Breakthroughs in DE: How has technology changed this landscape?

In the third chapter of Sharon G. Almquist’s, “Distributed Learning and Virtual Librarianship” Leora M. Kemp refers to a Library Journal webcast in which co-presenter Rob Mercer cemented two very critical points concerning distance learning: (a) that the internet has changed everything, and (b) that today’s library is user-driven.  Although the webcast is already a few years old, these types of trends have continued to gain momentum and, arguably, can be identified in all areas of librarianship.  

In terms of the internet’s effect on distance learning, it is no secret that online capabilities have immensely furthered the educational opportunities available to remote students.  Even in terms of more general functions such as course registration, tuition payments, etc., it is clear that (despite technical difficulties) the internet has enhanced the accessibility and convenience of the student experience.  Though an internet-fueled education is now fairly common among post-secondary institutions and even some elementary and high schools, the way distance learning is being conducted continues to evolve as technologies become smarter, sleeker and increasingly essential within present day society.  

The birth of the SmartPhone, for example, has given users a new way to access online content.  To provide a personal example, it was only moments ago that I had to rely upon my own Blackberry for some academic-related assistance.  Over the past couple days, I have been away from my temporary homebase of London, returning to my original locale of Winnipeg to spend time with friends and family over Reading Week.  Though I arrived at the University of Winnipeg bright and early this morning with every intention of updating my blog and getting some work done, as soon as I booted up my laptop, I noticed that my regular “visitor” internet connection was no longer available on the network!  Instead, the only connection options required both passwords and a student log-in – neither of which were provided or relevant for me.  

However, using my SmartPhone, I was able to find a few helpful resources.  I discovered that the public library, which also offers wireless, opens at 10am, and luckily, is only a couple blocks away from my current location.  I also discovered that, if I was incredibly patient, I could always wait around until 12pm, at which time the University library would open up, allowing me to voice my concern with someone face-to-face.  Additionally, I also found a pdf document online providing a network password for UW students, though additional student ID was required in order to fully gain internet access.  If I was a still a student here however, this last finding would probably be extremely helpful, and, without an internet-capable SmartPhone, could not have been realized.  

(As a side note, I would also like to point out that it would be even more helpful if the library website supplied a password for guest users…as it would’ve saved me some time, in addition to a bitterly cold walk over to the public library.  Although the public library also has a password for its internet connection, this access code is posted all around the branch, especially by the reference desk, making it easily accessible for users, even if a librarian is not physically present).  

Anyways, my original point was that SmartPhones, at least in my experience, seem to be becoming increasingly important in the process of knowledge acquisition – especially within post-secondary institutions.  During my co-op this past summer, for example, one librarian began creating “mobile-friendly” online subject guides.  Though the guides were built on a computer using a specific template, the librarian I worked with made sure to employ thin columns and short streams of text on her pages, allowing the guide to be displayed more neatly on the SmartPhones’ narrow screens, making it easier for users to read or scroll through information.  

Another collaboration between academics and SmartPhones was found in an article I came across this past fall, entitled “M-learning in Distance Education Libraries: A Case Scenario of Indira Gandhi National Open University” by Seema Chandhok and Parveen Babbar.  In the article, Chandhok and Babbar note that technology-driven resources for distance education are continuing to expand, deeming mobile devices a viable option for remote learning.  The idea of mobile learning (often referred to as “m-learning”), is an initiative that has taken off in India, fueled by the prominence of cell-phone-bearing students.  Drawing on this new learning strategy, Chandhok and Babbar explain that, “any information that is provided on the mobile device can be accessed by…learners,” including, but not limited to course materials and video lectures, all of which can be downloaded onto mobile devices and accessed as needed.  

Similarly, North American institutions such as the University of Waterloo are also beginning to see the potential role of SmartPhones in distance learning, as evident through pilot programs such as this one: http://ca.blackberry.com/newsroom/success/UofWaterloo_BCS.pdf    

Kind of excited to see where these new learning tools will take us, both as students and as librarians. Who knows what the future has in store!