Library Resources: Procurement, Innovation and Exploitation in a Digital World

The possibilities of the digital future require new models for procurement, innovation and exploitation. Emma Crowley and Chris Spencer describe the skills staff need to deliver resources in hybrid and digital environments. The chapter demonstrates the innovative ways that librarians use to procure and exploit the wealth of resources available in a digital world. They also describe the technological developments that can be adopted to improve workflow processes and they highlight the challenges faced on this fascinating journey

"BURO Case Study" In "Making the Repository Count: lessons from successful implementation"

Matt Holland and Tim Denning continue the research theme and consider the importance of IRs in support of research, focussing on three areas; how the IR fits with the university organisation; how to promote the use of the IR to end users and contributors; and how to secure long term benefits for the broadest range of stakeholders. They incorporate two case studies into the discussion, and include a description of the implementation of Bournemouth University Research Online (BURO). With contributions from Emma Crowley, BURO Manager

mySearch changed my life – a resource discovery journey

mySearch: the federated years mySearch: choosing a new platform mySearch: EBSCO Discovery Service (EDS) Implementing a new system Technical challenges Has resource discovery enhanced experiences at BU? Ongoing challenges Implications for library management systems Implications for information literacy Question

BURO: A Bespoke Repository for the UK Research Excellence Framework & Beyond

BURO (Bournemouth University Research Online), a bespoke repository for the university’s research publications is an essential part of a wider change agenda aimed at embedding research into the core activities of Bournemouth University. BURO will be a crucial piece of this jigsaw as the university prepares for the UK’s forthcoming Research Excellence Framework (REF) and beyond. BURO is the 11th largest multidisciplinary institutional repository in the UK and 232nd in the Web of World Repositorie

Using Peerwise to improve engagement and learning.

This paper assesses the experiences of Bournemouth University in using the online multiple choice question (MCQ) tool, Peerwise, in student learning and engagement. MCQs are excellent for developing and testing knowledge, providing reassurance and identifying development needs. The creation of MCQs reinforces learning by tasking students to generate challenging questions. Peerwise supports self-direction and flexibility, which is embraced by students. Bournemouth University started embedding Peerwise within teaching units in 2014. The intention was to transform the approach of students towards the non-assessed elements of the unit. Peerwise was used in an undergraduate business unit consisting of 50 students over at 15 week period. 804 questions were created and 3,345 answers were recorded. 10% of the unit marks were allocated to Peerwise use. Qualitative feedback from students was very positive. Correlation analysis showed a very weak relationship, 0.120, between the number of questions answered and the overall unit mark. Self-assessment of the change in learning was statistically significantly better for students who used Peerwise compared to those who did not. Overall, the evaluation of the Peerwise was positive with many lessons learnt. Six recommendations for the further use of Peerwise were developed, including improving the scaffolding to students, refining the way quality is assessed and developing evaluation criteria

Enhancing university student engagement using online multiple choice questions and answers

For many education providers, student engagement can be a major issue. Given the positive correlation between engagement and good performance, providers are continually looking for ways to engage students in the learning process. The growth of student digital literacy, the wide proliferation of online tools and the understanding of why online gaming can be addictive have combined to create a set of tools that providers can leverage to enhance engagement. One such tool is Peerwise, https://peerwise.cs.auckland.ac.nz/, an online, multiple choice question (MCQ) and answer tool in which students create questions that are answered by other students. Why use MCQs? Using MCQs tests knowledge, provides reassurance of learning, identifies gaps and makes this data available to student and provider. Students use this information to focus their time on areas requiring additional work [1], benefiting from the early feedback provided. Formative assess- ments using MCQs are beneficial in preparing students for summative testing and are appreciated and liked by students [2]. Providers can use this information to determine how the material is being received and react accordingly. Students use Peerwise to create MCQs that are answered, rated and commented on by their peers. Students’ engagement in Peerwise earns trophies for contributing regular use and for providing feedback, all of which act to stimulate further engagement, using the principles of gamification. Bournemouth University, a public university in the UK with over 18,000 students, has been embedding Peerwise in under-graduate and post-graduate units since 2014. The results experienced by Bournemouth University have been beneficial and correlate with other studies of using Peerwise [3] [4]. A statistically significant improvement was seen by one cohort of students compared to the previous year where Peerwise was not used. However, no correlation was found between Peerwise participation and a student’s unit mark. The processes followed by Bournemouth University and the advantages and disadvantages, backed by qualitative and quantitative data, will be presented so that other institutions can gain an informed view of the merits of Peerwise for their own teaching and learning environments

GROW@BU: A strategy to use professional coaching behaviours to support student retention and success

Drawing on the evaluation of the GROW@BU pilot, participants will learn about the coaching model adopted by Bournemouth University and gain insight into the views of students and staff on the value of using coaching behaviours to enhance academic and professional outcomes for students. Appreciative inquiry in evaluation will be explored

Prevalence and clinical characteristics of serum neuronal cell surface antibodies in first-episode psychosis: a case-control study

$\textbf{Background}$ Psychosis is a common presenting feature in antibody-mediated encephalitis, for which prompt recognition and treatment usually leads to remission. We aimed to investigate whether people with circumscribed schizophrenia-like illnesses have such antibodies—especially antibodies against the N-methyl-D-aspartate receptor (NMDAR)—more commonly than do healthy controls. $\textbf{Methods}$ We recruited patients aged 14–35 years presenting to any of 35 mental health services sites across England with first-episode psychosis, less than 6 weeks of treatment with antipsychotic medication, and a score of 4 or more on at least one selected Positive and Negative Syndrome Scale (PANSS) item. Patients and controls provided venous blood samples. We completed standardised symptom rating scales (PANSS, ACE-III, GAF) at baseline, and tested serum samples for antibodies against NMDAR, LGI1, CASPR2, the GABAA receptor, and the AMPA receptor using live cell-based assays. Treating clinicians assessed outcomes of ICD diagnosis and functioning (GAF) at 6 months. We included healthy controls from the general population, recruited as part of another study in Cambridge, UK. $\textbf{Findings}$ Between Feb 1, 2013, and Aug 31, 2014, we enrolled 228 patients with first-episode psychosis and 105 healthy controls. 20 (9%) of 228 patients had serum antibodies against one or more of the neuronal cell surface antibodies compared with four (4%) of 105 controls (unadjusted odds ratio 2·4, 95% CI 0·8–7·3). These associations remained non-significant when adjusted for current cigarette smoking, alcohol consumption, and illicit drug use. Seven (3%) patients had NMDAR antibodies compared with no controls (p=0·0204). The other antibodies did not differ between groups. Antibody-positive patients had lower PANSS positive, PANSS total, and catatonia scores than did antibody-negative patients. Patients had comparable scores on other PANSS items, ACE-III, and GAF at baseline, with no difference in outcomes at 6 months. $\textbf{Interpretation}$ Some patients with first-episode psychosis had antibodies against NMDAR that might be relevant to their illness, but did not differ from patients without NMDAR antibodies in clinical characteristics. Our study suggests that the only way to detect patients with these potentially pathogenic antibodies is to screen all patients with first-episode psychosis at first presentation.Medical Research Counci