Redesigning Information Resources for Digital Natives

The influx of Digital Natives into higher education, combined with the introduction of virtual learning environments as the primary means of interaction between students and universities, will have a transformational effect on learning and on library services. This paper examines the e-book market-place and the main UK responses to it (the Southern Universities Purchasing Consortium’s tender and the JISC E-Books Observatory project). Within this context the innovative measures already taken by Bournemouth University are discussed, as are plans to develop innovative pedagogic frameworks and an e-reading strategy through a Higher Education Academy-funded pathfinder project, Innovative E-Learning with E-Resources (eRes)

eRes: Innovative E-learning with E-resources

There has been an explosion in the use of electronic resources by students; this existing high usage of e-resources will be intensified as virtual learning environments (VLEs) become the primary means of interaction between students and universities. The challenge facing academic libraries is to provide appropriate resources in electronic form and through interfaces meeting the expectations of the Digital Natives. This paper examines the marketplace for e-books and reports on Bournemouth University’s innovative response to this challenge: leading a national tender not only for general collections of e-books, but also for bespoke subject collections; integrating existing resources into the VLE and creating new resources; exploiting the VLE and federated search technology. It also reports on Bournemouth’s current Higher Education Academy-funded pathfinder project, Innovative E-Learning with E-Resources (eRes), to develop innovative pedagogic frameworks and an e-reading strategy

Lecture Capture in UK HE 2017 A HeLF Survey Report

This report presents the analysis of the Heads of eLearning Forum (HeLF) survey on Lecture Capture in UK Higher Education (HE) in 201

Technology rich learning spaces - opportunities and risks

In this workshop participants explore the potential of the technology rich group learning spaces such as those in Bournemouth University’s SCONUL Library Design Award winning The Sir Michael Cobham Library. The development of these spaces was informed by the research undertaken by Educause1 and the outcomes of Bournemouth’s eRes2,3, which focussed on the pedagogies influencing e-learning with e-resources. Participants will be assigned to groups and each group will be presented with different profiles such as netgen4 and digital immigrant 5. The concept of technology rich learning space will be introduced before the groups engage in a “learning activity” to consider the relationships between technology, space and learning outcomes. The group will then identify and share opportunities and challenges from the student and staff perspective. This workshop was successfully used in November 2008 with Bournemouth University’s PGCert students, who have already begun to incorporate the opportunities presented by technology rich learning spaces into their teaching

Developing the digital literacies of academic staff: an institutional approach

Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF) aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work: • Learning and teaching • Research • Communication and collaboration • Administration For each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1) formal professional development schemes and (2) the use of a ‘School-based’ approach. It examines the successes and challenges of the University of Brighton's scheme and makes some suggestions for subsequent steps including taking a course-level approach

Learning Analytics in UK HE 2017 A HeLF Survey Report

This report presents the analysis of the Heads of eLearning Forum (HeLF) survey on Learning Analytics in UK Higher Education (HE) in 2017. It is an update on the Learning Analytics survey undertaken 2 years ago in 2015