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Analysis of academic attitudes and existing processes to inform the design of teaching and learning material repositories

[Zeitschriftenartikel]

King, Melanie; Loddington, Steve; Manuel, Sue; Oppenheim, Charles

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-231452

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Abstract The last couple of years have brought a rise in the number of institutional repositories throughout the world and within UK Higher Education institutions, with the majority of these repositories being devoted to research output. Repositories containing teaching and learning material are less common and the workflows and business processes surrounding these types of repositories were unclear. The user motivations to contributing to and downloading from repositories were also unknown. This article reports on two studies: a wide-scale survey carried out with HE staff to identify barriers and incentives to contributing to teaching material repositories; and interviews carried out as part of a workflow study at Loughborough University, to identify existing practice in the creation and sharing of teaching material. Confusion is reported with regard to the difference between a Virtual Learning Environment (VLE) and a repository. However, many different purposes of a teaching and learning material repository are highlighted. This article discusses how repositories could successfully interoperate with other institutional applications and highlights the benefits of teaching material repositories to the user, through scenarios. Recommendations relating to the key aspects of the design and implementation of a repository service are outlined.
Freie Schlagwörter business processes; e-learning; HE; Higher Education; institutional repository; repository; repository workflows;
Sprache Dokument Englisch
Publikationsjahr 2008
Seitenangabe S. 103-121
Zeitschriftentitel Active Learning in Higher Education, 9 (2008) 2
DOI http://dx.doi.org/10.1177/1469787408090838
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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