MetaLib and databases. Direct linking Where direct linking to an article is appropriate please use the following method. Access the full text of a journal article via the Library Catalogue, database or other route, display the article and then copy and paste the URL into Yorkshare. Beware: this method may be prone to the instability of publisher URLs, should a publisher change their URL the link will be broken and have to be mended if and when it comes to your attention.