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JISC/CNI Meeting 6 th July 2006 PowerPoint PPT Presentation


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the project a joint project with Strathclyde and Stanford Universities. “digital libraries for global distributed innovative design education and teamwork”. JISC/CNI Meeting 6 th July 2006. Neal Juster (University of Strathclyde) Larry Leifer (Stanford University)

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JISC/CNI Meeting 6 th July 2006

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Jisc cni meeting 6 th july 2006

the projecta joint project with Strathclyde and Stanford Universities

“digital libraries for global distributed innovative design education and teamwork”

JISC/CNI Meeting

6th July 2006

Neal Juster (University of Strathclyde)

Larry Leifer (Stanford University)

[email protected]; [email protected]


Jisc cni meeting 6 th july 2006

the projecta joint project with Strathclyde and Stanford Universities

“digital libraries for global distributed innovative design education and teamwork”


Project programme

Project Programme

JISC/NSF Project 2003-2008

Digital Libraries in the Classroom Programme

Transform the education process using innovative applications of emerging technologies and electronic resources


Project team

Project Team

One of four US/UK collaborations in DLIC Programme

  • Stanford University

    • Center for Design Research

    • Department of Mechanical Engineering

    • Hasso Plattner Institute of Design at Stanford

  • University of Strathclyde

    • Department of Design, Manufacture

      and Engineering Management (DMEM)

    • Centre for Academic Practice and

      Learning Enhancement (CAPLE)

    • Centre for Digital Library Research (CDLR)

    • Learning Services


Partner roles

Partner roles

  • Stanford

    • Laboratory based experiments

      • small numbers 10-40

    • Understanding impact of ICT and coaching on design teams and processes

  • Strathclyde

    • Adoption of ICT and pedagogy (including coaching) in classroom

      • large numbers 40-180

    • Evaluation of impact on student learning

  • Both

    • Global student design projects


Project vision

Project Vision

To enhance student learning opportunities by enabling them to participate in global team-based designengineering projects that give them experience of working within multi-cultural contexts. Make this possible through a range of informationandcommunication technologies.


Project objectives

Project objectives

  • Teach engineering information retrieval, manipulation, and archiving skills

  • Measure the use of those skills in design projects

  • Measure the learning performance affected by the provision of usually difficult to access information

  • Measure how alternative sources of information and ICT affects performance in different cultural contexts

  • Use the measurement results to annually redesign course content and digital library use


Nature of design engineering

Nature of Design Engineering

  • Negotiation and resolution of open ended design scenarios

  • Distributed/global design projects – need collaborative working area and communication tools

  • Need access to as wide a range of information as possible on demand

  • Engineering skills must be complemented with information literacy skills

  • All design is re-design


Design knowledge framework

FORMAL

INFORMAL (including tacit)

Management

PD

History

Retain

Extract/

Publish

Mediate

Tacit PD

Knowledge

Learning

Facilitator

Formalized PD

Knowledge

Learners

PD

Practice

Interpret

Contextualize

Apply

Process

Coach

Team

Improve

React

Reflect

Design knowledge framework

[Eris 03]


Design knowledge framework1

Design knowledge framework

FORMAL

INFORMAL

Learning Loop 3

Instructor

PD

History

Learning Loop 2

Tacit PD

Knowledge

Formalized PD

Knowledge

Learning

Facilitator

Learners

PD

Practice

Process

Coach

Team

Learning Loop 1


Informal design knowledge

Informal Design Knowledge

  • Informal knowledge is found in casual design documents (notes, sketches, photos, email, blogs, draft documents)

  • Informal knowledge is created during design activity and reflection.

  • Authorship is often ambiguous

  • Difficult to capture, share and re-use

  • How do we support students to do this?


Classroom model

Classroom Model

  • Project-based design learning

    • hands on approach, learn by doing

    • open-ended scenarios demanding creativity

    • no pre-defined information requirements

    • no right answer

  • Learner support

    • blended learning

    • coaching team

  • Approach to Project-based learning

    • find, create, and reuse information

    • using the widest possible range of resources


System

System

  • Wiki based system ‘LauLima’

  • Developed from open source wiki – ‘Tikiwiki’

  • Extensively customised and enhanced

  • Powerful permissions system for wiki pages and ‘file gallery’ file storage system

  • Two discrete parts to LauLima system; Learning Environment (LLE) and Digital Library (LDL)


Jisc cni meeting 6 th july 2006

LauLima Learning Environment (LLE) a workspace environment: point of need

LauLima Digital Library (LDL) longer term; reuse by staff and students

FORMAL & MORE PERMANENT

INFORMAL & DYNAMIC

Storing and sharing content

Group Collaboration/ Team communication

Cross team activities

Workfow management (process)

Manipulation of information

Capturing tacit information

Knowledge structuring

Retrieval of resources

Reuse of student-generated resources, design concepts and sharing processes

Quality assurance

Metadata and standards

Granularity

Browse/ search

LauLima system architecture


Jisc cni meeting 6 th july 2006

LauLima Learning Environment (LLE) a workspace environment: point of need

INFORMAL & DYNAMIC

  • LLE groupware configured as a shared workspace and digital repository -

    • hierarchical file galleries: organise, store and share content

    • wiki pages (interlinked web pages): share, construct, manage and present information, ideas and knowledge; homepages, project logs, templates

    • blogs

    • communication tools: ‘shout’ facility, internal email, forums.


Jisc cni meeting 6 th july 2006

LauLima Learning Environment (LLE) a workspace environment: point of need

INFORMAL & DYNAMIC

  • LLE supports -

    • team working from any where at any time – collaboration, communication and co-ordination

    • content sharing within defined teams (permissions)

    • progress and decision-making can be recorded, revisited and reflected upon

    • coaches can see progress recorded in the team logs and adjust support appropriately


Jisc cni meeting 6 th july 2006

LauLima Digital Library (LDL) longer term; reuse by staff and students

FORMAL & MORE PERMANENT

  • Digital Library (LDL) -

    • Digital Library with browse and search functionalities

    • Other contextual functionality (e.g. parse search queries to external services like EEVL, SMETE, University Library, etc.)

    • Links to a comprehensive and authoritative set of external resources (e.g. patent information, major design & engineering gateways / portals, etc.)


Jisc cni meeting 6 th july 2006

LauLima Digital Library (LDL) longer term; reuse by staff and students

FORMAL & MORE PERMANENT

Digital Library (LDL) supports -

  • Longer term storage of quality resources

    • Including student generated

  • Retrieval of resources

  • Reuse by staff in support of classes

  • Reuse by students in design learning and project work


Laulima

LauLima

  • Will be made available for free down load soon

    • Conflicting shareware licences

  • Being adopted more widely at Strathclyde and Stanford

  • Growing use at other Universities


Class contexts

Class contexts

  • LauLima has been used in several teaching and learning contexts:

    • PDP industrial projects (4th & 5th years)

      • 40 teams of 4

    • Cross-Atlantic operations management class project (2nd year)

      • 100 students UK, 100 US (Iowa)

    • Formula student (cross-departmental, several years)

      • 40 students

    • Paper bike

      • 16 students – 3 Universities (Olin College)

      • See Larry


Class contexts1

Class contexts

  • 3rd year product design engineering class, working in teams of 4

    • 100 students total

  • 6-week project to design and prototype a:

    • Can crusher (2003/04)

    • Ice crusher (2004/05)

    • Fruit squeezer (2005/06)

    • Can crusher (2006/07)


Class contexts2

use

Capture: create and upload resources

Wiki pages: interlink resources

Groupware: communicate & share ideas

LauLima

LDL

LauLima

LLE

Class

activity

Reuse: search and re-use previous material

Digital library: find relevant information and examples

Wiki pages: store development

impact

Class contexts


Typical project format

Phase 1

Phase 2

Phase 3

INFORMATION

INPUT

CONCEPT

GENERATION

CONCEPT

EVALUATION

Wk 2

Wk 4

Wk 6

start

end

Model

on LauLima

& demo

Concept map

on LauLima

Sketches

on LauLima

Typical project format


Jisc cni meeting 6 th july 2006

Learning Loop 1:

supporting the design process

Learning Loop 2: coaching

Learning Loop 3: formalising and re-using content

FORMAL

INFORMAL

Lecturer

LDL (process, formalised knowledge)

LLE (practice, tacit knowledge)

information from other sources

Team

Coach

Revised Design Knowledge Framework (after Eris, 2003)


Changes to class framework

Changes to class framework

  • The class has been altered over the last 3 years using LauLima to facilitate Project Based Learning improvements in the 3 loops of the Design Knowledge Framework:


Supporting the design process pool laptops

Supporting the design process:pool laptops

  • Laptops were made available to teams during class – they were encouraged to use them as “project hubs”


Supporting the design process interlinked wiki pages

Supporting the design process:interlinked Wiki pages

  • Students had to think about hierarchy of their resources - analysing, organising and reflecting.


Supporting the design process concept maps

Supporting the design process:concept maps

  • Creating a concept map encouraged students to reflect on what information was relevant.


Coaching multi disciplinary design team

Coaching:multi-disciplinary design team

  • The multi-disciplinary coaching team broadened the scope of the project.

Lecturer gave tailored mini-topics highlighting key issues and tasks

Coaches provided on-going process and technical support

student experience

Learning technologistprovided on-going information literacy support

Librariangave tailored session on information searching and sources


Coaching templates as shareable learning objects

Coaching:templates as shareable learning objects

  • Templates minimised work in transferring information, capturing rationale and linking resources to concepts.


Formalising reusing content harvesting material

Formalising & reusing content:harvesting material

  • Staff harvest the best material when marking student sites – then stored in LDL for both to use.


Jisc cni meeting 6 th july 2006

LauLima Workflow

metadata

date added file format depositor identify project name

actions

content placed in the LLE by students and staff – stored and made accessible though permissions feature

automatically generated

Stage 1

uploading

title creator/author source citation subject (keywords) description media type

generated by depositor

academic staff identify content that warrants inclusion in LDL

further subject (keywords) educational context suggested use modify student metadata

generated by academic staff

Stage 2

identifying

check metadata accuracy modify metadata rights information further subject (keywords)

LIS evaluates content following verification and metadata modification. item is placed in LDL

generated by LIS

Stage 3

approving

Workflow LLE to LDL


Formalising reusing content metadata

Formalising & reusing content:metadata

  • Applying metadata encourages reflection, but burden of process must be minimised… for staff and students.


Effects on learning

Effects on learning

  • Feedback indicates LauLima is a useful tool - structured exercises and Information Literacy tutorials necessary.

Usage statistics for 6-week project


Student survey

Student survey

  • This year’s graduating MEng cohort have used LauLima for 3 years.

  • Comments from “exit” interviews:

    • Some felt forced to use LauLima

      • Use in appropriate classes – i.e. Global design

    • Supports team management and information sharing

    • Liked access to previous student examples

      • Benchmark of quality – not re-use!

    • Staff find it useful to track progress – students find it time consuming to upload files


Conclusions

Conclusions

  • Support:

    • Pool laptops provided project hub

    • Wikis encouraged sharing and reflection in design process

    • Concept maps helped create knowledge structures

  • Coaching:

    • Necessary to provide IL as well as design support

    • Structured logs can assist with autonomous learning

  • Formalising knowledge:

    • Diverse resources go through two-stage process before being stored in LDL

    • Student generated material provides a rich source of informal information that is difficult to obtain elsewhere.


Jisc cni meeting 6 th july 2006

But…

  • Students still rely on sources they are familiar with

    • Goggle not ‘digital libraries’

    • Narrow and shallow search

  • Student reluctance to add metadata

    • Poor file descriptions and names

      • icecrusher1, icecrusher2….

    • Little recognition of need for metadata tagging


Further information

Further information

www.didet.ac.uk

[email protected]

[email protected]


Further information1

Further Information

System demo…


  • Login