Topic 7 :
eLearning and Libraries:
Natural Convergences in a
Networked Environment
第七讲：电子学习与图书馆：
网络环境下的自然汇合
Dianne Cmor and Peter Sidorko
Is it worth the effort?
努力是否有价值？

“When it comes to
higher teacher and student
productivity and a
transformation of teaching
and learning ... there is
little ambiguity. Both must
be tagged as failures.
Computers have been
oversold and underused, at
least for now.”

「若提到教师与学生
生产力提升以及教学
转型……情况十分清
晰。两者均须视作失
败。计算机超卖却未
充分利用，至少目前
如是。
 Cuban, Larry. Oversold and Underused: Computers in the Classroom.
Cambridge, MA: Harvard University Press, 2001, p. 179.
But now!!
Why bother with elearning?
何需电子学习？






Student expectations
Enhanced experience
(“rich and diverse”)
Enhanced curricula
Media rich T/L
environment
Increasing availability of
networked resources
Flexibility - time and place
and methodology

学生的期望

强化了的经验
(「丰富多样」)

改良了的课程

多元媒体教学环境

网络资源可查阅性增加

灵活性──时间、地点
与方法
Why bother with elearning?
何需电子学习？





Collaboration and
interactivity - local and
global
Assessment
Expression
Media rich resources
Students with certain
disability.

合作与相互影响──
本地性与全球性

评估

表达

多媒体资源

有一定程度残障的学
生
Threats/Concerns
危机与忧虑






(Rapidly) Evolving
technologies
Competencies: teacher
and learner
Unrealistic expectations:
teacher and learner
Context counts: law vs
engineering
Mixed technologies, eg
hardware
Resourcing

科技(迅速地)演变

反应能力：教学人员与
学习者

不现实的期望：教学人
员与学习者

考虑内容：法律与工程

混合科技，例如：硬件

搜寻资源
Opportunities
机会

An institutional elearning strategy?

机构的电子学习
策略？

An appropriate
technology enabled
environment

合适的科技化环
境
Why an e-learning strategy?
为何要有电子学习策略？
For improved learning
and teaching outcomes
 For organisational
direction
 For consistency
 To focus resources:

◦ Infrastructure
◦ Support
◦ Staff and student
development

为了提升教学成果

配合机构方向

一致性

着重资源:
◦ 基础设施
◦ 支援
◦ 员工与学生的发展
E-learning Strategy
电子学习策略
1.
2.
3.
4.
5.
Vision and strategy
Student learning
Staff development
Infrastructure and
equipment
Management and
monitoring
1.
愿景与策略
2.
学生学习
3.
员工发展
4.
基础设施与设备
5.
管理与监察
1 Vision and Strategy
愿景与策略

Clarity

具明确性

Communicated

可沟通的

Embedded
institutionally,
including in the
library’s strategies

能融入机构内
包括图书馆的
各种策略
HKU Strategic Theme 1／港大策略主题一：
Enhancing the Student Learning Experience
提升学生的学习经历

“… provide a 21st
Century learning
environment to support
the development of
innovative pedagogies,
especially those
incorporating the use of
technology-supported and
student-centred learning.”

“…将提供一个融
合廿一世纪教学需
要的学习环境，支
持创新教学法的发
展，尤其是结合科
技辅助及以学生为
中心的教学法.”
http://www3.hku.hk/strategic-development/eng/strategic-themes-for-09-14/enhancingthe-student-learning-experience.php
HKU
Operational Priority
实施重点

“through providing a virtual
learning environment that
complements and enhances
the experiential and faceto-face modes of learning,
we will provide a richer
and more diverse learning
experience for our
students”

「透过建立虚拟的学
习环境，补足并改进
体验式及面对面的教
学方式，为学生提供
更丰富多元的学习体
验」
http://www3.hku.hk/strategic-development/eng/strategic-themes-for-09-14/enhancing-thestudent-learning-experience.php#operational-priorities
2 Student Learning
学生学习
Electronic resource
availability
◦ Content – library
resources and more
◦ Software
◦ Hardware
 Widespread use of
technology including email
and VLEs
 Skill assessment and
development
 Continued, accessible
technical support


可使用的电子资源
◦ 内容 ──图书馆
或其他資源
◦ 软件
◦ 硬件

广泛使用的科技，包
括电邮及虚拟学习环
境

技能评估及发展

暨持续又可及的技术
支援
3 Staff development
员工发展

Skills needs assessment

需评估的技能

Motivation

激励因子

Targeted staff development
and training

有目标的员工发展和
培训
◦ Platforms
◦ 各种平台
◦ Discipline and
pedagogically based
◦ 以学科及教学法为
基础

Continued technical support

持续的技术支援

Dedicated T/L technologists

热心教学的技术人员
4 Infrastructure and Equipment
基础设施与设备
Appropriate hardware
and software deployed

适当部署软硬件

IT standards adopted

采纳信息科技标准

Decentralised systems
suitably coordinated

适当协调分散系统
天衣无缝的连接


Seamless connectivity


Learning platforms

学习平台

On demand technical
support

按需要提供技术支援
Enhanced Physical Environment
改良实质环境






Evolving learning spaces
◦ Classrooms
◦ Learning commons
◦ Libraries
Variety of learning styles
Flexibility
Technology enabled
Service support
etc






不断发展的学习空间
◦ 课室
◦ 学习共享中心
◦ 图书馆
多元化学习模式
灵活性
科技化
服务支援
等等
5 Management and Monitoring
管理与监察

Evaluation framework

架构评估

Motivation for
enhancement

激励向上的因素

Structured management
model

结构化管理模式
But, some necessary fundamentals
(or, conditions of success)
然而，一些原則是不可或缺的
(或者說是成功的條件)

Sound educational
objectives are the basis

Leadership exists

Commitment can be
developed and is supported

Collaboration is fostered

Resources are allocated

Time is needed, much time

Evaluation and modification
are fulfilled
以正确的教育目标为
原则
 领导技能可发挥作用
 承诺需有发展空间而
且获得支持
 合作得到鼓励
 资源获分派
 时间必不可少，有充
裕的时间
 可实行评估与改良

eLearning & Libraries
电子学习与图书馆

better opportunities for
library resources &
services to support
learning

Point of need, anticipatory,
responsive

eLearning platforms allow
INTEGRATED library
support (vs parallel
support)

为图书馆资源和服务
提供更大发展空间以
支援学习

资源可按需要传送至
用户，可预知需要并
作出迅速反应

电子学习平台容许整
合的图书馆支援(而不
是并列性支援)
Sample Course
Integrating Resources 整合资源
Linking 链接





Links, links and more
links – when and
where relevant
Entire
reading/resource lists
Individual links for
specific weeks/topics
RSS feeds, alerts, etc.
Course reserves in
eLearning platform

链接、链接、越来越多
的链接──于相关时与
相关处出现

全篇文献与资源目录

因特定周别或主题而收
集的相关链接

RSS feeds, alerts,等等

电子学习平台的指定教
科书
Integrating Resources 整合资源
Beyond Text
超越文本

Link to or embed
multimedia

Open access,
commercial and local

YouTube, music
databases, podcasts,
HKBUtube!

连接或融入多媒体

开放存取，商业性质
或机构性质的

YouTube,音乐资料库,
播客, HKBUtube!
Be careful! Do
you have the
right to embed
or only to link??
Integrating Resources 整合资源
Toolkits, Widgets, etc.
工具套件、小工具等等

Customizable toolkits

客制化工具套件

Widgets and toolbars

小工具及工具栏

Include services as well
as resources

包括服务与资源

Relevance, visibility &
recommended by
course instructor (not
“just” librarian)

相关性、可见度、
获课程导师推荐
(并非「仅」由图
书馆员推荐)
PolyU Library (HK)
Integrating Services 整合服務
Tutorials / Learning Objects
教學 / 學習元件

Full tutorials – generic or
course specific

Short, modular, re-usable
learning objects

Flash, screencasts,
videocaptures; or simple
pdf/ppt

Insert directly into
course environment
when/where most useful

全面教学──普通或课
程指定的

短期的、模组形式的
、再用的学习元件

Flash、 屏幕录像、视
频捕获软件，或简单
的 pdf 或ppt

在最适用时及最适用
处直接加进课程环境
Integrating Services 整合服務
Embedded Librarians
嵌入式館員




Trust and collaboration of
instructors
Monitoring course
regularly, or limited time
period (tied to assignment
due date)

教师的信任与合作

定期或于限定时间内
监察课程(配合交作业
日期)

实时服务──聊天室、
免费网络电话、 「
第二人生」

运用电子学习平台工
具── 论坛、聊天室
、自我评量工具等等
Live assistance – Chat,
Skype, Second Life
Use of eLearning platform
tools – discussion forum,
chat, quiz, etc.
Other considerations
其他原因

Mobile eLearning –
what resources &
services most useful?

流动电子学习──
哪些资源与务服最
有用？

Web 2.0 – engaging
students in learning

Web 2.0── 学生
可参与学习

ePortfolios – research
products/journals

ePortfolios –研究
成果或期刊
Final Thoughts
结语

Avoid overload of
resources only

避免沦为资源超载

Provide guidance and
context on how to think
about information

提供如何判断信息
的指引和范围

“Teleport” the teaching
role of the reference
desk into your eLearning
environment - this is not
outdated!

咨询柜台的教学角
色「瞬间移动」至
你的电子学习环境
── 这并非过时！
Exercise: Developing &
Supporting eLearning

Thinking about your own institution, what
opportunities and challenges face the
library in developing/supporting elearning?

Some possible considerations:

Is there an institutional strategy? Does the Library have a role in it?

What strengths/weaknesses exist at your institution in
developing/supporting eLearning? (commitment level, physical resources,
computing resources, human resources & expertise)

What strengths/weaknesses exist at your library in developing/supporting
eLearning? (same as above!)

What could you offer TODAY to support eLearning at your institution?

What could you offer one year from now?
References
参考文献









Cuban, L. (2001) Oversold and Underused: Computers in the Classroom. Cambridge, MA:
Harvard University Press.
Developing an elearning strategy: BECTA Matrix
http://designing.flexiblelearning.net.au/tours/documents/becta_matrix.pdf
Duke, J, Jordan, A & Powell, B. (2008) A study for the JISC into the integration of technology into
institutional strategies,
http://www.jisc.ac.uk/publications/reports/2008/strategicdevelopmentfinalreport.aspx
Kelly, B. Approaches To E-Learning: Developing An E-Learning Strategy
http://www.ukoln.ac.uk/web-focus/events/workshops/trieste-2004/trieste-strategy.ppt
Quality Assurance Council (2009) Report of a Quality Audit of the University of Hong Kong,
http://www.ugc.edu.hk/eng/qac/publication/report/hku200911e.pdf
Salmon, G (2005) Flying not flapping: a strategic framework for e-learning and pedagogical
innovation in higher education institutions, ALT-J: Research in Learning Technology, 13(3), 201 –
218.
The University of Hong Kong (2009), Strategic Development 2009-2014,
http://www3.hku.hk/strategic-development/eng/
University of Kent e-learning Strategy 2007, http://www.kent.ac.uk/elearning/strategy.html
Wills, S, Strategic Planning for Blended eLearning, in Proceedings of the 7th International
Conference on Information Technology Based Higher Education & Training, Sydney, July 2006.
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1033&context=asdpapers