DL Curriculum Development Project Blog

Participants: 18 people
Barbara Wildemuth
Ed Fox
Sanghee Oh

Michael Christel (CMU, christel@cs.cmu.edu)
Jerome McDonough (UIUC, jmcdonou@uiuc.edu)
Stefan Gradmann (Humbolt University, stefan.gradmann@hu-berlin.de)
Kai Eckert (U of Mannheim, Germany, kai@informatik.uni-mannheim.de)
Paul Conway (U of Michigan, conway@umich.edu)">pconway@umich.edu)
Shigeo Sugimoto (U of Tsukuba, sugimoto@slis.tsukuba.ac.jp)
Ron Brown (U of South Carolina, rontbrown@gmail.com)
Daqing He (U of Pitt., dah44@pitt.edu)
Rob Akscyn (U of Waikato, RA33@cs.waikato.ac.nz)
Gary Marchionini (UNC, march@ils.unc.edu)
Lee Giles (Penn. state, giles@ist.psu.edu)
Peter Brusilovsky (U of Pitts, eterb@pitt.edu)">peterb@pitt.edu)
Richard Furuta (Texas A&M, furuta@cs.tamu.edu)
Boots Cassel (Villanova, cassel@acm.org)
Ingeborg Solvberg (NTNU, Norwegian University of Science & Technology, idi.ntnu.no)

1. Add specialty-based modules to the framework
- Personalization: Peter Brusilovsky (U of Pitts): Would like to make a contribution to build one
- DL for children, etc.

2. Contact TCDL and make the framework and the project available to the public
- can use the project framework as a standard guideline for a program
(e.g., Use the framework as a check list for a program requirement, etc.)
- Make TCDL to develop the continuous community of DL Education

3. General comment about the future direction of the project
- Peter Brusilovsky
Make the similar programs (other degree programs) to be connected to the project
Make the project materials available on the free web

- Lee Giles
Expand the scope of the application of the project framework to general level of courses (programs)
(e.g., DL management could be a general level topic to include the DL framework)

- Gary
Involve the actual DL librarians (practitioners) to the project
(make a connection to the real world (job placement)

- Rob
In what extend DL overlaps with other subject areas
DL modules (camelion light), can be taught in other subject areas (Have a global view of the application)

- Daging He
Build a DL repository, not a module level, but a topic level
Find an automatic way to do it.

- Ron
Make people to contribute to the module development
Make the module available to the public

- Shigeo
Make the relationship among modules visible (visual/conceptual map building)

- Paul Conway
Job appointment, connect to the world
Make a list of the DL people (instructors, practitioners, researchers)
mapping the people
make the connection visible

- Kai Eckert
Intellectual property of the modules
Involve PhD students to the project
Encourage the world/international participation
Make the module visible

- Boots
Keep the modules in small pieces (even smaller than the module level)
Make them applicable in various areas of topic teaching/discussion

- Furuta
How the curriculum building process can be continued/maintained

4. What kind of venue can we have?

- Slecture
- LinkIn
- CoP
- iConference

Our poster for JCDL 2008 is ready now.

JCDL 2008 DL CURRIC POSTER

MEETING MINUTES...

Progress: evaluation emails to people --> create IDs in the wiki
- 5-a: architecture overviews
- 4-b: metadata
- 6-d: interaction design

Module update: deal with each comment by the evaluators, if have a question, email to the project members.

Revised module should be posted to the wiki, and to the project homepage

Where to post our finished modules?
- Learning resource repository: people will upload their own version along with our original one
- Wiki (?)
- CVS (?): check in, check out

Dr. Fox plans to teach DL course this fall, using DL modules
- Might have to modify each module, selecting some portion, getting rid of parts, etc.

Instructor interview questions: add questions such as:
- which part do they used, read, for the modules, etc.

When exercises and solutions are parts of a module, we might need to separate solutions from the exercise questions for evaluation. (only instructors should have access to the solutions)
Dr. Pomerantz will teach online DL course this fall
DL project sandbox: repository to gain practical experiences

For survey data analysis for JCDL'08
Make the scale 1 (strongly disagree)--> 5 (strongly agree): currently, it's the other way around
On the online survey page, we should explain what the module is in detail, and that the module is a piece of a course
Maybe, contact instructors to get rid of 'Not Applicable' features in a module, then do students survey without 'Not Applicable' feature
Also, explain students what 'learning activities', 'class lectures', etc. for clarity in survey
Throw out answers that are not applicable to the module, and then do analysis
Give Starbucks coupon as an incentive to students who participated in the surveys.

JCDL'08 workshop
Talk about where we are, where we're going, and about the survey data analysis
Give memory sticks that contain DL curric project info to the advisory board members
"Resources to Digital Libraries: Teaching, Learning, and Practice" flier
- Short course, training, etc.
- Self study
- Online

DL Case studies: workshop participants could contribute to this module
- Ask DL people about writing their case studies

Need to discuss with advisory board members:
- How to engage more people
- Cross-institutional project sandbox
- Application sandbox

Future directions: project proposal is submitted, more large-scale coordination across institutions nationally and internationally

Would it be constructive to have people in other areas develop our modules (e.g., for bioinformatics)?

Ask what they teach in their DL course and talk what's missing in it

(Presentation Talks)
Framework
Template
One example (preservation module)
Timeline - steps through the evaluation process

Learning resource repository

Bob Henshaw: UNC-NC community joint system: "Equella" --> can it be harvested by OAI?
It's under development now.

Glossary
- XML glossary: for Dr. Fox's IR glossary, other glossary lists
- Put links to the project web site
- Need somewhat general definitions, not biased to a specific module

Booklet
Dr. Fox will write a short book about digital libraries (with a reference to DL curric project)

The title is "Two Approaches to Enhance the Education for ETDs: Developing Educational Modules and Migrating the ETD Guide into a Community Wiki." It is rather long but explains well what we've done since the last ETD'07 paper.

Phone Meeting VT and UNC-CH

1. ETD'08 paper - two more modules needed - what's their status?

Needed modules are:
----------------------------
4-b:metadata
9-e:intellectual property
----------------------------

The initial authors of the modules are:
----------------------------
4-b: Dr. Pomerantz
9-e: Dr. Wildemuth
----------------------------

- The modules are almost ready for the evaluation. They were not evaluated
before either by advisory board members or wiki evaluators, but Metadata module has
been continuously consulted by Dr. Jane Greenburg (at UNC-CH).

The wiki evaluation of the modules could be completed by the time of the ETD
conference (2008, June).

2. Prepare a Course, Curriculum, Laboratory Improvement (CCLI) proposal with UNC-CH

= Due date is May 20, 2008

3. IR module and Web publication module will be ready at VT in about a week. Need
evaluation on our wiki page.

- Share the completed module with (UNC) or post them on the project Wiki.

* Send contact info of the possible module evaluators to UNC. UNC team will send
the recruitment emails to the evaluators.

- Creating a table of tracking the module status on Wiki, and the project
Website

4. IRB application at VT are almost ready

- The student survey results won't be exposed to the instructors.

- There is no way that the instructors can track the individual students of their classes to find out who participated in the module evaluation = this might be a justification of not coercing for participation.

- Students go to the online survey link, which is publicly available, and
participate in the survey anonymously.

(In case when we collect the academic works of the students within the
class of the module, we asked to write down the names of the students in
order to match the results of the exercise participation)