Derek Stephens

Computer‐assisted Assessment: suggested guidelines for an institutional strategy

ABSTRACT Institutions are increasingly turning to technology to solve their teaching, learning and assessment problems. The use of computers in student assessment, when compared to their use for teaching is a relatively new development. The experiences gained from the development of computer‐aided learning can inform and progress the use of computer‐assisted assessment (CAA). This paper considers the development of CAA in higher education and proposes that a strategic approach is advantageous to institutions wishing to develop and implement CAA systems. A brief review of the lessons learnt from computer‐aided learning and CAA is provided and the experiences of two institutions are described. Based on this, recommendations are made as to how effective CAA systems can be implemented on an institutional basis.

Employability skills: are UK LIM departments meeting employment needs?: The results of a survey of employment agencies identifies gaps in UK LIM curricula in the UK

Purpose – This research paper describes the results of a survey of specialist UK library and information sector (LIS) employment agencies concerning employability of library and information management (LIM) graduates and introduces the follow‐up actions that are being undertaken to create new teaching materials that address their concerns.Design/methodology/approach – A survey of four UK specialist employment agencies was undertaken in 2005 using semi‐structured interview schedules. The aim was to identify the various specific employability areas that recruiters felt were needed for 11 LIM sectors. Quantitative research of individual employers has been undertaken previously, but it was felt that agencies had a unique perspective of sector requirements. This was followed by visits to LIM academic departments to discuss whether the results matched the perceptions of academic staff.Findings – It was clear that different LIM sectors had different emphasises in terms of the employability skills required. Secon...

An Extensible Framework for Provenance in Human Terrain Visual Analytics

We describe and demonstrate an extensible framework that supports data exploration and provenance in the context of Human Terrain Analysis (HTA). Working closely with defence analysts we extract requirements and a list of features that characterise data analysed at the end of the HTA chain. From these, we select an appropriate non-classified data source with analogous features, and model it as a set of facets. We develop ProveML, an XML-based extension of the Open Provenance Model, using these facets and augment it with the structures necessary to record the provenance of data, analytical process and interpretations. Through an iterative process, we develop and refine a prototype system for Human Terrain Visual Analytics (HTVA), and demonstrate means of storing, browsing and recalling analytical provenance and process through analytic bookmarks in ProveML. We show how these bookmarks can be combined to form narratives that link back to the live data. Throughout the process, we demonstrate that through structured workshops, rapid prototyping and structured communication with intelligence analysts we are able to establish requirements, and design schema, techniques and tools that meet the requirements of the intelligence community. We use the needs and reactions of defence analysts in defining and steering the methods to validate the framework.

Using online collaborative learning to enhance information literacy delivery in a Level 1 module: an evaluation

Purpose The purpose of this study was to encourage Sport & Exercise Level 1 students to use the discussion board facility in the Blackboard Virtual Learning Environment (VLE) in order to engage them in online collaborative learning of This was achieved by using notions of scaffolding, reflection and situated learning in delivering the information literacy (IL) elements of the programme. Delivery of the programme was carried out in a blended fashion (a mix of face-to-face and online interventions). The study is part of a PhD pilot study and a Learning & Teaching Fellowship project undertaken by the main author. information literacy. Methodology This was a quasi-experimental design using both qualitative and quantitative strategies. Qualitative data was gathered via: capturing student postings and examining their content; a questionnaire administered at the end of the module and from Focus Group responses. Quantitative data was gathered via pre and post delivery tests and by calculating numbers of postings and time taken by students to make initial postings. Findings This paper indicates that it is possible to engage students in even the most detailed aspects of IL (for example, breaking down a URL as a criterion for evaluating a web site or where to place commas in a reference) if the appropriate tasks (involving active hands on, collaborative working), settings (within a subject based module during a timetabled session) and assessments (task based with some form of evaluation and reflection) are used. Discussion board output captured via VLE provides a rich insight into what students learn as they tackle IL online activities. From the tutors’ perspective the process of iteration used in the evaluation activities was successful and was an unanticipated outcome of the delivery. It can be seen that by seeding online discussions with student comments ‘moments of iteration’ were provided which enabled IL learning to be articulated in increasing detail. Practical implications We feel that the study shows that IL programmes underpinned with a productive collaborative relationship between support services and faculty is central to successful delivery. Scaffolded learning has two benefits: as a successful pedagogical technique within online collaborative learning (OCL) and as a mechanism for realising the iterative process within IL itself. A new process map showing how to structure this within the Blackboard discussion board facility is put forward for the purposes of improving future delivery and providing the basis for further research. However, the research also revealed that more work is required both in terms of courseware development and in articulating more robust techniques for analysing discussion content. Originality Providing learning opportunities via means of online collaborative learning to level 1 Sport & Exercise students is a novel approach to the delivery of IL in the university sector.

The Use of Question Mark Software for Formative and Summative Assessment in Two Universities

SUMMARY This paper describes two methods of introducing computer‐assisted assessment (CAA) using Question Mark software within two universities. Both the University of Luton and Loughborough University have been using CAA to assess student learning. The University of Luton uses CAA for summative assessment and finds that the range of skills and abilities being tested can be extended when an appropriate balance of assessment methods is used. It may also release academic staff time when effectively implemented. Loughborough University uses CAA mainly for formative assessment to enable students to reflect critically on their performance though the provision of instant feedback. Both universities have set up central units to provide support and development for staff wishing to use CAA in their teaching. Students at each university react favourably to each method. The differences between methods is discussed.

Use of computer assisted assessment: Benefits to students and staff

In comparing the use of computers with traditional pencil and paper to deliver objective tests for summative assessment, this paper also considers issues of gender differences, objective testing, computer anxiety, and benefits to staff and students. Two tests were undertaken, using Question Mark©R software and pencil/paper delivery, with 46 firs-year undergraduate students in a UK Department of Information Science. Initial results indicated that students are not disadvantaged by the introduction of computer assisted assessment (CAA). Recommendations include the need for thorough pre-test preparation and invigilation for computer assisted assessment; practice testing to enable students to overcome possible computer anxiety related to CAA, and support for LIS staff in creating tests suitable for computerized marking.

The Importance of political and strategic skills for UK library leaders

The main purpose of this paper is to discuss the political and strategic skills needed by library leaders in today’s library environment. The discussion is based on a small scale research project focused on opinions of skills needed by library leaders. The survey involved a questionnaire of librarianship students and library practitioners as well as interviews with established library leaders in both the academic and public library sectors in the United Kingdom. This is supported by an analysis of relevant literature. Analysis revealed some disagreement between the three groups of respondents on the importance of some of the leadership skills discussed, particularly those focused around ‘political awareness and sensitivity’. It is suggested, however, that these skills are becoming ever more vital as libraries need to prove their worth to funders in increasingly difficult financial circumstances for publicly funded institutions.

A Study of the Variables Influencing Academic Library Staff's Attitudes Toward Marketing

This article aims to present an insight into some of the factors influencing the attitudes of academic library staff in three UK university libraries toward marketing and how these factors could be incorporated into an existing model. An online questionnaire about attitudes to marketing and personality was completed by 54 academic library staff from three UK universities. Four academic library management staff were also selected for in-depth interviews. The results indicated that academic library staff have a positive attitude toward marketing and feel that it is vital in the current environment. The research found that personality factors such as extroversion and openness to change, experience and training influenced marketing attitudes. It also revealed that academic library staff were unclear of the definition of marketing, leading to a possible misunderstanding and mistrust of the terminology. The research discovered a gap in marketing knowledge and understanding that must be addressed for marketing success to be achieved. The findings supported the definition of marketing for individual academic libraries as a prerequisite to strategic marketing planning and the importance of considering the attitudes of staff when implementing marketing strategy.

Information Science student IT experience and attitude toward computers: results of a five-year longitudinal study

Information Science student IT experience and attitude toward computers: results of a five-year longitudinal study

The Application of QR Codes in UK Academic Libraries

Quick Response (QR) codes are relatively new in the UK, although they have been used very successfully in Japan. Two examples of the use of QR codes for commercial product promotion are outlined, one successful, the other a failure. Against this background, this article considers the increasing need for academic libraries to promote their services and resources to a “mobile clientele.” It reports on two case studies of UK academic libraries that use QR codes to promote library resources. It also gives an account of a pilot exercise at Loughborough University Library where QR codes were briefly tested. The research found that, although awareness and use of QR codes in the UK was increasing and that certain types of QR codes, when used in academic libraries, were more successful than others, none of them were as successful as anticipated. Other new and more sophisticated technology was being developed which suggested that QR codes might simply be a bridging technology.