Digital Learning Commons In Higher Education Institutions

As one of the most significant contributions of innovation of educational information technology in the 21st century, digital learning commons has become the focus of various fields. Exploration of such a cross-discipline field will benefit not only educational technology itself, but our understanding of informationization of higher education. With an attempt to contribute to this emerging field, the thesis analyzed, through detailed studies of successful cases, the evolution of the concept, designs of various models, and relevant technological support.From a historical perception, the thesis looked into the evolution of the concept of digital learning commons. The thesis clarified the essence of digital learning commons through review and comparison of various literatures and relevant concepts. The thesis argued that in contrast with traditional learning space and environment, digital learning commons breaks the limits of technology-oriented and library-centered paradigm and accommodates the strategic change of higher educational institutions. With an overall innovation of service systems in fields of teaching programs, scientific research and administrative affairs, digital learning commons integrates educational public support technology with service systems and managed to reinvent the operation process.With comprehensive literature review, design-based research and study of design and development, a triple-layer-embedment model is established to illustrate the structure of digital learning commons. The model consists of physical layer, virtual layer and service layer. Structures and functions of the three layers were analyzed. It is established in the thesis that the physical layer consists of four elements, i.e. entity space, hardware equipment, service facilities and human resource, whereas virtual layer is composed of virtual space, information resource and network software facilities. On the basis of physical and virtual layer, the service layer takes on the five functions including search service, user training, media service, reference consultation and other relevant services.The thesis proposed the general procedure of designing a digital learning commons, which includes six steps:1) demand evaluation:set up an aim based on the evaluation of users'demand; 2) establish an designing idea:come to a unanimous idea through communication; 3) adjust to reality:conduct on-site investigation to make sure that the design fits the actual situation; 4) design prototype:develop a primary design and discuss with the staff; 5) refine the design:make fine adjustment to the primary design according to opinions from different parties; 6) constant evaluation: make scientific prediction to serve future needs.The thesis also summed up three development modes of digital learning commons:increment development, spiral development and one-off development. Advantages and disadvantages of the three modes are discussed in the thesis by analysis of respective technological support. From the perspective of system engineering, the thesis came up with the basic strategies of building up a digital learning commons which include 1) emphasize system programming and space layout; 2) multiple funding to secure financial support; 3) reasonable allocation of human resource to promote teamwork; 4) value integration of functions to optimize service management.The breakthrough of this thesis include a thorough analysis of the concept and connotation of digital learning commons, establishment of basic structure model, proposition of the procedures and modes of digital learning commons, and mapping of primary strategies to build a digital learning commons.