10. Presentasjoner: Læringsanalyse. Sted: Georg Sverdrups hus, Grupperom 7

Sted: Georg Sverdrups hus, 3. etasje, Grupperom 7 (rom 3527)

Sharing library data to improve learning – how many camels are librarians willing to swallow? Challenges for university libraries when introducing learning analytics (Forskningspaper)
Tore Hoel, Høgskolen i Oslo og Akershus
Weiqin Chen, Høgskolen i Oslo og Akershus
Anne-Berit Gregersen, Høgskolen i Oslo og Akershus
Sammendrag Presentasjon fra konferansen


Bibliotekundervisning – virker det? Sykepleiestudentenes jakt på forskningsartikler i bacheloroppgaven.
(Beste praksis)
Trine Remvik, Høgskolen i Oslo og Akershus
Thor Klaveness, Høgskolen i Oslo og Akershus
Sammendrag

 

Sharing library data to improve learning – how many camels are librarians willing to swallow? Challenges for university libraries when introducing learning analytics

University libraries offer services that generate data about how students and faculty use knowledge sources and engage with teaching and learning. In Norway, there is no tradition to share these data with other departments of the university or with third parties. In fact, as shown by a recent survey organised by the authors, most Higher Education librarians are highly sceptical to let any information that is not anonymised out of their hands.  These days, privacy is under pressure, also for the users of libraries. Hegna (2016) claims that by outsourcing collections, systems and services the libraries abandon their role as the “anonymising broker” between the user and the sources of knowledge, not being able to guarantee privacy any more. With the introduction of the new and emergent practice of learning analytics – where teachers and administrators want as much raw data as possible for their analysis, also from the libraries, – we see the potential for clashes with the professional ethics and work practice of Norwegian librarians.

In this paper learning analytics,  a new activity also being explored by Norwegian universities is being introduced, and the consequences of the increased demand for a large amount of data collected on learners and their activities is analysed. New systems of learning analytics will integrate data from different systems. Till now, the HE libraries in Norway have run a closed system with strong privacy requirements, e.g., deleting the lending history after the books are returned to the library. This and other measures to protect the privacy of the users works against the aims of adaptive systems to use historical activity data as basis for suggestions for new learning resources.

A literature survey shows that the challenges for new data-driven education and learning analytics are hardly addressed in current professional discourse within the library community. In some parts of the world access to library data is taken for granted, which is very far from the current practice in Norway. Access to and use of the library data for educational purposes is a under-researched area, and this paper is a modest contribution to address this research gap. It is based on a review of the professional discourse within the library profession as well the emergent field of learning analytics. The study will report on a small online survey among Norwegian librarians, who have been asked questions about their position on data sharing with other parts of the HE institution, and how library data could be used for more educational data-driven support of new forms of learning and institutional management.

The survey will show that Norwegian librarians are reluctant to allow analysis of the data that are needed for learning analytics. Furthermore, the results indicate that cross-professional collaboration on analytics in higher education will be challenging. However, the involvement of and consent from students in this process could be the key to develop new practices in the use of library data to support learning through analytics.

 

Bibliotekundervisning – virker det? Sykepleiestudentenes jakt på forskningsartikler i bacheloroppgaven

På bachelorstudiet i sykepleie i Pilestredet ved HiOA er undervisning i databasesøk godt integrert. Vi underviser i søk i Cinahl første år, Medline andre år og har søkeverksted med introduksjon til Cochrane før de begynner å skrive på bacheloroppgaven tredje år. Andre studieår har biblioteket også en forelesning om evaluering av forskningsartikler. Avgangsstudentene i 2016 hadde også hatt forelesning i kildekritikk og referering etter APA stilen. Vi får gode tilbakemeldinger på undervisningen fra studentene, men virker det? For å finne ut mer, har vi gått gjennom de 29 bacheloroppgavene fra 2016 som er lagt i Fagarkivet til HiOA – det vil si A- og B-oppgaver der studenten har godtatt digital publisering. Vi har sett på søkestrategien i oppgavene, og vurdert følgende variabler: 1. Hvilke baser er det søkt i? 2. Er det søkt systematisk? 3. Er det søkt med emneord og/eller fritekst? Er samme begrep brukt ved søk i ulike baser? 4. Hvilke avgrensinger er valgt? Analysen av resultatene er under arbeid, og vi har ingen konklusjon ennå. Men vi ser at studentene ikke har den helhetsforståelsen av å søke systematisk som vi har som læringsmål for bibliotekundervisningen. Resultatene av analysen skal vi bruke når vi planlegger bibliotekundervisning fremover – hvor må vi bli bedre? Skal vi tenke helt nytt? Vi skal også ta det med når vi i samarbeid med biblioteket på Kjeller skal spille inn læringsmål til ny programplan for sykepleie ved HiOA.