TEACHING AND LEARNING WITH
THE AID OF TECHNOLOGY
THROUGH THE ESTABLISHMENT
OF A LEARNING COMMONS.
Dream or reality for Unisa?
S. Gouws and M. Botha
Co-presenter: Steve Cilliers
Agenda
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Introduction and definition
“We have a dream”
Characteristics
Aim and purpose
Academic assistance
Role players
Service idea
Collaborative working
arrangement
• How and what of the
physical space
• Assessment, training and
support
• Place owned by students
• Staffing
• National Help Centre
• Risks!
What … ?
• KC in operation in Western Countries for past
decade (LIED library = leader in this field, and
also Kate Edgar KC in NZ)
• SA has two KC’s – UCT (first and model for
SA development and Wits University library)
• Library focused vs. LS focused approach
• UNISA for integrated approach
Beagle on the Commons
• “New type of physical facility specifically
designed to organize workspace and
service delivery (library) around the integrated
digital environment …”
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Beagle: D (1999). “Conceptualizing the information Commons” Journal of Academic Librarianship,
25(2), 82-89
Key drivers
• Our institutional drivers:
• Utilize the resources and capacities of the University in community
development initiatives, and collaborative partnerships.
• Establish service-orientated, technology-enhanced learner support to
increase retention and throughput.
• Create a nurturing environment to promote student well-being, to
foster a sense of belonging to Unisa, and to mobilize alumni in the
service of the University.
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University’s strategic Objectives and Key strategies (summary by N Shillinglaw – Strat-sum-ULLT
060514/doc) referring to strategies 6.4-6.6:
We have a dream
Only as high as I reach can
I grow, Only as far as I seek
can I go, Only as deep as I
look can I see, Only as
much as I dream can I be. Karen Ravn
Definition
• A LC in the university’s context is
a student-focused, technologyenhanced learner support centre.
• It is a visible, centrally located
facility on campus and at all
decentralised regional centres.
Unisa’s proposal for a LC …
• The LC is a joint used, IT–rich
facility (consisting of networks,
public access points and other
equipment), used by students for the
purpose of acquiring computer
accessing information and learning
resources, in order to enhance the
learning process.
Concept
• It provides a near-seamless integration of space,
services, resources and staff
and is
• able to provide cross training as and when required.
• The LC is therefore an area that is typified by the
integration of technology and reference services
and is
• also a place that facilitates learning by any means
that serves the situation best.
Services @ …?
• Students want to work on their
projects/assignments from start to finish in one
area: the LC provides services @
• Point of need
• Time of need
• Place of need
• Level of need
• Format of need
CHARACTERISTICS!
http://www.information-commons.auckland.ac.nz/content_files/about/gallery_viewer.asp?g=1&f=011a.jpg
Characteristics
• It is seen as a basic university administrative
centre, is learner-centred and is developed to
provide support to their studies.
• The LC is a visible, centrally located facility on
campus or the regions and should be close to
other student facilities. (A typical “one-stopservice”).
• The LC must provide a near-seamless
integration of space, services, resources and
staff and must be able to provide cross training
as and when required.
Primary aim
• Assist the learner to become an
independent learner who would be able to
use technology to gain access to all the
online resources that the university make
available.
• Accommodate learner’s academic and
social needs
• Support the learner – successful learning
experience
Role players in establishment
Cross disciplinary approach
• The proposed establishment would
involve the commitment of the following
role-players:
– Library and -ICT
– Regions and - Facilities
– Marketing
Physical location
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Reception / information centre
Computer facilities
Library resources
LS Support areas (Tutor/
counseling/foundation courses…)
• Virtual LC?!
Reception / information centre
• Reception/ Information centre:
– It is suggested that this area/centre be situated up front in the foyer.
The idea is that this dedicated area would be targeted to deliver the
following services:
• Booking
• Referral
• Information
• Channeling and
• Coordinating
– Accessible by phone, e-mail, and Web
– IT related support (Computer area)
PC
Literacy
tutoring
counseling
High Technology rich area
Reading
and
writing
Library literacy
registration
foundation
assessment
Booking
referral
Information
Desk
Register to use
LC
ASSESSMENT:
ASSESSMENT:
ASSESSMENT:
ASSESSMENT:
ASSESSMENT:
Assessment of student needs:
• Student information literacy competency will be
assessed at the point of entrance through
registration with the LC.
• Students need to register as users of learning
commons ( fill out card/ assessing skills/
diagnostic testing/ referring student to relevant
area/ service or level of competence)
• The assessment would then ensure that the
relevant training be planned and provided
according to the learner’s skills in IT and
according to other competency levels.
Three levels
PC
Literacy
tutoring
1
counseling
High Technology rich area
Reading
and
writing
Library literacy
2
registration
Assessment
and referral
Information
Desk
Register to use
LC
A
foundation
Third level
PC
Literacy
tutoring
counseling
High Technology rich area
Reading
and
writing
Library literacy
foundation
registration
assessment
Information
Desk
Register to use
LC
support services:
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PC based training in subject areas
The LC would be a facility where dedicated PCs
would be loaded with subject-based software
and then booked out by lecturers/tutors for a
certain subject-specific training/ tutoring
purpose.
It also serves as a
Reading and writing centre
And be used by students, doing assignments
Academic assistance
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Counseling, career guidance
Academic assessment
Tutorial services
Research and reference service
Information and academic literacy
Reading and writing centre
PC based training (basic, end-user computing,
subject specific PC based training, genl access to
PCs)
• Disability services
TRAINING
Who would provide the training?
• It is suggested that an integrated team in
the decentralized facility provide the
students from basic to more advanced
(information literacy) training.
• There must be two distinctions between the
student who needs focused support (first
and second entry level) and the selfsufficient/ self-help student (third level)
Student centric
• One stop integrated
service and support
area
• “Whole university “
experience
• Support and enhance
the teaching-learningresearch activities of
learners
The LC for students
• Access to Technology in an information rich
environments (subject related software, SPSS,
Word etc. etc. etc.)
• Individual seating space (MUCH NEEDED!)
• Comfortable study areas (Quiet areas)
• Group work areas (Busy rooms/ buzz rooms/
discussion rooms)
• (!)wireless networking
• Library reference services
The LC for students (2)
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Library circulation area
IT training
Information and instruction areas
Reading and writing centre
Career reference centre (Counseling services)
Tutor classes
Foundation focused course offerings
Registration services
Self-help students
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The facility would be made available for the self
sufficient student where the following services could be
obtained:
Use of the Internet "a pay-for-use-service"
Library functions: Reserved PCs to access OPACS and
electronic reserves
Access to global library information resources (library
“paid for services and databases”) as opposed to general
internet usage
Access to myUnisa and other e-learning resources of
university
Self help online registration during registration periods
Staffing
• Regional staff
– Multi skilled
• Professional Library staff
• Tutor support (booked) – ALSO Foundation
courses
• Counseling (when required)
• Reading and Writing (numeracy and literacy
skills)
• ETC!
Staffing:
• The LC would be staffed by the regional staff to
manage the “smart centre”. It is envisaged that
multi skilled staff be appointed.
• The “smart center's” function would be to do preassessment of the registered learner’s skills and
competencies and render support regarding
registration and related functions, counseling
and referral services, and also booking of venues
etc.
Staffing
• The staff of the LC should be able to
– Provide a continuum of services including pre-use assessments and
effective referral to other staff members of other units within the
commons.
– Collaborate across the individual functional areas, to ensure that an
integrated and effective service delivery to students is provided.
– Interact with all student support units to ensure that all aspects of
support are accommodated in the LC, and that all support areas are
effectively addressed.
• Library staff: trained library staff to be appointed to manage the
pre-assessment of registered users, provide for information
literacy training and walk about information support in the LC
Redefinition of Job Descriptions
• New (?) Library positions/ changed focus on JD
• Employing of peer support – student assistants
(Assist students with learning, writing and
research)
• Cross training
• Cross skilling
• Training and retraining
Access to the National Help Centre
(NHC):
• In the help centre it is envisaged that the students be
assisted to function in the different virtual services of the
university, e.g. being referred to centralized tutor/
librarian/counselor
• The abovementioned services would be delivered/rendered
through virtual online and telephonic student support
services consisting of:
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Virtual librarians
Virtual tutorial services
Virtual counselors
Virtual student administrative support (eg bursaries, queries about
registration or admission)
– virtual financial support
Risks associated with
this model:
• High cost of bandwidth
• Cost of sustainability (e.g. redundancy
cycles of hardware)
• Cost of maintenance
• Forms part of operating costs of the
university
• 24/7 support and help service/facility
Integrated Tutor Support System for Foundation
Provision
Tutor quality
assurance
feedback system
Monthly feedback
Report back
Academic lecturer
Regional
academic
managers
National tutor
coordinator
Use technology, i.e.
• Video
conferencing
• Visits
• e-Presentations
• Satellite TV
STUDENTS
Tutoring:
• 15 × 2-hour sessions
• Contact
• Communication and
availability
Course package:
• Study guide
• Textbook/s
• Tutorial letters
• Tutor training manual
• Multi-media
programmes
Mediation methodology::
• Collaborative student group
facilitation
• Reflections
• Motivation
• Exercises
• Meta-cognition guidance
• Problem identification
• History and personality profile
Peer Collaborative Learning
(PCL) with groups of students
15 × 3-hour sessions
Reading and writing,
quantitative and information
literacy facilitation
Yes,
We have
a dream!!!!
Thank You
Marié Botha:
Unisa Florida Campus:
011 471 2439
All Images from Google/ Images
Assessment
• Student needs i.t.o.
– Information literacy skills – point of entrance to
the LC
– Students need to register as users of the LC
– Skills assessed at registration, immediate
reference to relevant area or level of
competence
– Relevant training according to learner’s skills in
IT or other areas
Characteristics
• The LC would then be an area that is
typified by the integration of technology
and reference services, and also a place that
facilitates learning by any means that serves
the situation best.
Beagle on LC
• The LC is a
space owned
by
students
Collaborative working relationships
• Benefits:
– Integrated and seamless support services to the
students
– Cross functional multi-skilled teams to support
the student
– Cost effective sharing of resources
– Breeding ground for innovative ideas ! ! ! ! !
– (Hester Mountifield: University of Auckland:
NZ)
Purpose of the LC
• Learner success! (2015
strategy!)
–Learner centric model
–Access to learner support
services
–Evaluation
Three entry levels
• 1st level – no PC literacy – training provided by
Regional staff in the “literacy centre”
• 2nd level – basic PC literacy. Needs information
literacy. Library staff assists student through
formal literacy program
• 3rd level – advanced skills and competency
levels exists. Student can use the facility
independently and effectively move to self
sufficiency!
http://www.information-commons.auckland.ac.nz/content_files/about/gallery_viewer.asp?g=1&f=007.jpg
PC
Literacy
tutoring
counseling
High Technology rich area
Reading
and
writing
Library literacy
foundation
registration
assessment
Information
Desk
Register to use
KC
PC
Literacy
tutoring
counseling
High Technology rich area
Reading
and
writing
Library literacy
Course
registration
foundation
assessment
Information
Desk
Register to use
LC
PC
Literacy
tutoring
counseling
High Technology rich area
Reading
and
writing
Library literacy
Course
registration
foundation
assessment
Information
Desk
Register to use
LC
Student Centric model
• It provides for appropriate academic
assistance, which would include but not
be limited to the following services:
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counselling career guidance academic assessment disability services –
Technology enhanced learning
a reading and writing centre –
foundation courses and a research and reference service –