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Developing an online copuyright course

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Presentation by Philippa Hatch and Ella Mitchell Imperial College London ALISS AGM 2016

Publicado en: Educación
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Developing an online copuyright course

  1. 1. Library Services Developing an online copyright course ALISS AGM 21st June 2016 Philippa Hatch: Copyright and Licensing Support Manager Ella Mitchell: Education Support Manager
  2. 2. Overview of the session • About Imperial • Background to the course • Course design • Education rationale • Analytics and feedback • Ideas for future development
  3. 3. About Imperial College London • Research intensive university with a focus on science, technology, medicine and business • Library supports 8,000 staff and 14,700 students, including 2000 Research postgraduates =600+ theses a year
  4. 4. Current copyright support Appointed a year ago in full time role • Answer enquiries • Keep the website up to date • CLA designated person / Reading lists • Work closely with other Library teams • Educate people about copyright
  5. 5. The background • Open access is now part of academic life • PhD thesis are public on Imperial’s repository and must be copyright safe. • PhD students are publishing papers and being asked if they want to publish open access • Only 30-40 students a year attend workshop • Multi-campus university
  6. 6. Course design & limitations Aim: to deliver the information students need in a straightforward way using a variety of media In Blackboard & no tutor
  7. 7. The process • Searched the internet for good resources we use or adapt • Wrote down what I knew and ‘fact checked’ in books and against legislation • Put it all in a word document • Selected sections to be videos • Added a quiz • Attached PDF as document
  8. 8. Screen shot of course
  9. 9. Educational rationale • Learning objectives -Blooms taxonomy • Reach ‘Apply’ in course • Higher level skills in the real world Image credit: Shabatura, J. (2013) Using Bloom’s Taxonomy to Write Effective Learning Objectives. Available from: [Date accessed: 3rd June 2016]
  10. 10. Feedback and analytics • Analytics supplied through Blackboard Course evaluation tools. Have noticed some limitation with these • Feedback collated via a Qualtrics survey embedded into the welcome page of the course
  11. 11. Course completion
  12. 12. Course analytics Popular days of the week Popular times of the day
  13. 13. Example video
  14. 14. Feedback: 5.01 minutes 7.01 minutes
  15. 15. Quiz
  16. 16. comments
  17. 17. Future developments • Scenario based questions • More non-text content • More visual appeal (font, photos and highlight boxes) • Pause for thought questions • Revisit the accessibility of the course content
  18. 18. Tips? • Do an online course yourself • Work as a team • Be realistic • Be agile – create something and then make it better • Get feedback • Keep your options open
  19. 19. Library Services Thank you & any questions?