Electronic Resources in the Virtual Learning

Staff implications and resources
The decision to launch an online course had staff development issues.
Consequently, in preparation for the development of the course, the staff
involved in the project attended a training course on pedagogy and e-
learning. They experienced a steep learning curve, not just learning the
technical skills they required to build the course in WebCT, but in
learning how to design and teach online courses. They found that they
couldn’t simply upload their existing resources into WebCT, but needed
to rethink the entire programme and make it suitable for delivery using
‘blended learning’.
Technical issues
WebCT includes numerous tools to facilitate online learning, including
discussion tools, assessment tools, and a Content Module, whereby
course materials can be uploaded. The Library decided to use the quiz
tool in WebCT to create a pre-course questionnaire to identify the
students’ skills levels and the resources they were accustomed to using.
In addition to using the WebCT tools, the Library used a number of
other pieces of software to build the course components. The content of
the course mainly existed in Microsoft Word format. Therefore, to speed
up the development process, the Library decided to use the CourseGenie
software.
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This allows course materials prepared in Microsoft Word
format to be converted and uploaded into WebCT very quickly. 
On reflection, although this meant the information was uploaded
quickly, the team found the software inflexible and the design was
therefore restricted. In addition to written course notes, Microsoft
PowerPoint presentations featured in the course. Library staff used a
product known as Impatica
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to shrink the size of these PowerPoint
presentations so they would run faster and use less space. Finally, in any
information literacy course it can be necessary to demonstrate what is
occurring on the screen. In a face-to-face class this can be done using a
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Case studies and practical examples
projector to allow students to see the steps they need to take, e.g. when
accessing an online database and undertaking a search. However,
software is also available to provide animated online demonstrations.
Imperial decided to use the Viewlets software to create a number of
online demonstrations.
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Although this was successful, future
developments will include interactive tutorials produced using software
from the INHALE project.
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Programme contents
Students can use the Olivia programme either remotely or in the
classroom. It contains seven self-contained units that can be used either
selectively or as a linear programme. The topics covered are:
■
an introduction to info-literacy;
■
searching and retrieving skills;
■
Internet skills;
■
databases;
■
critical evaluation;
■
acquiring and managing your references;
■
referencing. 
Goals were laid out at the start of each unit, including aims and learning
outcomes. At the end of each unit there was assessment in the form of a
multiple-choice self-test. This enabled students to check their own
progress using this feature. As the results are not recorded, students
found this feature useful to test their personal development. The course
was subject-specific for engineering students (see Figure 6.6), with
specific examples of searches in databases relevant to this group.
However, the materials were developed so they could be reused and
adapted for other subjects.
Student feedback and evaluation
Feedback and evaluation from students on the course was extremely
positive. The library staff found that students took the course very
seriously; this was partly attributed to the use of online assessment and
the fact that it was embedded in the subject teaching. In particular, new
international students, who were still unsure of English, found the course
useful as it allowed them to go through the material several times and
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Electronic Resources in the Virtual Learning Environment
then test themselves. Students also requested that they be allowed to
access the course beyond the first year, because it was so useful. Many
reported that after taking the course they realised what information
literacy was and how important and useful the skills were. The course
was rolled out throughout the academic year and student feedback
showed that they wanted some units earlier as they proved so useful in
other courses.