Across Europe there is a push for strengthening research-based higher education (Fung et.al, 2017). As a pedagogical driven approach, research-based education aims at making students across all levels learn through enquiry and discovery (eg. Cleaver et al., 2017). Core competencies addressed are scientific and critical thinking skills, and skills in scholarly and interdisciplinary communication. At the University of Oslo, the reinforcement of research-based education is manifest in a recent large-scale initiative. The initiative implies that we must build quality in teaching and learning through partnership across and beyond the communities of our university. How can a library in higher education contribute to research-basededucation? This presentation illuminates three interrelated cases from The University of Oslo Library. They exemplify how libraries can involve students, librarians and their patrons when the aim is to develop innovative education. Together the cases prompt discussions about the methods used to include different actors’ perspectives in current development of learning and teaching design. The three cases highlight the current state of a long-term movement of our libraries away from librarycentered approaches and towards user and co-creation centered approaches. The methods described respond to the current call for partnership in building enquiry-based learning experiences. The first case is our staff-development program. Established a decade ago the program focuses on developing a shared understanding of information literacy and pedagogical theories. The program is one element in our effort to change focus from education as a private concern to corporate responsibility. The aim is to make pedagogical competencies a matter of shared knowledge and culture. The second case presents course design and the methods used to include the perspectives of students, fellow librarians and faculty. Project methodology from informatics has contributed to teambuilding and collaboration among library staff. It has also facilitated feedback from students, faculty and fellow librarians. The result is a revision of courses to students from BA to PHD levels, now with an emphasis on research-based education and active learning. The last case describes the development of physical and digital learning spaces at the university libraries. Technology has opened for a change in the way students collaborate, learn and study. A project based approach that apply user centered design and user experience have contributed to the collection of information from students and employees aimed at enhancing and developing library space to enhance learning experiences. Together our three cases tell a story about cultural change within our libraries, about implementation by involvement of different people and perspectives, and about the balancing of specialized expertise with shared vocabularies. ReferencesFung, D., Besters-Dilger, J., & Van der Vaart, R. (2017). Excellent education in research-rich universities. [Position Paper] League of European Universities (LERU). https://www.leru.org/files/ExcellentEducation-in-Research-Rich-Universities-Full-paper.pdf Cleaver, E., Wills, D., Gormally, S., Grey, D., Johnson, C., & Rippingale, J. (2017). Connecting research and teaching through curricular and pedagogic design: from theory to practice in disciplinary approaches to connecting the higher education curriculum. In: Carnell, B & Fung, D, (eds.) Developing the Higher Education Curriculum: Research-based Education in Practice. London, UCL Press, pp. 145-159
For the future lawyer digital skills will become valuable, but at the moment there are few opportunities to acquire advanced digital skills through the master’s of law programme at the University of Oslo. One new elective course, “Legal Technology: Artificial Intelligence and Law”, have experimented on how different advanced skillsets can be achieved in a short period of time. In this paper we present our findings and experiences when library and technical staff from the University of Oslo worked together with the Faculty of Law, in developing a non-mandatory law-AI boot-camp.The AI boot-camp had six lectures and workshops and gave a practical view on AI and technological skills. Three lessons on python were given by the company Synch Law1 and library staff. The library gave the second lesson on python trying out a carpentry approach. There was also one workshop about Design Thinking (Brown, 2009) given by the library, and Microsoft gave one lecture about AI and the Azure platform. The last lesson was about digital mentoring held by one of the course tutors.The library had already worked on the use of AI at the University (Gasparini et al., 2018), but not in the context of legal education. By challenging the law students with different innovative practices, we observed that a deeper understanding of AI and technological skills emerged. The law students became more creative when they were exposed to multidisciplinary methods (Seidel & Fixson, 2013).Our findings support the new role the library can have as a partner when new forms of learning and knowledge are created. The library possesses a range of new competencies needed at the University. However, there should be more cross departmental collaboration.
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