E-Learning : The Challenges and Opportunities for Libraries Dr. Mei-hwa Yang National Chengchi University 2005/10/20

e-Learning : e-Learning : The Challenges and The Challenges and Opportunities for LibrariesOpportunities for Libraries

Dr. Mei-hwa Yang

National Chengchi University

2005/10/20

2005/10/20 Dr. Mei-hwa Yang, NCCU 2

OutlinesOutlines

• What is e-learning: An overview

• E-portfolio (電子學習檔案 )

• Digital Libraries/E-Learning Interactions

• Strategic Issues for Libraries (策略議題 )• Pursing a Vision (未來展望 )

What is e-learning: An overview


The e-learning eraThe e-learning era• The world is changing … A new world• New learning and teaching behaviors • A new context for systems and services• As we entered the late 1990s ( about 1997), the e-l

earning era began. • E-learning is playing an increasingly significant ro

le in our professional lives, either as a medium through which we learn, or as an activity that our library services must support.

對圖書館專業領域的學習，或作為支持圖書館服務活動，將扮演越來越重要的角色。


Information Landscape and the Information Landscape and the Learning EnvironmentLearning Environment

• Information becomes knowledge when those who need it, can locate and use it for the benefit of their teaching, learning and research

Full text digital resources can be linked directly to online learning

Library shares responsibility for preparing students to be information literate in a digital world


What is e-learning?What is e-learning?• No one universal definitio

n - now.• Basically learning through

web-enabled technology.• Usually delivered with/ov

er– CD-ROM– Internet– Intranet– LAN (Local Area Network)– WAN (Wide Area Network)


E-Learning: E-Learning: What is and what notWhat is and what not

E-learning : any kind of learning supported by information and communication technology (ICT) or e-media 任何一種透過資訊和通訊技術或 e 媒介所支持的學習活動。

• "E-learning cuts travel expenses, reduces the time it takes to train people, and eliminates or significantly reduces the need for a classroom/ instructor infrastructure.”

• “E-learning is not E-training. It is information, communication, collaboration and training.” (Kelly)


MLE vs. VLEMLE vs. VLE

• The term Managed Learning Environment (MLE) refers to the whole range of information systems and processes of a college or university (including its VLE if it has one) that contribute directly, or indirectly, to learning and the management of that learning.

• The term Virtual Learning Environment (VLE) is one possible component of a MLE: it refers to the component(s) within an MLE that provides the “online” interactions of various kinds which can take place between learners and tutors, including online learning.

http://www.jisc.ac.uk/index.cfm?name=mle_overview

2005/10/202005/10/20 Dr. Mei-hwa Yang, NCCUDr. Mei-hwa Yang, NCCU 99

Flexible deliveryFlexible delivery

AustraliaAustralia WhateverWhatever WhereverWherever WhoeverWhoever

Flexible Flexible Learning Learning and Access and Access ServicesServices


How do people see e-learningHow do people see e-learning• 與教師進行視訊會議 (Video conferencing

with a lecturer) ?• 虛擬的學習環境 (Virtual learning environment /managed learning environment) ?• 網站 (Web site)• 網頁的取用 (Web access)• 線上評量 (On-line assessment)?• 虛擬教室 - 學生社群 (Virtual class-community

of students)

Sue Wilkinson, “re:re:sourcesource” http://www.elearninggroup.org.uk/keynotes/elearning%20presentation%20Wilkinson.ppt (2005/05/05)


What do we know so far?What do we know so far?• E-learning is growing rapidly• Infrastructures are in place to reach many people in many place

s – but not all 許多地方已有基礎建設，但並非全部• No significant difference – is found between offline and online

classes in learning outcomes• Offline does not seamlessly translate to online instruction• Instruction is not all there is to e-learning• Face-to-face is not the only mode of learning• E-learning a complex phenomenon with social, technical, econ

omic, administrative, managerial, and political considerations and consequences

• 是社會、技術、經濟、行政、管理和政治考量與結果下的複雜現象。


Whose field is it anyway?Whose field is it anyway?• Education

– Pedagogy, adult learning• Computer Science

– Computer-supported cooperative work (CSCW)

– Learning objects• Management

– KM• Social psychology & Communications

– Communication behaviors– Group behavior

• Sociology– Communities

• Library and information science– Use and users of information– Online resources

• Interdisciplinary fields– Internet research


Report from an OCLC sponsored Task ForceReport from an OCLC sponsored Task ForceMembers Council, October 2004Members Council, October 2004

• Most institutional stakeholders still function within their particular views of the world and no consistent pattern of partnership can yet be detected to sustain successful e-learning environments. 大多數的機構典藏，未以世界為觀點和未能考量一致性的合作模式，導致仍未建置出成功的 e-learning 發展環境。

• Almost invariably there is no common view of the e-learning infrastructure and its associated problems or issues. 有關 e-learning 的基礎設施和其所伴隨的議題未有共識。


IFLA 2004 FocusIFLA 2004 Focus• Library support for e-learn

ers

圖書館如何支持 e 學習者

• The role of e-learning in staff development

館員訓練中的角色• Teaching and learning in t

he e-environment

在 e 化環境下的教與學

http://www.ifla.org/IV/ifla70/index.htm


IFLA 2005 IssuesIFLA 2005 Issues

• Financial aspects of e-learning 經濟面向

• Copyright issues in e-learning 著作權議題

• The 5C's – • Connectivity, 連線• Content, 內容• Capability, 能力• Conservation 保存• Collaboration 合作

http://www.ifla.org/IV/ifla71/index.htm

E-

E- p

ortfoliop

ortfolio


個人學習檔案（ Learning Portfolio ）

具體學習經驗的認知（ Recognition of a concrete learning experience ）

經驗的觀察與省思（ Observations and reflections of the experience ）

學習成果的展示（ The development of ideas/concepts as a result of the experience ）

Web Portfolio - MFP


Let’s define…PortfoliosLet’s define…Portfolios• Collection of materials or

artifacts– Designed for a specific

objective– Focus on Mastery

• Skills• Attitudes• Knowledge

– Includes reflection– Evaluation

• Provides evidence– Effort– Accomplishments– Progress


Let’s define….e-portfoliosLet’s define….e-portfolios• What’s in a name

– Digital portfolio– Electronic portfolio– web-folio– e-folio

• Collection of materials presented in an electronic format– Web– CD ROM – Portable Hard Drive


Portfolio Groups...PPortfolio Groups...P33

• Process– Documents learning “journey”– Outlines, Drafts and Strategies

• Beginning – middle - final

• Product– Materials or artifacts student chooses as best– Criteria for inclusion– Document the quality and range

• Accomplishments not the process

• Perceptions– Reflection


Why?Why?• Fosters active learning 促進主動學習

– ownership and control of learning• Motivates students• Feedback• Discussion of student performance• Benchmarks 建立基準• Accessible 可及性• Store multiple media• Easy to upgrade• Cross-reference of student work

– interdisciplinary


AdvantagesAdvantages• Learner Centered

• Outcomes Centered

• Integrates

– Curriculum

– Instruction

– Assessment

• Accessible

• Easy to Update


What’s in there?What’s in there?• Lifelong Portfolio 終身學習檔案

– Writing sample– Standardized test scores

• English/Math assessments– Oral communication skills

• Course Level Portfolio 課程層次學習檔案

– Projects– Assignments– Templates– Discussions/Debates


What should be in there…What should be in there…• Table of contents/Directory 目次 / 目錄

– Themes/Categories• Goals and Objectives 目標和宗旨• Benchmarks 基準• Summary of Completed Courses/Activities 課程 /

活動的摘要說明 • Planning guide 課程計畫指南• Current status of “Learning Plan” 學習計畫• Writing sample 作業範例• Transcripts 成績報告單• Evaluations 評估

– Faculty– Employer– Self-evaluations

• Student Reflection


Creating e-portfoliosCreating e-portfolios• Text 文字

– Word processor– Spreadsheets– Database– Adobe Acrobat - PDF

• Graphics 圖像– Imaging Software

• Photoshop/Image Ready• Fireworks

– Graphs/charts– Diagrams

• Audio 聲音– Mp3– WMA (Windows Media Audio)– Aif

• Video 影像– avi– mov– RealOne– Windows Media Player

• Models– 2 Dimensional– 3 Dimensional

• Animations/ Simulations 動畫– Flash

• Web pages/Web sites 網頁– Html, XHTML, etc– Dreamweaver– FrontPage– Web interface or CMS

Digital Libraries/Digital Libraries/E-Learning InteractionsE-Learning Interactions數位圖書館與數位學習之數位圖書館與數位學習之

關係關係


Net Generation information environmentsNet Generation information environments

• Provide individual and group learning spaces • Support access to and creation of information

resources • Offer staff and faculty development and training • Provide staff with a range of technology and

information skills • Effectively market services to all groups of potential

users • Integrate physical spaces and services with virtual

spaces and services • Build community Joan K. Lippincott , “Net Generation Students and Libraries ,”

in Educating the Net Generation. (EDUCAUSE, 2005 )

http://www.educause.edu/NetGenerationStudentsandLibraries/6067 (2005/05/05)


Net Generation information services Net Generation information services

• Use students on teams that design new services and environments

• Integrate services into course management systems • Explore services for mobile devices • Represent services and instruction visually and in

multimedia modes • Focus on partnership models • Emphasize how to evaluate information resources • Emphasize information policy issues

Joan K. Lippincott , “Net Generation Students and Libraries ,” in Educating the Net Generation. (EDUCAUSE, 2005 ) http://www.educause.edu/NetGenerationStudentsandLibraries/6067 (2005/08/23)

http://www.educause.edu/NetGenerationStudentsandLibraries/6067%20(2005


Net Gen access services Net Gen access services • Continue to integrate library information into Google or

other popular access mechanisms

• Offer simplified and graphic ways for students to approach subject searches

• Integrate subject guides or pathfinders into CMS or other locations conducive to use

• Integrate searching of "open" Web resources and materials owned or licensed by the library

Joan K. Lippincott , “Net Generation Students and Libraries ,” in Educating the Net Generation. (EDUCAUSE, 2005 ) http://www.educause.edu/NetGenerationStudentsandLibraries/6067 (2005/08/23)

http://www.educause.edu/NetGenerationStudentsandLibraries/6067%20(2005


A question for librariesA question for libraries

• Courseware environments provide a logical place for information and knowledge to be created, accessed and used. Students find that CMSs meet many of their information needs and tend to use them as a kind of primary gateway.

• Typically, libraries are left our of the decision-making and implementation processes.


Lorcan DempseyLorcan DempseyVP of Research for OCLCVP of Research for OCLC

• Libraries need to reposition themselves to be viewed by the academic community that they serve as managers and overseers of the repository space.

• Preservation and reusability of learning content are essential requirements in repository management, yet libraries were rarely involved in meeting this management challenge.


Digital Library and the Learning Digital Library and the Learning EnvironmentEnvironment

Ability to identify, access, evaluate, organise and communicate information and knowledge (information literacy) is a core capability for the knowledge society

Library shares responsibility for preparing students to be information literate in a digital world


Roles of librariesRoles of libraries 角色角色

• Repository management 典藏管理• Life-cycle support for learning objects

支援學習物件的生命週期• Research skills 研究技能• Link library services to learning management syst

ems 圖書館服務與學習管理系統的整合

Strategic Issues Strategic Issues for Librariesfor Libraries

圖書館的策略議題圖書館的策略議題


Strategic Issues for LibrariesStrategic Issues for Libraries圖書館與數位學習的重要議題圖書館與數位學習的重要議題

• How can libraries bridge the gap between their own How can libraries bridge the gap between their own services and systems and those of the e-learning services and systems and those of the e-learning environment?environment?

圖書館如何築起服務與課程管理系統和數位學習間的橋樑？

• What traditional services and what new services are What traditional services and what new services are needed?needed?

• 哪些圖書館傳統或新興的服務適用於數位學習環境？• Which library services need to be redefined to address the Which library services need to be redefined to address the

needs of the new e-learning environments?needs of the new e-learning environments?哪些圖書館服務在數位學習環境中需被重新定義？ (OCLC Taskforce)(OCLC Taskforce)


Strategic Issues for Libraries (Cont.)Strategic Issues for Libraries (Cont.)• How can learning objects and their associated repositories be How can learning objects and their associated repositories be

defined and what role do libraries play in developing a new defined and what role do libraries play in developing a new model?model?

學習物件、知識倉儲應如何被定義，圖書館的角色扮演為何？

• What are libraries best strategies for engaging with What are libraries best strategies for engaging with institutional e-learning strategies?institutional e-learning strategies?

圖書館如何參與數位學習策略之制訂？• How can the library become a viable and productive How can the library become a viable and productive

community player in the developing e-learning landscape?community player in the developing e-learning landscape? 在數位學習的版圖裡，圖書館如何扮演產製社群的角色？

• (OCLC Taskforce)(OCLC Taskforce)


Strategic ImperativesStrategic Imperatives

• To be proactive in positioning library in e-learning spaceTo be proactive in positioning library in e-learning space

• To establish a position on institutional repository To establish a position on institutional repository management issuesmanagement issues

• To establish a vision of a library network service presenceTo establish a vision of a library network service presence

• To develop tangible value-added services through the linkage To develop tangible value-added services through the linkage of library systems infrastructure to learning management of library systems infrastructure to learning management (courseware) systems(courseware) systems

• To engage in the debate on building cyberinfrastructureTo engage in the debate on building cyberinfrastructure


Strategic Initiatives (1)Strategic Initiatives (1)

• Proactive management in positioning the library in the e-Proactive management in positioning the library in the e-learning spacelearning space

• IssuesIssues– Faculty often feel that the e-learning is “their space”Faculty often feel that the e-learning is “their space”– There is no traditional power base for e-learningThere is no traditional power base for e-learning– Expectations of library service support for e-learning are Expectations of library service support for e-learning are

invariably lowinvariably low– Costing of e-learning infrastructure is still little understoodCosting of e-learning infrastructure is still little understood– Collaborative ventures in e-learning are difficult to establishCollaborative ventures in e-learning are difficult to establish– Libraries are seen by many e-learning proponents as a large (and Libraries are seen by many e-learning proponents as a large (and

possibly redundant) cost centrepossibly redundant) cost centre



• Formulate a library position on institutional repository Formulate a library position on institutional repository managementmanagement

• IssuesIssues– Functional and technical requirements for managing learning Functional and technical requirements for managing learning

objectsobjects– Ability of the library to offer stewardship (archiving and Ability of the library to offer stewardship (archiving and

preservation)preservation)– Role of open source (as against proprietary) repository Role of open source (as against proprietary) repository

management systemsmanagement systems– Capacity of library systems to manage learning object repositoriesCapacity of library systems to manage learning object repositories– Management of intellectual property and digital rights Management of intellectual property and digital rights

infrastructureinfrastructure– Capacity for integrated repository management systems across Capacity for integrated repository management systems across

scholarly information and learning objectsscholarly information and learning objects



• Establish a vision of library network service presenceEstablish a vision of library network service presenceIssuesIssues• Library one of many user “hubs”Library one of many user “hubs”• Need to provide access to service where it makes most Need to provide access to service where it makes most

sensesense• Make services available at any point in research or Make services available at any point in research or

learning activitylearning activity• Library-centric view of information resources Library-centric view of information resources

unsustainableunsustainable

(Lorcan Dempsey)(Lorcan Dempsey)



• Develop tangible value-added service through Develop tangible value-added service through linking library systems infrastructure to learning linking library systems infrastructure to learning management (courseware) systemsmanagement (courseware) systems

• IssuesIssues– Consecutively display and integrate a variety of information

windows as part of the learning activity– Integrate access (discovery and exchange) of content in any

given learning context– Provide bibliographic tools that permit easy searching and

reference completions– Access to tools to render and present content in user-

customized environments


數位學習帶給圖書館的契機數位學習帶給圖書館的契機• 許多企業機構、社會組織大力投資數位學習• 圖書館可以利用數位學習訓練並提升館員專業能力

• 圖書館將更熟悉數位科技的發展，如 OAI 、 Open Source 、數位典藏管理等議題。

• 在數位學習環境中，設計不同層次之資訊素養課程

• 提升圖書館在數位環境中的能見度。Joan K. Lippincott, “Net Generation Students and Libraries ,” in Educating the Net Generation.

(EDUCAUSE,2005 ) http://www.educause.edu/NetGenerationStudentsandLibraries/6067 (2005/05/05)


合作的契機：整合式的圖書館服務合作的契機：整合式的圖書館服務（（ Collaborative opportunities-integrating library serviceCollaborative opportunities-integrating library service

ss ））

• 持續的整合各種資訊窗口，作為學習活動的一環• 在各種學習環境下，加速資源的發現、存取與轉換• 結合廠商提供資訊服務 Integrate third party commercial Integrate third party commercial

information servicesinformation services• 提供客製化的的個人入口網站，掌握讀者興趣 Customize portal Customize portal

facilities for sharing personal preferencesfacilities for sharing personal preferences• 在需要時，提供便捷的數位化參考服務 Provide easy access to virtual reference services at the point of needProvide easy access to virtual reference services at the point of need• 協助資訊尋求的訓練 Embed training modules to assist in Embed training modules to assist in

information seekinginformation seeking

OCLC, “E-learning and libraries: a new white paper, ”(2003) http://www5.oclc.org/downloads/community/elearning.pdf


Strategic PrioritiesStrategic Priorities 優先次序策略優先次序策略• Reconceptualize the positioning of library Reconceptualize the positioning of library

services in the e-learning infrastructureservices in the e-learning infrastructure

• Develop low risk library systems interfaces Develop low risk library systems interfaces with e-learning infrastructurewith e-learning infrastructure

• Adopt a clear strategic position on Adopt a clear strategic position on repository management issuesrepository management issues

Neil McLean “Bridging Gaps between Neil McLean “Bridging Gaps between Information and Learning Environments”, 2004Information and Learning Environments”, 2004


Digital Library roleDigital Library role數位圖書館的角色數位圖書館的角色

Skills of managing external information (cataloguing, classification)

Transferable to managing internal information (metadata, taxonomies)

Librarians work with IT staff and educational designers to embed these skills into: online courseware intranet design web refurbishment portal development


Challenges for e-learning: contentChallenges for e-learning: content

• Developing learning materials in-house of buying content?

• E-book technology needs some improvement• Licensing problems• Copyrights-problems• How to index information?• How to make effective use of content: problem of

reusability• The problem of preselected or overpackaged

courses


Challenges for librariesChallenges for libraries圖書館的新挑戰圖書館的新挑戰

• a demand of diverse educational opportunities (study landscape)滿足學習需求

• an increase in the number of unique environments擴大學習場域• need for library resources and services at locations other than main

campuses or at distance learning sites/home• demand for equitable services for all students in higher education• 提供高等教育學生平等服務• technological innovations in the transmittal of information and the

delivery of courses. 資訊傳播與課程傳遞過程中的科技革新• the appearance and rapid development of the virtual or all-electronic

university 數位化網路大學的蓬勃發展• what if the students never more set foot in the library?• 學生如果不再踏入圖書館？…

Vlir-Workshop: Distant Learning - 17/02/03 - Chris Peeters/KdG


A library: added value to an electronic A library: added value to an electronic learning system: collection services(1) learning system: collection services(1)

Library is a content-rich organisation, but moves from a content owner to a content provider

Publishers become librarians: academic libraries in competition with commercial (digital) information providers? E.g. Questia Media, Xanedu, Kluwer …

More information delivery directly from producer to end-user, without involvement of an information centre as intermediary?

Preselected and packaged courses from commercial vendors (NetG, Smartforce…)


A library: added value to an electronic A library: added value to an electronic learning system: collection services (2)learning system: collection services (2)

users become librarians: academic libraries in competition with other educational stakeholders within the institution?

library has the primary responsability of content produced within the scholarly community (syllabi, readings,

electronic courses…)

archiving electronic documents, courses, commercial course packs:

OAI-repositories for learning materials Linking Content Management Systems to Library catalogues


How to cope with the commercial e-How to cope with the commercial e-libraries or content providers?libraries or content providers?

如何應對商業性數位圖書館或內容供應商？如何應對商業性數位圖書館或內容供應商？ • Find out how competitors work, their offerings and pricing 發現競爭者所提供的服務和價格• Survey users and assess quality of services 使用者調查與服務質量評估• Start by asking if patrons would “pay for it”徵詢使用者是否支付 ?• Web sites can be improved (e.g., “my library” sites)網站的改善 • Librarians know the curriculum, courses and assignments 館員必須知道所有課程計畫、課程和作業• Exploit resources which are unique to the institution and can be produced within the

institutions 發掘機構獨特的資源• Best is to look for alliances with competitors最好尋求與競爭者聯盟合作• Some competitor’s resources may strengthen collections競爭者的資源可強化館藏• Library has to take lead in creating alliances圖書館必須在聯盟中扮演領導地位• Challenge for consortia聯盟所帶來的挑戰


A library: added value to an electronic A library: added value to an electronic learning system: Indexing serviceslearning system: Indexing services

圖書館在數位學習系統的加值服務：圖書館在數位學習系統的加值服務：索引服務索引服務

indexing of learning materials: harmonising library metadata-standards (OAI-standards) and e-learning metadata-standards (LOM, SCORM)

promotion of interoperability between information systems

information portals (http:africaeducation.org/adl)


HOT TOPICS HOT TOPICS 熱門主題熱門主題• Flexibility through open-source applications. 應用的靈活性

• Interoperability between various kinds of repositories.各儲存庫間的互通性

• Exposing of digital libraries services in the e-learning space. 提高數位圖書館服務在數位學習空間的可見度

• Application of technology to learning activities. 學習活動的技術應用 • Metadata strategies. 策略


IMS & CNIIMS & CNI 圖書館資訊服務與數位學習互通白皮書圖書館資訊服務與數位學習互通白皮書 Interoperability between Library Information SeInteroperability between Library Information Se

rvices and Learning Environmentsrvices and Learning Environments

White paper on behalf of the IMS Global Learning Consortium and the Coalition for Networked Information (CNI) on interoperability issues between library information environments and e-learning environments

written by Cliff Lynch and Neil McLean ,published in 2004


IMS and Digital LibraryIMS and Digital LibraryConvergence PointsConvergence Points

• Unique needs of e-learning community: 數位學習社群的特殊需求– Content Sequencing– Discovery Meta-data– Digital Rights 數位版權

• Common needs of e-learning and library communities: 數位學習和圖書館社群的共同需求– Web Service based Query Mechanisms 基於詢問機制的網路服務– Long-term Preservation長期的保存– Infrastructure Frameworks

基礎設施的架構• Example of content packaging strategies: 內容封包策略的舉例

– Wrap one specification package with another– Translate one specification package into another

• Remember: Internal data structure not same as transmission package structure 內部的資料結構與傳輸封包的結構不一樣

Pursing a VisionPursing a Vision未來展望未來展望


What to do with the e-thing…What to do with the e-thing…• Storage 儲存

– Database• FileMaker Pro• Access

• Sharing 分享– Internet

• Downloadable• Streaming

– CD ROM/DVD– Portable Hard Drive

• Assessment Criteria 評估標準– Rubrics– Standardized test– Projects etc


The E - learning Strategic VisionThe E - learning Strategic Vision策略觀點策略觀點

To embed e-learning in all its forms into the education sectors in order to develop a more vibrant learning society based on:

• The primacy and empowerment of the learner. • A flexible and innovative infrastructure.• Sustainable resourcing of the total enterprise.• A highly skilled teaching and support workforce.

Professor Neil McLeanDirector IMS Australia


E-learning and “Library” LinkE-learning and “Library” Link串聯圖書館與數位學習串聯圖書館與數位學習

• Resources can be found:– In learning content

repositories

– In eLibraries

– In Library Catalogues

– In national and other collections

– In eAggregators

– On the Web


DIGITAL LIBRARIES:DIGITAL LIBRARIES:The “Push” PhaseThe “Push” Phase

數位圖書館：邁入 “數位圖書館：邁入 “ Push” Push” 階段階段• Rapid development of e-reserves.

• Emergence of virtual reference services.

• Integration of commercial information

• Considerable portal-type activity.

• Development of online training modules.


Implications for librariesImplications for libraries對圖書館的意涵對圖書館的意涵

• New responsibilities for digital assets 對數位資產的新責任• Exposing services 服務的可見度• More responsive to needs 對需求的更多回應 • New roles e.g. electronic copyright clearance 新規範的建立，如電子版權管理• Converge towards sector standards in handling meta-data• Central vs. local resources集中 vs. 在地資源

Paul Bailey


Implications for staff/librariansImplications for staff/librarians對圖書館員的意涵對圖書館員的意涵

• Collaboration between libraries, IT staff, learning technologists, academics, vendors, etc.

建立在圖書館、 IT職員、學習設計師、學院、代理商等之間的合作關係。

• Asset management 資產管理 – Copyright 著作權– archiving of electronically provided courses

利用電子檔案提供課程– promotion of the electronic repositories which are provided by the

university推動由大學來提供電子典藏Paul Bailey


CULTURAL ISSUESCULTURAL ISSUES 文化議題文化議題• No shared view between teachers, librarians, technologists,

instructional designers administrators. 教師、館員、技術師、教育設計者之間未有分享的觀念。

• Widely varying levels of information and IT literacy. 資訊和技術素養的水平有著巨大差異性。

• No consensus on relationships between the application of technologies and pedagogic practice. 在技術應用和教學實踐之間未有共識。

• A reluctance to embrace new forms of collaborative endeavour. 尚無法接受新的合作形式


The Trend of Global e-LearningThe Trend of Global e-Learning全球全球 e-learninge-learning 的趨勢的趨勢

• The OCW and OKI Initiative is initiated by MIT and advance into new higher educational pedagogy.由MIT(麻省理工學院 ) 所主導的 OCW (Open Course Ware 開放式課程 ) and OKI( Open Knowledge Initiative) 開創高等教育新局

• The experiment with wireless campus network, blogs and personal learning assistant is increased.校園無線網路、 blogs 和電子書包的實驗增加中。

• The Corporate sector is turning to the integration of eLearning and Knowledge Management, Now corporate Customers put more emphasis on the content and the effect of learning instead of technology. 企業朝向整合數位學習與知識管理，顧客開始重視內容和學習層面的作用勝過於技術層面。


Conclusion Conclusion 結論結論在“ Higher education relevance in the 21st century” 報告中，

Gibbons 提出：

" Over 90% of the knowledge produced globally is not produced where its use is required. The challenge is how to get knowledge that may have been produced anywhere in the world to the place where it can be used effectively in a particular problem-solving context". (1998 p. i)

全球超過 90%的知識產出並未因需而生。我們所面臨的挑戰是如何有效地將知識有效地運用於解決問題。


Deep Learning for a Digital AgeDeep Learning for a Digital Age數位時代的深度學習數位時代的深度學習

• The ability to manage knowledge, rather than just accumulate it, should be the chief priority of higher education in a technological world.

培養處理知識的能力，而非積累知識而已，它將是高等教育在技術世界中必須優先考量的。

• Strategies for delivering knowledge in the digital age. 是數位時代中傳播知識的一種策略。• How to collaborate with instructors to include library reso

urces in electronic courses. 教學者如何結合圖書館的資訊於數位課程中。


KM and KM and the Managed Learning Environmentthe Managed Learning Environment

知識管理和學習環境管理知識管理和學習環境管理“The development of the electronic campus

and student-centred-learning have seen academic librarians becoming facilitators of the knowledge development process rather than guardians of resources”

Abell, A. et al. (2002). Fad or future. Library + information update. 1 (7), 30-32.


What are the challenges and What are the challenges and implications for libraries?implications for libraries?對圖書館的挑戰與意涵對圖書館的挑戰與意涵

Libraries must respond with: 圖書館必須反應在：• Appropriate learning environments 適當的學習環境• Relevant and responsive services相關的回應服務• Staff with expertise and commitment to support learners and learning

館員應以專門技術和承諾來支持學習者和其學習• Connectivity 連線 ICT infrastructure• Content 內容 Information (including Digital)• Capability 能力 Skills required to turn information

into knowledge• Continuity 持續 Preservation and sustainability


• ……the university will change the university will change from a system of teaching from a system of teaching supported by libraries to one supported by libraries to one of learning resources of learning resources supported by teachers. supported by teachers. (Line, M., 1996)(Line, M., 1996)

• Taking the management and delivery of e-learning and institutional research collections to the next level


ReferenceReference• Chapman, Cheryl. “e-Portfolios… it just makes sense”. 2004.• Dewe, Ainslie. “E-Learning and Digital Library Trends”. 2003• Dowlin, Kenneth E. “The convergence of CMS and the digital library: can it happen?”. I

FLA, 2005• Horning, Emily. “Pursuing the vision: Adopting and integrating OAI initiatives at Yale”. I

FLA, 2005• "Interoperability between Library Information Services and Learning Environments - Bri

dging the Gaps“. 2004• Lynch, Cliff and Neil McLean. "Interoperability between Library Information Services a

nd Learning Environments - Bridging the Gaps“. 2004.• McLean, Neil. “E--Learning and Digital Library Trends: An International Perspective”.

2004.• McLean, Neil. “E-Learning and Libraries: Standards in Context”. 2004 .• McLean, Neil. “Bridging Gaps between Information and Learning Environments”, 2004.• OCLC, "Libraries and the Enhancement of E-learning”. 2003• Open and distance Learning: Trends, Policy and stratgy Considerations (Unesco

Document)http://unesdoc.unesco.org/images/0012/001284/128463e.pdf• Stiles, Mark. “eLearning and libraries – a view from the dark side”. 2004 .

http://unesdoc.unesco.org/images/0012/001284/128463e.pdf

Thank you!Thank you!

From promise to practiceFrom promise to practice

Dr. Mei-hwa YangNational Chengchi [email protected]

mailto:[email protected]