Strategies for using the Learning Repository

Benefits of using the Learning Repository

• Access and request e-readings
  e-Readings are now managed through the Learning Repository instead of the Library website. You can also request new e-readings via the Learning Repository. For more information go to the Managing e-reading lists in the Learning Repository (quick guide).

• Access and share more resources
  You can access resources developed for other Deakin units and disciplines: re-use and adapt rather than re-create.
  You can also access third-party resources including images, television and radio programs, educational music, and the Learning Federation collection.

• Find new ideas and approaches
  Even if you can't find the exact resource you are looking for, you might see an interesting approach, or something altogether different that you can use. You can use various browsing and searching methods to find relevant materials.

• Be sure about copyright
  If a resource is stored in the Learning Repository, it has been checked for copyright compliance and any conditions of use are spelt out.

• Keep track of versions
  It's easy to find the latest version of an item. The Learning Repository does not contain work in progress. If the original author creates a new version this will not affect your use of the original. If you wish to make a change, you can either contribute the changed item as a new resource (which will have a new name) or contact the original author to suggest the change (or request to become a 'shared owner' and make the change yourself).

Tips for accessing and using resources

• Target a particular collection before doing a search
  Once you have located the collection you need, you can either browse or do an advanced search.

• Use good search terms (keywords, metadata)
  You might need to try synonyms, spell out acronyms, etc. For more tips, see the Smart Researcher keywords page.

• Click on 'View more details' rather than the item title
  Don't waste time opening a resource before you have read the summary information to be sure it's the kind of thing you're looking for. Look in the description to find out:

  • Level
  • Currency
  • Is the context in which the resource is based likely to be overpowering?
  • Teaching/learning approach
  • Are there any special copyright restrictions?

• Look in larger resources such as study guides for separable components
  If you can't find the exact resource you're after, it might be contained within a larger resource, such as a study guide. You could try selecting the study guide for a relevant unit and searching the Links to resources lists in the item summary.

• Follow good etiquette
  If you re-use someone else's resource, make sure you acknowledge the author in a prominent position. If you make changes to someone else's work, make it clear who contributed which parts.

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Tips for contributing to the Learning Repository

• Check whether it already exists in the Learning Repository

• Check it is ready for sharing
  Is it complete? Is it the latest version? Does it work? Is it accurate? Do links work? Is it presentable in terms of grammar, spelling, etc.? Is it accessible (eg are the file sizes small enough to be manageable, is it in a standard software format, is text in a readable font)? Does it meet the requirements of the University privacy policy (eg do you have consent for photos, student contributions or personal data that are reproduced in the resource)?

• Check for third-party content
  Is the resource all your own work or do you need to seek permission from others (eg photographers, illustrators, etc.)?

• Complete all fields in the online form
  Don't just complete the mandatory fields. The more information you provide, the more visible the resource will be to others and the more time you will save them.

• Name it accurately
  Include any detail necessary to identify the version, date, subject, etc.

• Use good keywords
  Good keywords are essential for making your resource visible to potential users. Use the maximum number available. Use specific words and key phrases. Don't just type in a sentence or article title. For more tips, see the informaworld keywords page.

• You can contribute a resource to multiple disciplines at once
  

• Provide a concise but comprehensive description
  In the Description field, provide:
  • An abstract paragraph briefly describing the resource and how it has been used, including the discipline, context, level, scope and teaching/learning approach
  • A description of components of the resource that can be accessed as separate attachments in the resource
  • The year the item was created (so others can judge its currency)
  • An attachment containing support notes for teacher-users if necessary, eg:
    • Special software/hardware requirements
    • Prior knowledge/skills required
    • Details of the teaching and learning approach for which it was developed (eg problem-based learning, lecture)
    • Teaching tips.

• Add an accurate discipline description
  When contributing a resource, a discipline description code is required to assist in making your resources visible to potential users. Select at least one discipline that best characterises the subject matter of each item.

• Break it down (if appropriate) and attach separable components separately
  Smaller resources are generally easier for others to re-use than larger resources. However, it is also often useful to have larger resources that contain related items.
  To break a resource down into separable parts, under Files, attach each component as a separate attachment. Use display names that identify each component in terms most people would understand.

• If you strip out contextual detail, provide the context-rich original as well
  Removing contextual detail to make a resource easier for others to reuse may make it difficult to understand, and ironically more awkward to reuse. If you provide the resource in its original form as well (as an attachment), it should give others an idea how the resource can be used in different contexts.

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