I quite enjoy ‘day in the life of a librarian’-type articles, comparing what I do and how my own time is spent with that of other librarians! Similarly, some people may wonder what an E-learning Adviser (Learning Resources) actually does. There are many elements to the job Sam and I share. At its core we work with our supported community to identify needs and problems where technology can help, in order to benefit learning, teaching and research. For Sam and I our supported community is primarily LRC managers and librarians, but it is not limited to them, since learning resources are also relevant to teachers, ILT champions, other sectors such as Work-Based Learning and Adult and Community Learning; and learning resources usually involves working with technical staff.

At the macro scale we help develop strategies, work with networks and encourage peer support, promote relevant resources and technologies and best practice, direct people to relevant services that can help (such as the various JISC services). We monitor new technologies and assess their usefulness for enhancing teaching and learning.

As well as the big stuff like that we also respond to queries (receievd by phone or email, or arising from visits to LRCs). I feel that this is an important part of the service – we are one of the places you can turn to with technology questions. We may not always give the direct answer ourselves, since in many cases the solution might be to put the person in question in touch with the person/college/service that has the answer. But our knowledge of the sector and our contacts locally and nationally (e.g. in RSCs across the UK) means we have a wealth of experience to call upon.

During some weeks about half my time is spent responding to queries that come my way via various means. I thought it might be interesting to look at some of the ones I have dealt with in the last month just to show the range of topics and technologies that are relevant to learning resources; also in some cases to share any useful things that were discussed. This is just a selection of those I dealt with, I have missed out some queries about particular resources and franchised courses. It also doesn’t include queries dealt with by Sam (if I included those too then this would be an epic post!) If this is useful then we might do a combined one in the future. So, in no particular order, here are some direct queries from a month in the life of an E-Learning Adviser (Learning Resources). What has been on the minds of librarians in Wales in the last 30 days? Read on to find out.

E-books for FE Project / E-book readers / Exemplary LRCs / Access management / Film-related queries / Hairdressing Training / Grants and funding for staff development / Voting systems / Second Life / RSS / And to finish…

E-books for FE Project

One college asked for more information on the 18 new e-books available as part of this project.

The new titles are:

Anatomy and Physiology for Therapists
Child Care And Early Education
Core Themes in Health and Social Care
Nail Artistry
Beauty Therapy Work Based Learning Level 1 Candidate Book
Beauty Therapy Work Based Learning Level 2 Candidate Book
Beauty Therapy Work Based Learning Level 3 Candidate Book
Equality in Early Childhood
The Official Guide to the City and Guilds Certificate in Salon Services
An Holistic Guide To Massage
‘An Introduction to Children with Special Needs 2nd Edition
The Art Of Dressing Long Hair
BTEC National Business Student Book 1
BTEC National Business Book 2 2nd Edn.
Carpentry & Joinery L1 Candidate Book
Play and Care for Children 4-16
BTEC First Construction Student Book
Microsoft Office Excel 2007: Introductory Concepts and Techniques

Details should have already gone out about accessing the new titles and adding OPAC records, so make sure you are subscribed to the E-BOOKS-FOR-FE@JISCMAIL.AC.UK mailing list to be kept updated. Anna Vernon is the project manager and can add you if you are not on the list already.

With the E-books for FE project there is also the E-select Framework, which enables the college to pay to add extra titles to the Ebrary platform if you wish to build the collection further.

Some colleges are in the process of setting up access to the E-books for FE project. For the colleges without OpenAthens or Shibboleth it is a bit more difficult and RSC Wales is helping out when it can.

E-book readers

This is a topic that turns up regularly, and we have only covered them in detail once in the blog (with an addition here). One librarian asked about whether e-book readers are being used and promoted much in colleges yet, or in universities. Perhaps it could be a way of saving paper in terms of all the PDFs students normally print out!

A lot of libraries in the UK are buying these devices, then often wondering what to do next. As such I wrote an article for the next issue of Sconul Focus which has a summary of my thoughts and further links – it should be freely available online in July and I will link to it then. In the meantime I’m happy to forward a pre-print if you contact me. The article isn’t wholly in praise of the devices. The RSC always adopts the viewpoint that we should use technology where it is appropriate, and to understand the appropriateness you first have to be aware of the potential uses and limitations. We never promote technology just for the sake of it.

It is true that e-book readers can display pdf journal articles too, they are not just limited to books, but I think that unless a student owns their own device (so they have guaranteed access) they are still likely to print articles even if the library makes devices available. This is perhaps inevitable with a lot of technology loan stock, since people will always go for the quickest option if they feel time-pressured.

There are a few links in our Delicious account which could be useful. Do let Sam and I know if you try any services with these devices, we love to hear what colleges think! It helps to inform our opinions and subsequent advice to others.

Exemplary LRCs

One college was very interested in visiting exemplary LRCs and libraries from any sector outside of Wales (since they have seen many of the new buildings and are aware of most of the good practice here). They were interested in good use of technology and exciting learning space design.

This is a good example of where being in contact with my lovely colleagues in the Regional Support Centres elsewhere pays off! Contacts in a few UK areas sent me suggestions of possible places to visit in their regions. Obviously this is limited to a small selection of the many fantastic colleges in each area. Some recommendations were:

• The Fylde College in Blackpool.
• Liverpool Community College’s new building which won’t be ready until 2011.
• There will be a new LRC in Crewe at South Cheshire College next academic year.
• Warwickshire College has a variety of centres across the six sites.
• Birmingham Metropolitan College’s Sutton Coldfield Centre has a newly refurbished LRC which is very colourful, flexible and innovative.
• Aston University library is having a major refurbishment at the moment.
• Warwick University’s Learning Grid (student-run) is an interesting learner-centred space.
• There are several recently completed new builds in the Midlands area: Joseph Chamberlain College, Walsall College, Newcastle Under Lyme College.
• South Bristol Skills Academy – opening for learners in September this year but there may be tours in the Summer – will be very open plan and potentially fun.
• Gloucestershire College – Technology Exemplar College.
• South Devon College – Technology Exemplar College. South Devon College was also one of the colleges featured in the JISC InfoKit Technology Enhanced Learning Environments.

Access management

I had been asked about third party support for setting up Shibboleth. There is a JISC Guide to Third Party Providers for FAM which is the best starting point. Soon almost half of the FE colleges in Wales will be using Shibboleth if all the ongoing projects come to fruition.

I also had a query about institutions merging where the libraries were using a particular access management system and how they might manage it.

Film-related queries

One college had been approached by the Motion Picture Licensing Company which apparently claimed that as a library they should take out a subscription. I have spoken to a few librarians who have been contacted by various copyright licensing and performing rights organisations, sometimes with quite intimidating hard-sell letters that imply that without taking out a licence they are breaking the law. In many cases this is extremely misleading and taking out a licence is unnecessary. If you are unsure of where you stand then it is worth contacting JISC Legal for free advice. Never pay for licences automatically as a result of these letters. There is only a limited pot of money, and it is far better going towards learning resources to support the students and staff than paying for licences that you may not need.

Film is a medium that raises many legal questions for libraries. One college asked about recording from the TV. They hade an ERA (Educational Recording Agency) licence but wanted to check that they were making full use of it, and whether they could record and store TV programmes to stream later on. The ERA have a useful FAQ which covers what can and can’t be recorded, what can be done with the recordings, labelling etc. Obviously to get the most out of the licence your staff need to know about programmes ahead of broadcast so that they can be recorded. There are many online services with television listings – one that is used in educational institutions is TRILT (Television and Radio Index for Learning and Teaching). There is a basic search for free which only goes back a few weeks, but does let you search for programmes on selected topics in the future, just by typing in keywords. If it is heavily used then it is possible to get access to the full version by joining the BUFVC, though that costs c. £474 p.a. The main advantages are access to lots of materials which support media courses; custom auto-alert emails for forthcoming programmes up to 10 days in advance; and the ability to get DVD copies of programmes which have already been broadcast but which weren’t recorded by the college. Details here.

As to recording and playing back TV, an ERA licence allows a college to do this:

“How can I store recordings? Recordings can be made directly onto video or audio tapes, DVDs and CDs. Digital recordings may also be stored on a licensed establishment’s server. Appropriate security systems must be in place to ensure that only authorised students and teachers can access the recordings. Access is limited to within educational establishments unless an ERA Plus Licence is secured to cover agreed off site access (see section on ERA Plus).”

So there is also the ability to take out an ERA Plus licence for further streaming options if you want to provide off-campus access.

While talking about online TV and education, this is a bit of a tangent, but Teachers TV is a really good resource for teaching staff – useful  for anyone that is interested in education.

Hairdressing Training

Following a revamp of Hairdressing Training one college pointed out that free access to Hairdressing Training is due to expire in July 2010 and asked what will happen after that date. Unfortunately it is impossible to say for sure at present – JISC Collections are still in negotiations about it, and are awaiting confirmation of funding.

Basically there are two elements to Hairdressing Training. There is one part that has been bought in perpetuity and so will always be free. Those are the bits that can be accessed on the site without logging in. Even after July they will still be available.

Then there are the parts that are only available after registration and logging in. JISC Collections is still in negotiations about that area, and hope to get a definite response soon – if the funding is available they will extend the access again. Either way they hope to make an announcement in the near future.

Grants and funding for staff development

We received a query from a librarian who wanted to go to our Learning in a Digital Wales event, but there was no budget left in the college’s staff development fund to cover the costs, so we were asked if there were any grants or bursaries that might help with the cost.

CyMAL could potentially help here – they fund bursaries for staff conferences. The information required is available here: scroll down to click on the ‘workforce development support’ document which outlines what they will pay for (usually conference fees only). Then you would need to put in an application to CyMAL. Alyson Tyler said the turnaround is 1-3 weeks. The Information for Applicants document is on the same page, along with the application form.

CILIP Wales and CoFHE may fund conference costs too.

Voting systems

One college had been in touch about the Turning Point voting system and its use in LRCs. This may be something to look into again, or to discuss in an LR Managers’ meeting. What are people’s experiences? Do the benefits outweigh the set-up and training time?

Second Life

I had some questions from a college about Second Life and other virtual worlds, and how students might collaborate online in a virtual world.

RSC Wales have a collaborative area in Second Life which we use for meetings, and it is a good place to start – let us know if you ever want us to show you around!

Our Delicious account has various links which might be of interest for general information. The virtual world snapshots of activity in HE and FE are also worth reading. The latest one says:

“As with all the previous snapshots, Second Life remains the virtual world ‘of choice’ for UK academics who responded to the survey. However, also as with previous snapshots, other virtual worlds are in use, such as OLIVE at Coventry University for emergency planning, and OpenSim at Leeds for handling large numbers of art and design students.”

RSS

I also started looking into a query today about RSS and using it to promote library news, linked to the OPAC.

And to finish…

I can’t resist adding a new technology I came across last week, raised as part of a discussion about noise in libraries. The SoundEar is a ‘visual noise indicator’ with a built in microphone that displays a green light to indicate that it is monitoring. As the pre-defined noise limit is approached more of the ear lights up, and when the noise limit is exceeded the device signals this by lighting up the red ear and the word ‘Warning!’. It is designed to be placed on the wall of an area which you want to keep at a reasonable level of noise (e.g. a workstation room). Apparently it can be useful as a way of getting students to self-regulate their noise levels by giving visual feedback. So now technology can even help to keep libraries and computer rooms as places suitable for learning!

It seems that every day we hear about new technologies, tools and websites. The question is always: does this enable us to do something new, or perhaps to do something in a better way? Learning technologists focus on how the tool can enhance learning. My focus is a more specific sub-question: how can this tool improve the library service for users, enabling them to find, evaluate and use the LRC resources more effectively in order to enhance their learning?

I thought I would bring together a few tools or sites that I had played with over the last year:

• QR codes
• Cartoons
• Animoto
  
• Crosswords
• Quizzes

QR codes

The basics of these have already been covered by Sam. I have been following examples of use, from US studies of their potential, to commercial uses such as Google’s ‘Favorite Places’. I also tried things out using my work mobile phone, and was impressed at how easy it was. You just have to download some software to your phone if it isn’t already on there (I used QuickMark software but I have also heard good things about the Kaywa Reader). Then you can point your phone camera at QR codes and in a fraction of a second the code is deciphered and displayed on the screen. You can make your own (e.g. try here or here), or point at the code below.

How might libraries use QR codes? Below are a few ideas:

• QR code on textbooks in the library – scan to get a subject guide to resources that area (e.g. catering), including classmarks to look at, core texts, useful magazines, websites etc.
• Fiction collections – scan the code to get the e-book version, e.g. from
  Project Gutenberg if it is a classic text.
• Reference collection book – scan the code to go through to a reference
  website on that subject (e.g. online dictionary or style guide), or the library’s own virtual reference collection.
• Posters linking to the relevant web pages. Or notice boards could have
  QR codes next to headlines, which when scanned take the user through to a blog entry on that subject.
• Used as part of induction, for an innovative quiz where there are blocks of QR code information around the library, with a sort of treasure hunt following QR code clues on signs and hidden in some books. Students would be lent a phone if they don’t have their own. The hunt would involve using library resources such as the OPAC, and only if things are done in the correct order will they get the correct final code (which might open a safe; be a classmark for a book with a voucher in; it could be a map reference; or something more imaginative).
• Library cards could have QR codes with user information on, or to take the user to their library account on their phone so they can renew books etc (after some other form of authentication too, of course).
• Other uses for QR codes on a physical item, enabling users to see the
  catalogue record, reviews, similar items etc.
• On the OPAC so users can get locations, classmarks and item details onto their phone for finding item on shelves, or adding to bibliographies. This was done at Aberystwyth University as one of the mobile phone enhancements (the OPAC also has the ability to send an SMS with item details to a mobile phone). To view the QR code function, search the OPAC then click on the “QR code” link in the “Availability” section when viewing a record.
• To provide context specific help and information in the library, as
  at Huddersfield University.

Will any of this be commonplace in LRCs in 5 years? Let me know if you are
using them yourself!

Update 27 April 2010: I have just become aware of this article by Andrew Walsh, ‘Quick response codes and libraries’ (2009).

Cartoons

Librarians are always looking for ways to get information across to users. Pictorial methods are attractive, but not many of us have any artistic talent. That is where sites like Bitstrips come in, since with Bitstrips it is easy and quick to create a cartoon. You can design your own characters to appear in it, or use the hundreds that are provided on the site already. The system is easy to use – pose the figure, choose a facial expression, stick some props in the background, and add a text or speech bubble; then tweak until you are happy with it. The end result is that you can link to the cartoon on Bitstrips, or download it as an image to use in newsletters and on notice boards. Bitstrips are obviously aware of educational uses, since they have recently launched ‘Bitstrips for Schools‘.

I created a few for my RSC Wales job, see the RSC Wales LR Netvibes account. Also in my other role at Aberystwyth University, to promote our federated search tool. The fact that it is so easy to edit the cartoons means it is simple to go back in and create a Welsh version.

Animoto

I have always been a fan of Animoto. It is a site that lets you upload images and select music, and they get mixed together into a video slideshow which can then be viewed online, embedded on a webpage, or downloaded. In the early days you had to add words to an image yourself if you wanted text, but nowadays there are options to include titles and subtitles, and even to incorporate video clips. The basic version which creates short 60 second clips is free to use; however I took out a subscription so that I can create videos of any length.

I have used Animoto in various ways.

• Sometimes when I am doing a teaching session I like to have looped music and video playing as people come in and settle down: to help create an informal atmosphere, act as a border between the ‘outside world’ and the session proper, and possibly to raise some questions in advance of the session. This is an example I used in a session I ran on using multimedia resources.
• An attractive way of getting a simple message across.
• To promote a new service (ac yn Saesneg)
• As an ‘attract mode’ running on a laptop when you are on a stall e.g. a recent stall I ran demonstrating e-book readers had this animation playing to pull people over.
• A fun way of introducing people with photos and names.
• For your own projects outside of work e.g. presenting a poem, holiday snapshots.

Crosswords

LRCs often like to offer quizzes as ways of summarising information or reinforcing it later. Crosswords are an easy way to do this, something some users might enjoy (though they shouldn’t be over-used, and many students will hate them – it is just an alternative way of giving information). Creating a crossword by hand is a daunting task, and thankfully unnecessary! Lots of software is available. My favourite is Eclipse Crossword, which is free and simple to use, yet powerful and fast. If you haven’t tried it before, why not incorporate a quick crossword into one of your information literacy sessions, leaflets, inductions or competitions, or use one as part of a promotion of resources and services?

Quizzes

At the end of a teaching session it is good to include some way of reviewing the content. Institutions with voting systems or interactive whiteboards can use those, but there are many other options for running a quiz. One of my favourites at the moment is ‘Multiple Choice Quiz Creator‘, which resembles ‘Who Want To Be A Millionaire?’ in format and sounds. I like the fact that you only need a laptop/PC, speakers, and (ideally) a projector. Sometimes I get a student to take part, helped by the rest of the people at the session; sometimes I get people to call out answers; other times I put the lecturer on the hotspot (depending on the vibe of the session and how relaxed people are!) It has proven to be a fun way to finish off with a laugh, with a prize of some sort for the winner (e.g. a USB memory stick or some pens). The quizzes are free to play (since the display software has no limits), but the quiz creator programme itself is only free for thirty days. You can download sample quizzes here if you want to try it out.

Over the years I have found many useful sources of video clips which I sometimes use to spice up a presentation or an information literacy teaching session with students. There are pros and cons to using other people’s clips: on the plus side they can save you time and may have higher production levels than you could achieve yourself; on the downside they are sometimes just slightly out of kilter with local needs.

The Commoncraft Show is a good example of the latter – they are simple breakdowns of technical subjects, often related to Web 2.0, but because they are US-based they don’t always fit perfectly into a UK/Wales setting. However they can be used as inspiration for ways of explaining things in a language that non-librarians can understand. Take the following example where Commoncraft give some concise tips on improving search strategies, which has obvious implications for information skills teaching:

Commoncraft are popular with me because they are also unafraid to tackle pressing issues of the day:

So as sources of inspiration, as well as things to use in teaching, it is worth becoming familiar with sources of video clips. (One big tip – if you are going to use one in a teaching session it is best to download it in advance if possible, in case there are network problems on the day, so that you don’t stand at the front of a class saying “Well it worked last night…”)

If you want to make your own videos there are many commercial options, however with a bit of lateral thinking even photo-slideshow tools like Animoto can be used for getting a simple message across. When teaching I sometimes make one that is themed to the session and let it play in the background while distributing handouts and getting people logged into PCs. Or you can use them to promote a service or resource – this is an Animoto video I created in my ‘other job’ to promote Aberystwyth University’s federated search tool, then uploaded to YouTube (Welsh version here):

You can see an FE LRC-themed Animoto video in the top right of the Netvibes account Sam and I share.

In terms of creating your own – also see Sam’s blog post and Moodle areas on screencasting; and the first comment below (by Christine) for some other software you can use.

Recently RSC Wales has received a few queries about the legalities of colleges showing films (usually in the sense of feature films) to groups of students, or the possibility of streaming them over an intranet. Being a complex area, JISC Legal were contacted for guidance – JISC Legal being a JISC-funded service which offers “high quality legal information to further and higher education relating to the use of information and communications technologies” (and therefore worth adding to your bookmarks or Delicious account!)

Since these issues may be of interest to other libraries, it makes sense to summarise some of the answers. I’m very grateful to JISC Legal for their help (much of the wording came from them). JISC Legal asked me to point out that the information provided by them is for information purposes only and does not constitute legal advice.

• “We want to record programmes off the TV to keep in library stock. Do we need a licence?”
• “I was thinking of setting up a lunch time film club in my college. Is this allowed?”
• “We have purchased DVDs and VHS videos in the library stock (as opposed to ones recorded from TV under an ERA licence). Can we make the most heavily used ones available in a streamed format over the college intranet?”

“We want to record programmes off the TV to keep in library stock. Do we need a licence?”

The Educational Recording Agency (ERA) deals with the licensing of content broadcast on television channels like BBC, ITV 2 and ITV3 etc. The ERA have a FAQ about their licence which covers what can and can’t be recorded, what can be done with the recordings, labelling etc. Note that the college may already be paying for an ERA licence – speak to whoever deals with licensing within the college.

It is even possible to stream the recordings on campus, since an ERA licence allows the college to do this, mentioned here:

“How can I store recordings?
Recordings can be made directly onto video or audio tapes, DVDs and CDs. Digital recordings may also be stored on a licensed establishment’s server. Appropriate security systems must be in place to ensure that only authorised students and teachers can access the recordings. Access is limited to within educational establishments unless an ERA Plus Licence is secured to cover agreed off site access (see section on ERA Plus).”

So there is also the ability to take out an ERA Plus licence for further streaming options if you want to provide off-campus access.

Obviously to get the most out of the licence your staff need to know about programmes ahead of broadcast so that they can be recorded. There are many online services with television listings – one that is used in educational institutions is TRILT (Television and Radio Index for Learning and Teaching). There is a basic search for free which only goes back a few weeks, but does let you search for programmes on selected topics in the future, just by typing in keywords. If it is heavily used then it is possible to get access to the full version by joining the BUFVC, though that costs £474 p.a. The main advantages are access to lots of materials which support media courses; custom auto-alert emails for forthcoming programmes up to 10 days in advance; and the ability to get DVD copies of programmes which have already been broadcast but which weren’t recorded by the college. Further details here.

“I was thinking of setting up a lunch time film club in my college. Is this allowed?”

JISC Legal pointed out that Section 34 (2) of the UK Copyright law, the Copyright, Designs and Patents Act (CDPA) deals with the performance, playing or showing of a work in an educational establishment. It provides that:

“the playing or showing of a sound recording, film or broadcast before such an audience for the purposes of instruction is not a playing or showing of the work in public for the purposes of infringement of copyright”.

So, where the playing or showing of the DVD films for students on film courses is only for purposes of instruction, the section above would apply and a licence or permission from the copyright owner is not required. It should be noted that the performance, playing or showing of the film should be accessible only to teachers imparting the instruction and the pupils receiving it. Pupils attending the specific course would therefore be covered by this section and members of the institution would be covered under the phrase ‘before such an audience’.

Otherwise, where films are shown as part of a college lunchtime film club based around interest rather than being tied to instruction, then a licence/permission would be required from either a) the relevant licensing organisation, or b) the copyright owner of the film.

a) The relevant licensing body with regard to performance, playing or showing of movies in public is Filmbank Distributors Ltd. They operate the Public Video Screening Licence (PVSL) to cover the public screening or performance of films by certain studios in the non-theatrical market. Non-theatrical market excludes the cinema and home where films are screened but would include schools, film societies, student unions, institutions, libraries etc. So this licence would cover the use of commercially bought DVDs in a film club. More information on the PVSL licence can be obtained from their website. The Centre for Education & Finance Management Ltd administers the PVSL licence for educational establishments. Further information.

b) Permission from the copyright owners of the film to show the film in the filmclub is another option to consider, and would mean a PVSL licence would not be required. However this could quickly become a time-consuming method if lots of films are being shown.

Note that the argument that filmclubs could be seen as being ‘enrichment’ (i.e. general improvement) and therefore seen as educational, negating the need for a PVSL licence, would be difficult to uphold. It depends on the individual details but in most cases showing films at filmclubs for ‘enrichment’ will not count as instruction. There has to be a strict case for providing instruction to the pupil to avail the exception under section 34 (2).

“We have purchased DVDs and VHS videos in the library stock (as opposed to ones recorded from TV under an ERA licence). Can we make the most heavily used ones available in a streamed format over the college intranet?”

To stream a film there are two issues involved, and two possible sets of permission required:

1. permission to show a film to an audience; and
2. permission to convert the film to a format suitable for streaming.

1. Permission to show a film to an audience

If the film is restricted to students for whom it is part of instruction, then this would be allowed because of the exception under section 34 (2) [discussed above in the question about film clubs]. If the film would be available to all students, then a Public Video Screening Licence may be required.

2. Permission to convert the film to a format suitable for streaming

To stream a film from a server would inevitably require changing the format from DVD to a format suitable for streaming. However a college is NOT allowed to change a film from DVD to another format without first contacting the producer and/or principal director. So unless the college is willing to do that, and actually receives permission, streaming a film over a server is not possible.

Considering the legal and technical issues involved in this, I would be tempted to suggest that it would be more cost-efficient to buy extra copies of some of those DVDs.

However if you are talking about things recorded from TV under an ERA licence, see the notes above.