Posts Tagged ‘technology’
iPods in Libraries
Posted on: March 23, 2010
It took me years to get an iPod because I really didn’t want to fall for the hype and I had convinced myself that I had no need for an MP3 player because I had many other ways of listening to music whilst on the move (my mobile phone, and the car stereo!). However, I got an iPod Touch for Christmas and even now, in March, I’m totally thrilled by it. I use it not just for listening to music, but also for checking my emails through my home wireless, surfing the internet (it’s so much quicker and easier than waiting ages for my MS Vista laptop to start up) and playing the odd game in a few spare minutes (I’m addicted to looking after fish at the moment!).
After using it for a short amount of time I started thinking about how useful the iPod Touch could be in a library environment and started seeing it as the “Librarians Little Friend”. For such a small device it is amazing how immediately anyone can access information. The iPod uses what are known as “apps” which are little applications that can be downloaded and installed onto an iPod using the freely available iTunes software. The iPod comes with a number of apps pre-installed: a calendar, photos, contacts, maps, stocks, weather, notes, clock, calculator, iTunes, videos, mail, voice memos, safari (the internet browser), music and the app store. These cannot be deleted but can be moved onto other pages out of the way.
So what use are they for libraries? Well, this will sound very pathetic, but when you’re watching television and an advert for the iPod Touch or the iPhone comes on the screen, pause it and have a look at the applications available. Just doing this now on one of the adverts on YouTube I’ve found the following applications all suitable for the iPod Touch (remember that out of the box the iPod Touch doesn’t have a microphone so not all apps created for the iPhone will work on the iPod): MultiLevel (a spirit level – 59p), Google Earth (FREE), Classics (classic literature – 59p), Google (FREE), Pianist (£2.39), NYTimes (FREE), and the First Aid Pocket Guide (59p).
Library Apps
I recently set up an iPod Touch for demonstrations to libraries and searched around to find the most suitable apps for libraries. This is the list of apps I downloaded from the iTunes Store:
| Concise Oxford English Dictionary and Thesaurus | 17.99 |
| Classics | 1.79 |
| Google Earth | 0 |
| CITEharvard | 0.59 |
| UK Car Driving Theory Test | 1.79 |
| GCSE Maths Revision | 0.59 |
| Revise A2 Biology Unit 1 | 1.19 |
| The Independent | 0 |
| The Guardian | 2.39 |
| Love art | 1.79 |
| Graphing Calculator | 0.59 |
| Lingo | 0 |
| Gutenberg | 0.59 |
| MoleTV | 0 |
| Jamie Oliver Meals | 2.99 |
| Haynes Car Tips | 2.99 |
| Studysets – Psychology | 1.79 |
| Brain Tutor 3D | 0 |
| Stanza | 0 |
| iQuiz | 0.79 |
| National Geographic World Atlas | 1.19 |
| Notable Quotes | 0.59 |
| Uclan | 0.00 |
I was stunned at how inexpensive a lot of the reference apps are. In the main these are full applications and are updated regularly free of charge if you follow the instructions (the UK Car Driving Theory Test was recently updated to the 2010 edition at no cost).
The beauty of the apps are that they take little time to download and install. For example, a learner comes to the library desk requiring some information to help her with her A2 Biology course. There’s plenty of material in the library already, but there’s also an A2 Biology app that could be useful. The library assistant gets out the iPod Touch for loan, plugs it into the library computer and iTunes automatically starts. The A2 Biology app is located within the iTunes Store and installed on the iPod within a couple of minutes. The learner is then loaned the iPod.
All this and I haven’t even mentioned the internet browser and bookmarks! Have a go at accessing your eBooks through ebrary and adding a bookmark to your Home Screen – it now looks like an app!
Tips for libraries
- If you are going to use multiple iPods on the same iTunes account, then when you set up each device remember to turn off the automatic sync facility – you really don’t want to be storing anything that the learners may have downloaded
- Once you’ve got your iPod Touch set up as you wish – create a backup. It’s most likely that you will need to restore it to this backup regularly to delete any changes that learners have made. (This doesn’t take too long to do)
- Each app comes automatically with 5 licences therefore it can be installed on up to 5 devices using the same iTunes account.
- Users will download their own material to the iPod therefore don’t buy iPods with tremendous amounts of storage as it will just take you longer to restore it
- When you set up the library iTunes account, do not register a credit card. Instead use iTunes vouchers – the only stipulation with an iTunes account is that you have to provide some form of payment. iTunes vouchers mean that you can spend the majority of the credit and then even if learners guess your iTunes password, they cannot purchase apps or music for any more money than is left from your iTunes vouchers – so spend up!
- Investigate iTunesU through the iTunes store. There’s a massive amount of free learning material on here that can be transferred onto the iPods.
- To use most of the apps you need to make sure that your library has Wi-Fi internet access
- Buy a case and a screen protector for each device. They are much cheaper to replace than the iPod!
- If you’re unsure of whether they are worthwhile, give some to the library “floorwalkers” as a trial to use when answering learners questions.
- If you are having problems connecting to the iTunes Store, ask the IT department to add the following trusted domains to your college web filtering software: itunes.apple.com, ax.itunes.apple.com, albert.apple.com, gs.apple.com
- Ask your library system vendor whether they are creating an app for your LMS that can be used by learners/library staff to search the library catalogue whilst on the move
Other Links
http://edcommunity.apple.com/ali/collection.php?collectionID=714 – iPod and iTunes in the Classroom
http://www.moletv.org.uk/watch.aspx?v=5R6HF - Ashton Sixth Form College LRC induction session using the ipod touch
http://swem.wm.edu/services/iPods.cfm - Earl Gregg Swen Library (US) iPod Touch loan programme
http://www.libsuccess.org/index.php?title=M-Libraries – M-Libraries
Feedback
So, give me your comments. What do you think about the iPod Touch? Does it have a use in the library? Have you found some good apps suitable for “loaned” iPods? If so, let me know.
Update – June 2010
Parat solutions, an American company, have released a multiple iPod Dock called the Parasync. This device will synchronise up to 20 iPods simultaneously thereby saving loads of time. It looks good too. As far as I can work out it’s only available to order direct from them in the US. Have a look at: http://www.paratsolutions.com/parasync
For the CoFHE NW AGM we focussed on assessing learners needs and how libraries can resource their learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help.
My previous posts contain all the responses from the session and also the scenarios about each learner. Below are my presentation and the handout.
If you would like to contribute to the discussions, then please do so. I’m going to continue adding to this thread over the next few months and would love to hear everyone’s thoughts and suggestions so feel free to add them.
For the CoFHE NW AGM we focussed on assessing learners needs and how libraries can resource their learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help. Over the next few blog entries I will focus on each scenario and the comments received during the session.
Learner Seven: Lauren
Lauren learns from listening and talking with friends. She enjoys reflecting on their opinions and how they differ from her thoughts.
She is a quiet individual and often prefers time to herself – usually, if the weather is fine, outside. She gets a lot of work done when she is “shut off from the outside world”.
Comments
The biggest challenge for a library to respond to Lauren’s needs was how to attract her to the library. There was felt to be a need for promotion and additional digital materials/resources purchased such as eBooks, online videos and eReaders. In addition provision of removable media to enable Lauren to put resources onto her own equipment was seen as key.
Colleagues discussing this learner felt that there was a need to extend the current laptop loan system they have. At present they do not permit laptops to leave the library and this was seen as a barrier for learners that preferred to work in the sunshine (ahem!). Extending the laptop loan and also investigating the purchase of 3G dongles to give access to the internet anywhere would really benefit learners such as Lauren and purchasing plans are now available to make this a distinct possibility.
For the CoFHE NW AGM we focussed on assessing learners needs and how libraries can resource their learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help. Over the next few blog entries I will focus on each scenario and the comments received during the session.
Learner Five: Jonathan
Jonathan likes variation in the types of physical environments in which he studies dependent upon his mood and the work he has to do. He finds a relaxing environment conducive to learning, and so long as noise and activity isn’t intrusive, he chooses to learn anywhere. He’s regularly seen studying whilst having a coffee in McDonalds.
Four times a week he visits the gym and whilst cycling and running takes the opportunity to read his course notes.
Comments
Jonathan’s needs are more than just appropriate media and technology. He needs a variety of physical learning environments available to him depending on his mood and what work needs to be done. These spaces could be provided throughout the college grounds. The challenge for the library is knowing what space is available for learners and to provide resources for the learner to be able to use in these environments. Therefore mobile provision is the key here. iPod Touches preloaded with material, eReaders, digital cards loaded with material that can be used on his own equipment. Audio resources such as podcasts and audio transcriptions of key materials could be extremely useful for learners of this type.
For the CoFHE NW AGM we focussed on assessing learners needs and how libraries can resource their learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help. Over the next few blog entries I will focus on each scenario and the comments received during the session.
Learner Four: Peter
Peter is studying on an Exercise and Fitness diploma. He finds it difficult to learn from books and prefers to see new concepts visualized in either a drawing or an animation.
He learns a lot from hands-on activities and getting actively involved in the subject.
He often learns from watching TV programmes and videos and seeing things in real life.
Comments
Arguably Peter is the most difficult student to resource in a typical library environment. Someone who prefers to be active is not suited to the kind of spaces most libraries tend to provide. So how can we provide resources for Peter? This scenario provided some really interesting ideas. How about having a television in the library showing the sports channel and current tournaments such as the World Cup and Wimbledon? All you need is the television and wireless headphones (admitedly the football may become a little bit noisy so care must be taken here). In addition some book suppliers are now providing tactile books such as the Football one shown here. http://www.murraybooks.com/football.php Videos are excellent for this kind of learner. Think how you could include YouTube and other sources of streaming video into the library environment.
There’s also plenty of scope for incorporating new technologies. Think about introducing the Nintendo Wii with Wii Fit into the library. Perfect for learning about health and fitness. Loan out Flip Video cameras for learners to create their own materials and to film sporting activities. Consider augmentive technology such as Second Sight on the PSP. http://www.connectededucation.com/index.php?option=com_content&view=article&id=153 which could be perfect for studying aspects of the human body.
Providing a library service for a learner of this type needn’t be difficult.
For the CoFHE NW AGM we focussed on assessing learners needs and how libraries can resource their learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help. Over the next few blog entries I will focus on each scenario and the comments received during the session.
Learner Three: Finbar
With four children, Finbar has to fit his course into an already complex lifestyle. Finbar has advanced his ICT skills as a result of his course by creating web pages, learning programming languages and keeping a blog. He studies in the library, but also after hours at work and on his computer at home. He gets very frustrated if he can’t find what he needs straight away.
Technology gives Finbar more flexibility, but the timeliness of information is also important. Finbar suggests that a central repository of information, approved by the college, would help learners locate online resources more efficiently, citing Wikipedia as an example of such a repository.
Comments
Finbar is an interesting challenge for library services. Access to the resources most appropriate to him as quickly as possible are what is required here. Libraries need to ensure that offsite provision meets the needs of this type of learner. The potential for pre-loading eBook readers and iPod Touches with appropriate resources must be utilised – again in a similar manner to previous scenarios. In addition a re-vamp of the libary Virtual Learning Environment may be required to comply with the “three click rule” (the user should access what they require within three clicks).
Personally I would use this scenario to test out the current library services. Put yourselves in Finbar’s shoes and see how far you get and how long it takes you. You may be surprised!
For this weeks CoFHE NW AGM we focussed on assessing learners needs and how libraries can resource their learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help. Over the next few blog entries I will focus on each scenario and the comments received during the session.
Learner Two: Laura
Laura is an experienced digital learner – she attends college part time and continues her studies at home.
Laura accesses course resources and information by logging onto the college’s Virtual Learning Environment (VLE) from her personal computer in her bedroom, but also travels into college for classes and meetings with other students.
Whilst travelling she learns through listening to podcasts and enjoys watching videos on her iPod touch. She rarely visits the library because she feels that there are no resources available there for her.
Comments
The greatest challenge with Laura was felt to be how to attract her into the library. With a learner of this type there is a need to invest in appropriate technology and digital resources to suit her needs. In addition there is work required to promote the library and associated services; particularly focussed on digital resources.
It was commented that most libraries don’t, at present, offer podcasts. Maybe there is scope here to utilise podcasts for marketing? These could be used in association with social sites such as Twitter and Facebook. Libraries need to think further about their marketing strategies once they are confident that the resources and services they are offering provide something for every learner.
The library could also store podcasts from college lecturers and distribute to learners through mobile technologies or via the VLE. This could be the start of a college audio library…
In a similar vein to Hannah (the previous scenario), providing digital resources on SD cards may be suitable so that she can utilise them on her own equipment.
Libraries need to invest in technology and digital resources such as eReaders, eBooks and visual resources to resource the digital learner.
For my presentation at this years CoFHE NW AGM I asked all attendees to focus on assessing learners needs and how libraries can resource their differing learning styles. Based on scenarios, the attendees discussed the current challenges faced by libraries in meeting evolving students needs and then moved on to discuss how technology could potentially help. Over the next few blog entries I will focus on each scenario and the comments received during the session.
Learner One: Hannah
Hannah is a very sociable person and tends to enjoy working with others or in a team. She spends a lot of time on Facebook and Twitter discussing coursework with her friends. She seems to always be on her mobile phone.
She finds studying in quiet environments extremely difficult and prefers to be “in the thick of it”.
In the main she uses study materials recommended to her either by her tutor or her friends.
Comments
Creating a dedicated space for learners to work in a group can prove difficult in a lot of college libraries due to the overall size available. Some colleagues commented that there was discussion space available elsewhere in the college that could be utilised for these purposes. Maybe libraries need to start utilising the space elsewhere within the college and not become physically restricted to the four walls provided by the current library?
There is definitely an opportunity here for the libraries to exploit the use of mobile technologies. There are already a lot of libraries sending out overdues from their library catalogue via SMS but what else can they do? The suggestions included: creating a library of SD cards preloaded with appropriate material which could be loaned to students for use on their mobile devices (or indeed devices such as PSPs and iPod Touches loaned from the library), and the utilisation of bluetooth technology for sending material directly to the learner’s phone. The interest in multi card readers was high and, where they are in use, provide extremely good value for money.
I would add to these comments that libraries really do now need to exploit mobile devices. We are now starting to see universities creating their own apps for the Apple iPhone and iPod Touch which brings not just the library catalogue to the learners mobile but also online resources and Virtual Learning Environments.
I was surprised from the scenario that Twitter and Facebook were not mentioned as providing value to library services. So many college and public libraries are now utilising these sites to reach their learners and promote the materials and services they have available. They are also ideal for keeping librarians up-to-date with developments and in touch with their colleagues.
Well, this was a surprise. Last week I emailed Edina to inquire whether it was possible to download films from their Film and Sound Online service, change their format and upload the result to devices such as the iPod Touch to loan out to students. I thought I was being quite cheeky, but was totally surprised at the response. See the message below. I think the lesson to be learnt here is to not presume, but always ask!
—–Original Message—–
From: EDINA Support [mailto:edina@ed.ac.uk]
Sent: 27 January 2010 09:44
To: Turkington, Chrissie
Subject: Re: Film and Sound OnlineHi Chrissie
Thank you for your message.
Technical advice regarding encoding can be found on the Film & Sound Online web pages at – http://www.filmandsound.ac.uk/support/technical/ so it would appear that what you are hoping to do is permitted. It is not stated in the terms of use that you may not change the format. See terms of use – http://www.filmandsound.ac.uk/description/termsofuse.html
I hope this helps, however please do let me know if you need anything further.
Best wishes
EDINA helpdesk
My colleague, John Davey, has recently worked alongside colleagues at West Cheshire College to produce two case studies for the Excellence Gateway looking at their use of the Intute Informs service and also the use of the Nintendo Wii across the college. The case studies make very interesting reading.
West Cheshire College: Online induction tutorials inform and engage students
Published: 17 December 2009
West Cheshire College has utilised the Intute Informs tool to create an online induction tutorial for its new students. Beginning with an engaging video, which highlights all the Learning Resources services, the tutorial enables students to work live online, familiarising themselves with the College network, library catalogue, virtual learning environment, and other key College resources.
http://www.excellencegateway.org.uk/page.aspx?o=265217
West Cheshire College: Fit for purpose! Exploring the Nintendo Wii and Wii Fit for interactive teaching and learning
Published: 12 January 2010
As part of a wider project to develop more interactive and effective teaching and learning, West Cheshire College has been exploring use of the Nintendo Wii games console and Wii Fit. Staff in the Learning Resources team invited tutors to incorporate use of the Wii into their courses, and have been impressed with tutor responses and student engagement.
If you would like to contribute a case study to the Excellence Gateway, then please do get in touch.
