Competitive & Saleable E-Content for Philippine Libraries

Joseph M. Yap

Associate Librarian

De La Salle University -

Manila

August 19, 2010

PAARL: Library and Web 2011

Holy Angel University, Angeles City, Pampanga

a.To know about E-C

ontent and its components.

b.To understand w

hat E-Learning is.

c.To learn how libraries can m

ake use of E-C

ontent

and E-Learning.

and E-Learning.

Outline

I.What is E-C

ontent?

II.Development of Media.

III.Defining E-C

ontent.

IV.Components of E-C

ontent.

V.Profile of Today’s Library U

ser.

VI.

Changes in C

ommunications Technology.

VII.W

eb Content.

VII.W

eb Content.

VIII.E-Learning.

IX.Digital Rights M

anagement and C

reative C

ommons.

X.E-Learning Tools.

XI.Challenges, Actions for E-C

ontent and E-Learning.

XII.C

ompetitive and Saleable E-C

ontent.

�Inform

ation that can be displayed ,

processed, stored or transmitted

electronically (Organisationfor Economic Co-

operation and Development, 1999).

◦Scanned document which was emailed = E-content?

What is E-Content?

◦Scanned document which was emailed = E-content?

◦Inform

ation stored on CD-ROM = E-content?

◦Re-tweeted link from a FB status message = E-

content?

HarryPross(1972)differentiatedmedia

accordingto

the

technologyinvolvedin

theirproductionandreception.

Primary

Media

–signify

those

thatare

bound

tothe

humanbodyanddonotneedanykindoftechnological

device,neitherin

theirproductionnorin

theirreception.

device,neitherin

theirproductionnorin

theirreception.

Eg.Naturallanguage.

Secondary

Media

–need

technologyon

the

production

sidebutnotonthereceptionside.Eg.Printedbooks.

Tertiary

Media

–require

technologicaldevices

both

for

production

and

reception.Eg.Broadcastmedia,DVD,

telephone,netw

orkedcomputer.

? Tertiary M

edia = E-C

ontent = Electronic content ?

Analoguecontent–video,radio

Digitalcontent–3D,mp3

Digitalcontent–canbeonlineorofflinecontent.

Offlinecontent–canbestoredonCDsorExternalhard

drive

Online

content–

delivered

via

network

and

allo

ws

interactivityandfeedbackroutines.

�Any inform

ation published on any Internet

platform

, from the traditional web through

wireless devices to Internet appliances and

broadband video (European Commission, 2001).

�Digital inform

ation delivered over networked-

based electronic devices which allow humans to

share visions and influence each other’s

knowledge, attitudes and behavior. E-Content

allows for user involvement and may change

dynamically according to the user’s behavior

(Buchholz & Zerfass, 2005).

�Components of E-Content according to Michael

Utvich(2005):

�Content: Any inform

ation, media or other

intellectual property at hand.

�Application: The form

at in which the content is

presented and the use options offered by that

form

at.

�Exchange: The channels through which the

content in its current form

at may be exchanged

between individuals/ groups of people.

�We want to get inform

ation/data:

•Inform

ation services and aggregators:

subscription-based content (databases, e-

journals)

�Free webpages and downloads.

�Office documents

�Email

�The form

at in which the content is presented

and the use options offered by that form

at.

•Digital movie (mpeg form

at)

•Web page (HTML form

at)

�The channels through which the content in its

current form

at may be exchanged between

individuals and groups of people.

•Interactive chat services

•Weblogs

•Weblogs

�Impatient, but easily satisfied.

•Want convenient, easy, time-

saving inform

ation.

�Highly self-reliant.

•Want to control their personal

inform

ation environments.

inform

ation environments.

�Want to receive inform

ation

flexibly.

•Immediate inform

ation

delivery

From: Hirshon, Arnold (2004). If

E-Content is King, what is

happening to the Kingdom?

alsso.slis.kent.edu

What is this?

�“The cell phone has changed the society more

than the home computer (Hirshon, 2004).”

�College students integrate technology into

learning.

�They engage in social networks and

�They engage in social networks and

collaborative spaces.

�They are exposed a lot in the online

environment.

�Freeweb: represents the largest mass of generally

available content in the world.

•No certified credibility or authoritative value.

�E-Content is a means to deliver real-time

�E-Content is a means to deliver real-time

inform

ation to specific individuals and initiate

knowledge dialogue that leads to practical action.

•Developing networks of expertise depends on

effectively personalizing the need of individuals

and groups for access to inform

ation resources.

�Estimates

of

growth

when

compared

toconventionalface-to-face

teaching

inhigher

educationrangefrom

20-30%peryear(Canadian

AssociationofResearchLibraries,2005).

�E-Learning

“isamodeofeducationaldelivery

wherebyteacherand

learnerare

separated

inE-Learning

“isamodeofeducationaldelivery

wherebyteacherand

learnerare

separated

intime

and

space,and

instruction

isdelivered

through

specially

designed

materials

and

methods

using

appropriate

technologies,and

supportedbyorganizationalandadministrative

structures

and

arrangements

(CHED

MemorandumOrderNo.27,s2005).”

�Full online implementation

-entire course and all the interactions

between faculty and students are online.

�Blended or Hybrid Learning

�Blended or Hybrid Learning

-courses that mix face-to-face and online

access to instruction and course materials.

�E-Content is a digitized content that can

facilitate the learning process and/or learning

outcome.

�Libraries help to find and organize resources

to complement programs and courses

to complement programs and courses

making use of e-learning.

Librarians have a new role to do in the advent of E-

Learning.

Faculty/ Instructors –provide Instructional Learning

Librarians –share, use and reuse the learning

resource.

resource.

Learning object librarians /

copyright licensing officers -

identify, obtain, license, and then

make available digital resources

for use by faculty in both e-

learning and blended learning

instructional models.

�To have a practical learning object repository

development;

�To have software programs that classify,

store, organize, search, and retrieve exemplar

teaching resources from online databases and

teaching resources from online databases and

federated libraries;

�To have a commonly accepted form

at for the

sharing and reuse of learning resources.

consolidation of shareable resources

�Creative Commons has developed a Web

application that helps people dedicate their

creative works to the public domain —

or

retain their copyright while licensing them as

free for certain uses, on certain conditions.

free for certain uses, on certain conditions.

�Digital copyright and licensing model/

mechanism for the sharing and reuse of

digital learning resources conceived by law

researchers at the Stanford University Law

School.

You keep your copyright but allow people to copy

and distribute your work provided they give you

credit.

Learning resources can be used and reused in the

academic setting, there is a balanced view of

copyright and the ownership of intellectual

property.

Free

�Moodle-Open Source Course

Management System (CMS), also

known as a Learning Management

System (LMS) or a Virtual Learning

Environment (VLE).

Environment (VLE).

�LAMS-tool for designing,

managing and delivering online

collaborative learning activities.

�Sakai-free and open source

software under the Educational

Community License.

http://w

ww.unesco-ci.org/cgi-bin/portals/foss/page.cgi?d=1

�MERLOT (Multimedia Educational Resource for

Learning and Online Teaching) -free and open online

community of resources designed primarily for

faculty, staff and students of higher education from

around the world to share their learning materials

and pedagogy.

�Edu2.0 -Next generation education for school

�Videolectures -free and open access educational

video lectures repository.

�OpenCourseWare (MIT) -MIT OpenCourseWare (OCW)

is a web-based publication of virtually all MIT course

content. OCW is open and available to the world and

is a perm

anent MIT activity.

FREE!!!

Philippine eLearning Society (PeLS) was founded on July 30,

2003 in Manila with the objective of promoting substantive

content, appropriate pedagogy, and appropriate use of

technology for eLearning, guided by ongoing research

activities.

PeLS serves as a venue for:

�Promoting research on the effective use of eLearning,

�Sharing of eLearning experiences,

�Sharing of eLearning experiences,

�Developing standards of excellence,

�Promoting interoperability of eLearning systems,

�Encouraging collaboration in the development of substantive

content,

�Cooperating with international eLearning groups, and

�Promoting public awareness and appreciation of the nature

and uses of eLearning.

�“Open Educational Resources (OER)

Open Educational Resources (OER)






Open Educational Resources (OER)” ” ” ” (Common

term

)�A few important issues:

A few important issues:



�Finding relevant content

�Language translation

�Integrating content from various resources

�Integrating content from various resources

�Instructional design

�Ensuring quality

�Managing externally linked content (lack of

control, broken links, etc.)

�Copyrights (e.g. Creative Commons)

�Commercialization?

Technical and Functional Requirements

• display and integrate a variety of inform

ation

windows as part of a learning activity

• aggregate access (discovery and exchange) to

content in any given learning context

• provide bibliographic tools that perm

it easy

• provide bibliographic tools that perm

it easy

searching and reference completions

• provide access to tools that render and present

content in user-customized form

ats

• integrate plagiarism software into course

management systems to encourage good practice

and to assess reliability of content

Technical and Cultural Requirements

• embed library resources in course

management systems

• integrate third-party commercial inform

ation

services

services

• customize portal facilities for storing

personal preferences

• provide easy access to virtual reference

services at the point of need

• embed training modules to assist in

inform

ation seeking

Using Roger Schank’s (2002) seven (7) criteria for assessing the effectiveness of an




e eee- ---learning course:

learning course:

learning course:

learning course:

CRITERIA

CRITERIA

CRITERIA

CRITERIA

Description

Description

Description

Description

Tips

Tips

Tips

Tips

F FFFF FFFailure

ailure

ailure

ailure

Enable failures that surprise

the student.

Include challenging games, simulations,

exercises, assignments and quizzes.

R RRRR RRReasoning

easoning

easoning

easoning

Encourage practice in

reasoning.

Use forums, chat, podcasting, video

recording, screencasting, blogs & wikis

E EEEmotionality

motionality

motionality

motionality

Evoke emotional reactions

Include emotionally evoking relevant

E EEEmotionality

motionality

motionality

motionality

Evoke emotional reactions

(feelings) in the student.

Include emotionally evoking relevant

stories that are preferably real.

E EEExploration

xploration

xploration

xploration

Promote exploration,

curiosity and enable inquiry.

Promote web quests, aggregators, social

bookmarking, e-portfolio & groupware.

D DDDoing

oing

oing

oing

Encourage practice in doing.

We learn so that we can do.

Utilize multi-mode gaming/simulation,

virtual labs, or the real thing (if

possible).

O OOObservation

bservation

bservation

bservation

Allow students to see things

for themselves.

Observe the real thing/world if possible.

If not use the virtual alternative.

M MMMotivation

otivation

otivation

otivation

Supply or build upon existing

motivation.

Make it relevant, interesting & enjoyable.

Simply ask the students what motivates

them.

�Expand technology infrastructures

-open source solutions for educational

repositories

�Stay abreast of emerging technologies

-know the latest trends educational

-know the latest trends educational

technology

�Engage in technology planning

-technology assessment and planning

�Content policies

-have a clear e-content collection

development policy

�Content assessment

-engage in outcome-based statistical

-engage in outcome-based statistical

assessments of e-resources

�Content production and integration

-create local educational repositories

Expand the technology infrastructure to

members

-Develop consortial open source solutions for

educational repositories

Provide education/consulting services

-Technology readiness assessment, strategic

planning and evaluations.

�Production and assessment

-Digital content generation and management

-E-learning course management integration

�Planning and marketing

-Creating alternative digital publications

-Creating alternative digital publications

�Develop digital communities

-Promote collaboration with regional

institutions

Improved Access

Repackaging collections

E-journal portals

Federated search engines

Link resolvers

�Content closer to reality (Utvich, 2005).

�Convergence of literacies [media literacy, inform

ation

literacy and technology literacy] (Lippincott, 2007).

-professionals from a variety of areas could

collaborate to develop experiences that can be

embedded in the curriculum to assist graduates in

embedded in the curriculum to assist graduates in

becoming sophisticated digital-content producers.

�We use technology to improve quality, increase

access and enhance the flexibility of learning

programs (Oblinger & Hawkins, 2005).

By 2010

2010most e-content in higher

education will be explored

education will be explored

discovered, engaged, discussed,

reflected, connected,

integrated and developed by

empowered students.

�Alsagoff, Zaid Ali. Reflecting the Future e-Content

Development Evolution in Higher Education.

http://www.slideshare.net/zaid/reflecting-the-future-e-

content-development-evolution

�CARL ABRC. (2005). Libraries and E-Learning: a discussion

paper.

�E-Content: Technologies and Perspectives for the

European Market. Berlin : Springer, 2005.

European Market. Berlin : Springer, 2005.

�Francisco, Felizardo. On e-learning/distance learning.

http://www.manilatimes.net/index.php/opinion/11820-

on-e-learningdistance-learning

�Hirshon, Arnold (2004). If E-Content is King, what is

happening to the Kingdom?

�Inform

ation revolution.

http://www.youtube.com/watch?v=-

4CV05HyAbM&feature=channel

�Lippincott, Joan K. Student Content Creators: Convergence

of Literacies. Educause. November/December 2007.

�Oblinger & Hawkins. The Myth about E-Learning.

Educause. July/August 2005.

�Utvich, Michael. (2005). E-content : the key to developing

a strategic advantage. From Handbook of Business

a strategic advantage. From Handbook of Business

Strategy. Retrieved from: Emerald Group.

�Photo credits:

http://www.flickr.com/photos/library_mistress/sets/7177

35/

THANK YOU FOR YOUR

ATTENTION!

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Competitive & Saleable E-Content for Philippine Libraries

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