1. Building The Ohio State University Knowledge Bank Network One Asset at a Time! JOSEPH J. BRANIN Director of Libraries SUSAN E. METROS Deputy CIO and Exec. Dir., E-Learning Professor, Design Technology The Ohio State University Columbus, Ohio Copyright Joseph J. Branin and Susan E. Metros, 2003. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

2. What is Unique About Ohio State? The faculty’s intellectual property Interest by (some) faculty to integrate, share, and market this valuable commodity Many collections already existed within disciplines

3. What’s Already Out There? Dempsey, OCLC, 2003 highlow high stewardship uniqueness Books Journals Newspapers Government docs Audiovisual Maps Scores Special collections Rare books Local/Historical newspapers Local history materials Archives & manuscripts Theses & dissertations Freely-accessible web resources Open source software Newsgroup archives Institutional repositories ePrints Learning objects/materials Research data New research and learning resources Relative emphasis of content in OCLC’s WorldCAT

4. What’s Already Out There? OhioLink Digital Media Center

5. Center for Epigraphical and Paleographical Studies “Squeeze Collection”

6. Discipline-Based Collections Web Media Collective

7. Knowledge Bank Conceptual Model Internal Student Course Access Internal Student Course Enhancements External Outreach & Engagement External Professional Development External Unique Knowledge Knowledge Bank - Interdisciplinary, multi-media storehouse of knowledge capital Technology Enabler (digitizing, indexing) Technology Enabler (courseware, Instructional design) Faculty Content Research, databases, collections Portfolio of Learning Packages Student External Submission Storage Transformation Extraction Revenue potential College Technology Enabler for Controlled Access (portal, search) Research Feedback Loop Knowledge Feedback Loop Applying intellectual property policy guidelines

8. The Knowledge Bank is… …a technology and service model solution to corral the University’s published and unpublished data, information and knowledge into a usable and accessible enterprise- wide network

9. The Knowledge Bank is… …a knowledge management system that will support the identification, creation, integration, organization, storage, preservation and dissemination of the institution’s digital information assets

10. The Knowledge Bank is… …a centralized repository AND a federation or “referatory”of digital collections housed within the academic departments and colleges.

11. Scope and Strategy Broad, comprehensive scope based on enterprise-wide “knowledge management” concepts “Federated” approach to knowledge management: coordination, not centralization Phased implementation based on user needs, and on strategic and funding opportunities

12. Peter Drucker, The Coming of the New Organization, Harvard Business Review, 1988 Special issue on Knowledge Management in Journal of the American Society for Information Science and Technology, 2002 Knowledge Management Basics Data, information, and knowledge Tacit and explicit knowledge The dynamic and social nature of knowledge management

13. Knowledge Management Definitions Data Simple, discrete facts and figures Information Data organized for a meaningful purpose Knowledge A fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experience and information. It originates and is applied in the minds of knowers. In organizations, it often becomes embedded not only in documents and repositories but also in organizational routines, processes, practices, and norms. (Davenport and Prusak)

14. (McInernye, 2002) Explicit and Tacit Knowledge Explicit Formally articulated Documented Stored in repositories Reports, lessons learned Fixed, codified Tacit Transferred through conversations Difficult to articulate or unspoken Held within self, personal Insight and understanding Judgments, assumptions

15. The Nature of Knowledge Management Knowledge happens in and among people; it is the social life of information Inclusive or enterprise-wide view of data, information, and knowledge Managing expertise Creating a culture of learning and of sharing knowledge Dynamic process of creation, elicitation, and sharing

16. KB is a Collaborative Effort Team of of information and educational technologists, information scientists and faculty The Ohio State University Libraries, Chief Information Officer, Office of Research, University Press, Colleges and Departments OhioLINK Digital Media Center, Electronic Journals Center, Chat Reference (Ohio Super Computer Center, Ohio Learning Network) OCLC and Chemical Abstracts MIT: DSpace Federation

17. Content and Services Online Published Material E-books, e-journals, government documents, handbooks Online Reference Tools Catalogs, indexes, dictionaries, encyclopedias, directories Online Information Services Scholar’s portal, alumni portal, chat reference, online tutorials,, e-reserves, e-course packs, technology help center Electronic Records Management Administrative Data Warehouse Digital Publishing Assistance Pre-print services E-books, e-journal support Web site development and maintenance Faculty Research Directory Digital Institutional Repository Digital special collections Rich media (multimedia) Data sets and files Theses/dissertations Faculty publications, pre- publications, working papers Educational materials Learning objects Course reserves/E-course pack materials Course Web sites Information Policy Development Research/Development in Digital Information Services User needs studies Applying best practice Assistance with Technology Transfer

18. Learning and Information The coupling of learning and information is quite deliberate because no learning environment can be successful without relatively seamless access to information resources at the point of need. Neil Mclean, Director IMS Australia

19. Phase One Goals: (2002-2003) Conduct a faculty needs assessment Evaluate institutional repository technical infrastructures Create an inventory of existing Ohio State digital asset collections Coordinate with others on campus to develop an intellectual property policy for digital resources Investigate options for a Web-based faculty research directory Prototype a structure, navigation schema, and graphical user interface

20. Phase One Goals: (2002-2003) Develop an action plan and budget request Cost estimated at one million dollars over a two year period to fund staff, facilities renovation and equipment expenses Funding will be sought through a variety of strategies: reallocation, internal funding, and external grant requests

21. Phase Two Goals (2003-2004) Coordinate and extend digital collection initiatives already underway Web Media Collective: http://wmc.ohio-state.edu/ Explore additional partnerships to build and test institutional repository enterprise- level systems and distributed search capabilities

22. Phase Two Activities: Faculty Involvement Must meet instructional and research needs Must be perceived as valuable Must be willing to reframe course structure and accept a new educational model Must be willing to share Convening Knowledge Management Summit in May to bring together OSU faculty and staff interested in building collections and sharing knowledge

23. S u r v e y r e s u l t s What are the top three reasons for using LOs ? 1.To improve quality of the learning experience 2.To benefit from content reusability 3.To use course materials efficiently ECAR Metros and Bennett, 2002

24. What are the top three reasons not to use LOs? 1.Concept too new 2.Lack of departmental support 3.Resistance to trying new models S u r v e y r e s u l t s ECAR Metros and Bennett, 2002

25. Phase Two Activities: University Involvement Should offer training, assistance and other incentives for the creation and management of learning objects Must offload technical and management responsibilities and tasks to professionals Must protect faculty members rights to ownership of their content and determine access rights

26. What top three incentives encourage development of LOs? 1.Support from IT staff 2.No incentives 3.Training (courses and seminars) S u r v e y r e s u l t s ECAR Metros and Bennett, 2002

27. Who will develop your LOs? 1.Instructors 2.Central IT staff 3.Departmental IT staff S u r v e y r e s u l t s ECAR Metros and Bennett, 2002

28. Who will catalogue your LOs? 1.Not applicable 2.Central IT staff 3.Librarians S u r v e y r e s u l t s ECAR Metros and Bennett, 2002

29. Other Phase Two Activities: Participate in the MIT DSpace federation project Distributed Search and Retrieval Digital Union Faculty Research Directory

30. Phase Three Goals: (2004 and beyond) Reevaluate initial production and organizational decisions Mainstream technical infrastructure and service model into the ongoing operations of the Libraries and the Office of the CIO Mainstream successful pilot processes Promote and market both internally and externally Seek and provide the requisite sustaining human and financial resources

31. Related Activities Co-hosting National Learning Information Infrastructure (NLII) Focus Session on Learning Objects at OSU on October 10, 2003 http://www.educause.edu/nlii/meetings/nlii034/ Chairing NLII’s Learning Objects Workgroup and Virtual Community of Practice NLII Learning Object Key Theme Site: http://www.educause.edu/nlii/keythemes/Learn ingObjects.asp

32. Relevance to Other Institutions Builds new partnerships between library and information technology staff Provides access to scholarly communication throughout its life cycle Archives and preserves digital output Increases an institution’s visibility, recognition, prestige and fulfills its land grant, service or outreach mission. May provide revenue streams from the marketing of selected objects, items, or services Transforms education

33. Challenges Technical hurdles Immaturity of standards Reorganizing staff resources from several units for ongoing operations Marketing services and products Getting broad faculty and department participation and support Culture shift Funding

34. Lessons Learned Involve faculty from the outset No off-the-shelf solutions No plug-and-play knowledge base repositories products available Begin with a clear set of delineated goals Have a champion

35. Contacts and Questions JOSEPH BRANIN Director, Libraries The Ohio State University 106 F Main Library 1858 Neil Avenue Columbus, OH 43210 614 292 6151 branin.1@osu.edu SUSAN E. METROS Deputy CIO and Executive Director, E-Learning Professor, Design Technology The Ohio State University 452 Baker Systems 1971 Neil Avenue Columbus, OH 43210 614 688 8482 metros.1@osu.edu Ohio State’s Knowledge Bank Proposal: http://www.lib.ohio-state.edu/Lib_Info/scholarcom/KBproposal.html http://www.lib.ohio-state.edu/Lib_Info/scholarcom/KBproposal.html