each course in which an undergraduate is currently enrolled, showing on a semester-by-semester basis the resources which are most likely to be useful (Hanson 2008).” CI-1C Instructors are using different Based on our instructor LCP must be technologically types of online learning survey (Appendix H), the agnostic technologies in support of their most commonly used course coursework. technologies are E-Reserves Must have ability to use within (74%), WebCT Vista (68%), other course technologies, Moodle (51%), Course including CMSs, blogs, wikis, Website (33%), UThink etc. (11.5%), Wiki (10.3%), and Extend use of library content other (7.7%). Course technologies such as CMSs change over time (for example, Moodle is now supported as well as WebVista). Although many instructors are using WebCT and Moodle many are not…keeping LCPs separate from CMSs and technologically agnostic will make the pages usable to a wider audience. CI-1D For those instructors not using Technological requirement of Easy, standard URL naming University-sponsored large scale system of Library Course Pages technologies, easy to remember, Instructors in favor of a logical URLs would make solution that very simple “was inclusion in their online to incorporate.” components easier (e g. current course lib pages vs. NCSU URL scheme see Appendix F). – CI-1E CMSs are the center of Students prefer to have LCP must appear as a default course-related resources course- related workflow. in all University sponsored within CMSs. Quote from The default inclusion of a online course technologies OITs student survey: hate “I generic page in the CMSs (WebCT, Moodle, UThink, it when an instructor uses would bring library resources myCourses Tab, etc.). their own course website to the user in a widespread, instead of WebCT.” proactive manner, bringing Instructors see CMS as library resources into the primary means to provide students’ and instructors’ course related information to existing workflow students. OITs Faculty survey: members “Faculty
each course in which an undergraduate is currently enrolled, showing on a semester-by-semester basis the resources which are most likely to be useful (Hanson 2008).” CI-1C LCP must be technologically agnostic Instructors are using different types of online learning technologies in support of their coursework. Must have ability to use within other course technologies, including CMSs, blogs, wikis, etc. Extend use of library content Based on our instructor survey (Appendix H), the most commonly used course technologies are E-Reserves (74%), WebCT Vista (68%), Moodle (51%), Course Website (33%), UThink (11.5%), Wiki (10.3%), and other (7.7%). Course technologies such as CMSs change over time (for example, Moodle is now supported as well as WebVista). Although many instructors are using WebCT and Moodle many are not…keeping LCPs separate from CMSs and technologically agnostic will make the pages usable to a wider audience. CI-1D Easy, standard URL naming of Library Course Pages For those instructors not using University-sponsored technologies, easy to remember, logical URLs would make inclusion in their online components easier (e g. current course lib pages vs. NCSU URL scheme – see Appendix F). Technological requirement of large scale system Instructors in favor of a solution that “was very simple to incorporate.” CI-1E LCP must appear as a default in all University sponsored online course technologies (WebCT, Moodle, UThink, myCourses Tab, etc.). CMSs are the center of course- related workflow. The default inclusion of a generic page in the CMSs would bring library resources to the user in a widespread, proactive manner, bringing library resources into the students’ and instructors’ existing workflow Students prefer to have course-related resources within CMSs. Quote from OITs student survey: “I hate it when an instructor uses their own course website instead of WebCT.” Instructors see CMS as primary means to provide course related information to students. OITs Faculty survey: “Faculty members
UpToDateCourseIntegrationReport.docx