Conference day 1 discussion: Table 4

Are these 16 items appropriate? Is there an issue that is not reflected?

2Way Communication:
-how do we get our user community to tell us about our needs
-how do we get instructors to inform students of library resources/services
-usability, student needs, student perspectives

-University of Michigan: a lot of organizational autonomy
-Ereserves @ library vs. CMS model - how do we integrate and collaborate on services?
-Educational technology people not knowing that library/librarians want to be contacted within CMS (because the Ed. Tech people DON'T) i.e. different cultures
-Who is the driver of this?
-Students don't want to leave Bb environment and anything less than that is unacceptable
-Authentication for dfferent systems - so that "integration" of systems appears seamless
-Younger people accept and expect an integrated world
-Authentication; single interface. Is the CMS THE interface that we should be using? is a portal the way to go?
-Whatever the interface is, it should have portal-like qualities
-The difference between library stuff that I need for this class vs. the library
-Course-integrated instruction. If it's for the class, it's in the class. Organizing principle for the student is the CLASS
-Loss of identity for library when content is incorporated seamlessly into CMS?
-Questions about what library can and cannot know e.g. privacy issues. Librarians cannot go into course site, make modifications, because they cannot "see" who's enrolled (shouldn't). Strictly speaking, the faculty member doesn't have the right to grant access privileges to the librarian

Defining success for collaboration between library and CMS
-do student need to know where content/services in CMS come from?
-use statistics for library content/services from w/in CMS can be used to bolster support/money for library
-Branding of services: is it necessary?

-"help" services for CMS and library - how do we coordinate these services? how do we direct students to proper place to get their questions answered?


ORG. ISSUES #2
-Discussion of learning objects, definition of CMS vs. LMS

-What are the roles of library and IT in the management of CMS/LMS? Should IT be responsible? Building knowledge bank/course archives. Librarians are essential to cataloging/metadata-ing these knowledge banks

-We need heavier tools for automatic extraction of data, so that we use humans to make decisions that have to be made by humans.

-Tiers of decision-making for different learning objects. Extraction of metadata via a tool for most content. When it goes into archive/knowledge bank, that's when the librarian would go in to make sure metadata is correct.

FEATURES document
-What's institutional vs. what's license?
-Priorities -- 11)chat and online reference service
-What do we mean by "integrating" these features? Could it be simply a link?
-What about copyright? what about academic integrity guide?
-Some of these features don't seem to be library or IT priorities
-CMS being about courses vs. the campus - what is its purpose?
-Need for sensitivity/currency of terminology e.g. 1) bibliographic instruction online (training).
-These features appear to be automating already existing things - e.g. how do we offer synchronous teaching on a database
-highlighting subject specialists in CMS
-Imp. to map the physical library - making a connection from the course site to the proper library, to the proper librarian

Are there services/resources that aren't listed?
-For faculty: a request module for EReserves so that the request will come to the place where the reserve material will actually reside. A printing module info.
-Request a librarian to come to my class
-Ask an expert - who's my librarian to help me design my course/research component of my course?
-Librarians need to give faculty access to information literacy resources (so the librarian doesn't have to do everything). i.e. the library providing a bank of learning objects that go beyond basic subject guides. But how do we keep these learning objects in synch when something changes?

Clarification needed for services: 7, 9, 10

Records management for the University should be added to the list
-Partnerships the library has on campus that support learning e.g. writing centers - how do we integrate all of these?

Are there things that IT needs?
-a clearly defined list w/ a few priorities
-what do we mean by "integrating" - linking out vs. residing in the course site.

Conference day 1 discussion: unlabeled table C

Issues
-Teams to support faculty development from both library and IT; get instructors to work with librarians to get e-reserves etc. in CMS
-Have separate social culture, Library It. How to get social organizations to integrate? Also integration of tools and systems to one place. Noone knows everything that is going on (communication)
-People don't know what library does: customer awareness
-Lack of awareness of resources available. How do you get people to connect with all the resources available?
-How to we integrate resources so that they make sense and seamlessly
-Faculty prefer self-serve rather than talking to use - don't need the library
-Faculty want to learn what they want only when they need it - don't want training till they need it. Don't understand copyright issues
-One-stop shopping. Seamless integration
-How do we educate faculty right at the beginning about issues: -orientation to CMS, copyright, services from library, resources from library, prior to developing CMS course
-Online class won't get faculty tenure - so why care how the class turns out?
-How to integrate technology into teaching
-How to get faculty to understand needs for proxies and authentication. Development persistent URLs. Less clicking. More complicated it is for students and faculty: less likely they will use resources; path of least resistance.
-How are CMS improving teaching and learning? What about integrating systems will improve teaching and learning? How do you improve learning with CMS?
-IT and Library are trying to solve the same problems from different angles. Different expertise that provides improved service
-How can CMS provide an opportunity for improved library instruction for students over classroom instruction
-Faculty don't think to go to the library to get someone to help them teach the course or set up CMS - libraries need to appear as a more fun place.
-Faculty don't come in to the library because it is online?
-Things are changing in terms of what students expect - entertain
-Libraries don't provide physical space for word processing. Labs are not in library. They are in the IT departments.

Conference day 1 discussion: unlabeled Glossary A

Publishing system
Textbook
Provenance
Lifecycle of learning objects
Stewardship
APIs
Secure computing
Pedagogy
IT
Accessible
Persistency
Link resolvers
Metadata
Academic technology or instructional technologyLMS vs CMS
Institutional repository
Digital Asset Management System
Content rights management
Digital rights management
Archival
Library on "receiving end" (Cliff Lynch phrase)

Conference day 1 discussion: unlabeled table B

We need an initial step that discusses what our needs are e.g. - do students need/want these features? -do faculty want to share their material?

Missing
-simplicity of use (importance of this as a starting point)
-do standards exist *important to put back on list - need to establish what would be needed as standards - need to begin with best practices
-how do instructors take this and put it into practice?
-how many of us are doing usability studies to see what faculty really want? How many universities consulted faculty when choosing systems?
-Who is paying for what has changed: printing, textbooks
-Organizational issue #3: stakeholders: CIO, faculty, students, library. IT & Lib. have different interpretations of faculty and staff
-Ramifications for what we are doing that are outside our own needs, e.g. single sign-on.
-Authentication is the tip of the iceberg. After single signon, what can you do, and how do we manage that?
-What is university's role in pushing these agenda? Not just how they support collaboration between IT, Lib but how do they push faculty to work differently. Who takes responsibility for copyright issues and enforcing particular legal interpretations.
-Archiving is such a can of worms should we initially just focus on the importance of building systems you can extract data from?
-Build metadata wizard that is as easy to use as possible and does what faculty do anyway e.g. to put up article fill out a form /author & title instead of typing that info onto a web page as a link.
-Faculty don't know what metadata is but they are interested in describing things
-Need syllabi builders and reading list builders that automatically create reading lists from filling out a form. Then it formats it for them and we get metadata
-Ability for CMS software to implement different policies for different communities of interest (e.g. Hum Div. requires syllabi be open but Med School doesn't')
-How can we integrate tools for creating metadata and to manage digital rights and making these a 'carrot' for faculty so they use it

FOR THE GLOSSARY:
-Middleware, API, SFX

Conference day 1 discussion: unlabeled table A

Omitted:
-student input -- emerging consumer
-slow rate of change - faculty-culture clash - Lib's/IT's change agents
-students' rapid technology adoption pace
-Library can serve as a catalyst for change through other introductions
-Faculty active involvement, buy-in - varies according to discipline What makes this attractive/useful/effective? Add value to their teaching. Target new faculty - "next generation of professoriate" addresses IT Lib learning technology tools, faculty get paid for attending, get equipment budget
-Minnesota, Iowa, UIC: mentoring component
-Learning communities: faculty, students, librarian: some collateral but important points to consider: scaling up chat reference, subject specialists needed to offer specialized
-demands vs. resource allocation
-Executive leadership needs to get faculty input
-In institution thinking about results of collaborative effort? Does deployment and vendor choice have an impact on faculty involvement? Impact of type of CMS on its use within an institution?
-Security and privacy issues: students, faculty, librarians. CMS, chats, weblogs. Policy, and technical issues.
-No pedagogical component.

Conference day 1 discussion: table 5
Establish framework of issues
Other issues
-Teams to support faculty development; co-location of support [support in college/dept, center for teaching, library & faculty]
-Do the right people talk with the right counterparts? Top people talk, but not lower down
-Who has authority to make decisions?
-Communication and customer awareness/service: 1)front end is customer service: a business 2)back end is technical (CMS, A/V, Media classrooms, learning environment, digitla media lab)
-How to get faculty aware of what's available? Both for AT and library reources
-Can there be a library resource button in MCS?
-Do faculty prefer self-serve? Want to create their own personal digital library? One-stop shopping? What does this have to do with teaching or the core mission of the university? Why do faculty use the library or CMS? Make life easier or help with tenure
-Faculty want: seamless use; minimize clicks for students; persistent URLs, where is assignment is, not where readings are' direct link from catalog to full text
-Why do we want to integrate these systems? How do we know faculty and students want integration?
-Core mission: educate more efficiently?
-Are there examples of improving teaching/learning w/integration of library resources?
-Bring in outside expertise/
-It's more than the sum of the parts when things are integrated.
-Ho to get faculty to do it? Shift to working w/grad students? In dissertation process, etc. Train new faculty, not retirees
-Overlap b/t information and technology literacy - personalized services?
-Curricular change
-Do libraries need to be more fun? Public relations

MAIN THEMES/ISSUES
-Things are changing on the campus, in student expectations. In how students learn or expect to have information delivered
-Integration - system is more than the sum of its parts, staff shortages, faculty want one-stop shopping. My boss told me to - higher level admin things it's a good idea. Integration is a broader theme across campus -- creating new efficiences. Systems dependent on each other
-Are library and CMS working at different sides of the same problems?
-We're all connected. Need to have others involved to do our own work. Need CRKT
-AT and library frequently co-located.
-Students still asking questions, different kinds of questions b/c of more complex environments
-Need more data to be able to see trends

Conference day 1 discussion: table 4 glossary

Glossary terms: API, authentication, authorization, learning object, content object, CMS vs. LMS vs ILS, SCORM, IMS (the organization), institutional repository vs asset management systems,