LINKING DIGITAL LIBRARIES TO COURSES

… with Particular Application to Language Learning

Ian H. Witten, Shaoqun Wu and Xiaofeng Yu

Department of Computer Science, University of Waikato, Hamilton, New Zealand

Keywords: Digital libraries, Course management systems, Greenstone, Moodle, Language learning, FLAX.

Abstract: We describe how collections of documents built with Greenstone, an open source digital library system that

is widely used internationally, can be integrated into courses offered within Moodle, a leading open source

course management system. The scheme provides students with convenient searching and browsing

facilities that are accessed directly from the Moodle interface. Library collections are stored on a separate

server with which the course management server communicates; institutions can decide whether to run their

own digital library server or use an external one. Collections are built with the standard Greenstone

Librarian Interface, or with a simpler interface intended for teachers, and can be made available institution-

wide or restricted to particular courses. FLAX, an extension to Greenstone, allows the text within a

collection to be used as the basis of language learning exercises, under teacher control. The scheme is freely

available for download as a Moodle module.

1 INTRODUCTION

Libraries have always been central to education. Yet

digital libraries do not usually seem to play a central

role in computer systems for educational support.

While course management systems such as Moodle

allow teachers to add individual readings to courses

as resources for students, they do not help teachers

organize collections of readings, nor do they provide

integrated access to digital libraries.

In one sense, a digital library is simply a web

resource that is accessed through a hyperlink just

like any other resource—and course management

systems certainly accommodate hyperlinks. This is

an adequate solution for many purposes. For

example, it allows students to access the online

university library, and specialist collections such as

the ACM digital library, from within a course.

However, they must leave the course to visit the

library. More importantly, keeping the library

separate does not encourage teachers to collate their

own collections of electronic readings and present

them in searchable and browsable form. Nor does it

capitalize on the electronic nature of the documents

to allow them to be used in novel educational ways,

such as raw material for language learning exercises.

This paper describes a linkage between

Greenstone, an open source digital library system

that is widely used internationally, and Moodle, a

leading open source course management system.

The idea arose out of a project called FLAX (for

flexible language acquisition) that extends

Greenstone to automate the production and delivery

of practice exercises for students who are learning

English. Teachers usually want students to be able to

read, search and browse the material used as the

basis for exercises, and they need to do the same

themselves in order to select material for the

exercises they design. Furthermore, teachers often

want to build their own collections of material they

select, to use as the basis for exercises.

The Greenstone–Moodle link that we have built

is useful not just in the context of language learning,

but in any situation where teachers want to integrate

customized digital library collections into their

course for students to use. After discussing a general

architecture for supporting e-learning with digital

libraries, this paper describes the usage of a digital

library collection from within a Moodle course,

showing both the reader’s (i.e., student’s) view of

the library and how teachers use standard Moodle

facilities for adding collections to courses. Next we

discuss how to create collections, first with

Greenstone’s Librarian Interface and then with an

alternative lightweight mechanism designed

specifically for teachers. We examine the underlying

H. Witten I., Wu S. and Yu X..

LINKING DIGITAL LIBRARIES TO COURSES - . . . with Particular Application to Language Learning.

DOI: 10.5220/0003273300050014

In Proceedings of the 3rd International Conference on Computer Supported Education (CSEDU-2011), pages 5-14

ISBN: 978-989-8425-49-2

 2011 SCITEPRESS (Science and Technology Publications, Lda.)

architecture that makes this work: how the Moodle

server connects to a Greenstone digital library server

via a Web services interface, and the kind of

communication that takes place. Finally, to illustrate

how library text can benefit certain kinds of courses,

we give a brief account of the language learning

exercises that are enabled by the FLAX system.

2 SUPPORTING E-LEARNING

WITH DIGITAL LIBRARIES

Several authors have discussed how digital libraries

can support e-learning. Standard advantages of

digital libraries include immense content coverage,

comprehensive information retrieval services,

improved accessibility through desktop access and

round-the-clock availability, and so on (Lesk, 2005).

Sharifabadi (2006) points out their potential in areas

such as resources to support e-learning, reference

services, the research–teaching nexus, and the need

for instruction in library use. Dukic (2010) notes that

collections tailored for particular courses can match

resources to curricula, and to students’ age and

ability groups. Rose (2001) recommends strategies

that libraries need to adopt in order to keep pace

with the profound changes that are taking place in

the educational system. But there are few practical

proposals for linkage between course management

and digital library systems—perhaps because a

simple hyperlink appears to be all that is required.

In contrast, we believe that much can be gained

from a more intimate connection, as sketched in

Figure 1. E-learning systems fulfil at least three

functions: they serve and manage course content;

they manage the students in the course, including

assignments, grades and so on; and they facilitate

online communities centred upon courses. Our work

is based upon Moodle, but the ideas are not

restricted to this particular e-learning system. Digital

libraries contribute to course content by providing

resources: text, audio and video—the Greenstone

system works with textual and multimedia resources

in a wide variety of formats. A notable feature is that

end users can easily build digital library collections,

so teachers can build collections of reading

specifically for their courses (as Figure 1 depicts).

Digital libraries, like physical libraries, can be

far more than repositories of documents. In the e-

learning context they can also provide activities for

students. An example is the FLAX extension to

Greenstone, which works specifically in the domain

of language learning. It contributes to course

management by feeding back student data such as

grades. It provides group activities, both competitive

and cooperative, that contribute to the online

classroom community. And it includes a chat server

for student–student communication.

3 ACCESSING A DIGITAL

LIBRARY FROM MOODLE

In our scheme, a digital library collection appears as

a hyperlink inside a Moodle course. Clicking it takes

you to the collection itself, embedded within a frame

on the standard Moodle page. Within this frame,

users navigate around the library in the standard

way, remaining all the while within the context

provided by the Moodle frame.

Figure 2 shows an example. As the header states,

this collection has been accessed from a Moodle

course entitled How to use FLAX. The digital library

collection itself is called The Best of Password, and

the illustration shows Greenstone’s standard About

this Collection page. The Search, Browse by Title,

Browse by Level, and Activities buttons provide

access to the collection’s search and browsing

facilities. Below these buttons is some collection-

level metadata, produced by the collection designer

that summarizes the collection’s origin and contents.

Figure 1: Connecting an e-learning environment to a digital library.

e‐learning

environment

(Moodle)

Course

content

digitallibrary

(Greenstone)

Course

management

Online

community

students

teachers

languagelearning

(FLAXextension)

CSEDU 2011 - 3rd International Conference on Computer Supported Education

3.1 Using Greenstone Collections

A key feature of the Greenstone digital library

software is that search, browsing and presentation

facilities can be radically different for each

collection (Witten et al., 2010). They are designed

and incorporated into a collection by the person who

creates it—typically a librarian—and depend on the

metadata that is available.

The example of Figure 2 shows a search button

and three browsing buttons. The first button

provides full-text search, which in this collection

simply allows users to search the complete

document text. The Browse by Title button generates

the screen shown on the left of Figure 3, giving an

alphabetical list of titles in the collection—which in

this case is rather small, with just 20 documents.

Browse by Level generates the screen on the right of

Figure 3, which allows browsing by “difficulty

level” metadata—in this case it takes on four values,

levels 1 through 4. (The final button, Activities,

relates to the language learning activities that the

collection provides, and would not appear in

collections not designed for this specialist purpose.)

Figure 4 shows a document in the collection,

reached by clicking an item in the browsing panels

in Figure 3 (or the search results).

Greenstone provides comprehensive facilities for

customizing collections: the searching and browsing

facilities, the final document display, and the

presentation graphics. What is illustrated here is just

one example. When searching, it is possible to

search not just the full text but any textual metadata;

additionally, there are options for stemming, case-

folding, and form-based Boolean search. The

browsing facilities illustrated in Figure 3 are called

“classifiers,” and can accomplish far more than is

illustrated here. For large collections, the document

list is preceded by an alphabetic A–Z selector (this is

automatically suppressed for small collections like

our example). Classifiers can be based on any

metadata. They can have hierarchical structures like

the two-level mechanism shown on the right of

Figure 3, but extended to arbitrary numbers of

levels. They can be based on date, in which case the

breakdown is by year and month. The information

shown is not restricted to document title (as in

Figure 3) but can include any metadata, formatted in

arbitrary ways.

The final document display shown in Figure 4 is

simple HTML, but Greenstone works with scores of

different document types (including PDF and

Microsoft Office documents) and can display these

forms instead (or as well). The display mechanism

accommodates metadata-only “documents” like

library catalogues (in many different formats), and

multimedia “documents” like MP3 audio files. All

web pages that Greenstone generates can be

configured to display their information in arbitrary

ways—and in different languages. Interfaces to

Greenstone exist in more than 50 languages, from

Arabic to Vietnamese.

Figure 2: A Greenstone collection, accessed from Moodle.

LINKING DIGITAL LIBRARIES TO COURSES - … with Particular Application to Language Learning

Figure 3: Browsing by title and by difficulty level.

Figure 4: Reading a document.

3.2 Adding Collections to Courses

Greenstone digital library collections are added to

Moodle courses in the same way as other resources.

Figure 5 shows the operations involved. The Add a

resource menu (top left) contains an item Link to a

digital library collection that takes the user to the

standard Adding a new resource panel (lower left),

which is used for naming the resource and providing

a descriptive summary.

A button at the bottom of this panel takes the

user to the panel shown on the right of Figure 5

entitled Link to a digital library collection. (A

second button allows users to create new collections,

described in Section 4.2.) Here, collections are listed

under three categories: ones distributed with the

FLAX system, ones that are shared within the

institution that runs this Moodle site, and ones that

are available only in the current user’s courses.

Mousing over an entry in this list gives the brief

description shown in the collection’s About page

(Figure 1). Collections that the current user has

created can be moved from the “available to your

students only” category to the “shared within this

institution category, and also to an “under

construction” category if the user wishes to alter the

collection—for example, by adding new documents

(Section 4.2).

4 CREATING DIGITAL LIBRARY

COLLECTIONS

The Greenstone digital library system provides a

standard way of building collections, called the

Librarian Interface and designed for use by

professional librarians. In addition, an alternative,

lightweight, mechanism has been incorporated into

the Greenstone–Moodle server, which is designed

for use by teachers who want to build simple

collections quickly.

4.1 Greenstone Librarian Interface

The Librarian Interface is designed for creating and

maintaining digital library collections. It helps

librarians and others who compile electronic

anthologies to construct and organize collections of

information. Only a few minutes are needed to set

up a collection based on a standard design, assuming

that documents and metadata are already available in

electronic form.

Actually building the full-text indexes and

browsing structures that support a collection may

take longer. Some collections contain gigabytes of

text; millions of documents. There may be even

larger volumes of associated information—typically

CSEDU 2011 - 3rd International Conference on Computer Supported Education

Figure 5: Adding a digital library collection to a course.

audio, image, and video, perhaps with textual

metadata. Once initiated, the mechanical process of

collection building may take a few moments for a

small collection or several hours for a multi-gigabyte

one that involves many full-text indexes. The

Librarian Interface monitors all this and provides

visual feedback of progress.

Naturally, customized collections that have their

own idiosyncratic requirements—as most substantial

collections do—take longer to set up, and the design

and debugging process can take days; weeks if

iterative usability testing is involved. The Librarian

Interface is designed to support this sort of activity.

Figure 6 shows two example screenshots. The

Librarian Interface has six different panels that are

selected from the bar at the top. On the left of Figure

6 is the Gather panel; here users drag files and

folders from their computer, represented by the blue

area on the left, into their nascent collection, which

is the green area on the right. The right-hand half of

the Figure shows the Create panel that is used to

build the collection and install it into the Greenstone

server. Other panels allow users to add metadata to

the documents and configure the full-text search and

browsing facilities that the collection offers.

4.2 Lightweight Collection Building

The Librarian Interface is widely used throughout

the world for building digital libraries (Witten and

Bainbridge, 2007). It has a great many advanced

capabilities and is necessarily rather a complex tool.

In our work on digital libraries for language

learning, we have found that teachers often want to

build their own simple collections of material, but

lack the background and skills to work with the full

Librarian Interface. Also, doing so involves leaving

the familiar Moodle environment, which many

teachers are reluctant to do.

For this reason we have created a far simpler

interface for building rudimentary collections that

can be accessed directly from Moodle by clicking

the last button on the Add a new resource panel

shown on the lower left of Figure 5, called Manage

my collections. This takes you to the screen shown at

the top of Figure 7, which gives all the collections

built by the current user. Some of the ones in Figure

4 are not shown here, because they were created by

other people. And Figure 7 shows an additional area

for collections that are under construction (by the

current user). At the bottom left is a button labelled

Create a new collection.

When you start a new collection, it appears in

the list of Collections under construction. Once it

has been built, you can pick it up (with the mouse)

and drag it into one of the other two areas, for

collections that you want to share within your

institution, and collections that are just for your own

students respectively. You can also use the icons to

edit your collection (i.e., add or delete documents),

delete it, copy it, or preview it. However, you can

only do this with your own collections, not those

made by other people, and you can only edit or

LINKING DIGITAL LIBRARIES TO COURSES - … with Particular Application to Language Learning

delete a collection if you first drag it back into the

Collections under construction area.

Here's how users make their own collections.

Click Create a new collection, give the collection a

name and description on the form that appears

(lower left of Figure 7), and start adding documents.

Documents are added using the form at the lower

right of Figure 7. Users choose the title, and, if they

wish, difficulty level metadata (this is appropriate

for purposes such as language learning), and then

paste any text into the Document content box. Text

can be copied from a Web page, a Word document,

or anywhere else.

When finished, the user clicks Next, whereupon

summary information appears, giving the documents

in the collection and their sizes (in words and

paragraphs). Once this is confirmed by clicking OK

the building process starts. When it finishes

(typically after a few minutes), the states of the new

collection in the Collections under construction list

changes so that it can be made available to students

in the user’s class or throughout their entire

institution by dragging it to the appropriate place in

the list shown at the top of Figure 7.

5 SERVER ARCHITECTURE

Greenstone digital libraries use a server that is

distinct from the Moodle server. Several such

servers exist; for example, we provide one that any

Moodle installation can connect to for trials. When

traffic from a particular institution becomes heavy,

that institution should install its own digital library

server (or switch to a pay-for-usage mode). Several

different Moodle installations can use the same

digital library server.

In order to serve Greenstone digital libraries, a

special module must be installed into Moodle, called

Moodle–FLAX. A digital library server corresponds

to a particular URL that is specified when this

module is initialized within Moodle.

Figure 8 shows the architecture of the system.

Here, two Moodle sites utilize a single digital library

server. Communication is via Web service calls, and

each call identifies the site in question by passing its

Moodle site_id as a parameter. All users—students

and teachers—work exclusively through Web

browsers, depicted as computer terminals in Figure

8. Digital library related data is communicated to

these from the appropriate Moodle server using the

standard AJAX methodology. All this is arranged by

the Moodle–FLAX software. As shown on the

bottom right of Figure 8, the digital library server is

also able to accommodate non-Moodle clients in a

standalone mode, which we will not describe in this

paper.

Here are some examples of the communication that

takes place behind the scenes. A student user clicks

a digital library resource that appears in their

Moodle course and arrives at a page like that in

Figure 2. This user action is processed by the

Moodle–FLAX module, which creates a Web

service request to the digital library server that

includes the collection name, the Moodle site_id,

and the fact that an “About” page is being requested.

The Web service response includes the HTML frame

that occupies most of Figure 2, above which the

Moodle–FLAX module wraps the Moodle header

shown at the top. Exactly the same procedure is used

to request other kinds of digital library pages, such

as the browsing pages in Figure 3 and the document

page in Figure 4.

The Web service calls shown in Figure 8 are able

to specify several different kinds of digital-library-

related information:

 requests for particular pages of a collection, as

discussed above and illustrated in Figures 2–4;

Figure 6: Building a collection with the Greenstone Librarian Interface.

CSEDU 2011 - 3rd International Conference on Computer Supported Education

Figure 7: Managing collections, and building a new collection from within Moodle.

 a request for a list of collections for this

institution and user, as shown in Figures 5

(right) and 7 (top);

 a request to change the status of a collection,

e.g. to make a user’s collection available

institution-wide;

 requests to create a new collection and add

documents to it (Figure 8);

 a request to build a collection and add it to the

user’s list of collections;

 a request to open a collection for editing.

Note that the Greenstone Librarian Interface

(Section 4.1) operates independently of Moodle and

is not accessible through the Moodle–FLAX

module.

All the software described here is open source,

issued under the Gnu General Public License (Gnu,

1991). The Moodle–FLAX module can be

downloaded from the Moodle website,

http://moodle.org. A demonstration digital library

server is available for public use; the necessary

software for setting up one’s own digital library

server can be downloaded from http://flax.nzdl.org.

6 APPLICATION TO LANGUAGE

LEARNING

A novel use of digital libraries in education is in

language learning. Digital libraries include an

unprecedented supply of authentic linguistic material

in the form of top-quality prose. They make

linguistic material easily accessible through

purposeful searching and browsing. Some include

rich metadata that can support interesting linguistic

exercises. They provide a safe and controlled

learning environment. Socially oriented software can

allow collaborative activities that strengthen and

enrich the students’ learning experience. Finally, by

building their own collections as described in

LINKING DIGITAL LIBRARIES TO COURSES - … with Particular Application to Language Learning

Figure 8: The Moodle–FLAX framework.

Section 4, teachers can, if they wish, utilize favourite

existing material or focus exercises on a particular

subject. For example, student knowledge of business

language can be greatly enriched by basing learning

on a corpus of business reports and product reviews

(Fuentes, 2003).

The FLAX software allows teachers to create

exercises drawing on digital library content that they

can add to their Moodle course for students to

practice. The Moodle–FLAX module integrates with

Moodle’s grading system, so that exercises can be

assessed if the teacher so desires.

Figure 9 shows four language learning exercises.

In the first, Word Guessing, students enter words

into the gaps, based on the context within a given

article, individually or collaboratively. In the second,

Scrambled Sentences, the words of sentences are

scrambled and students must sort them into their

original order. In the third, Image Guessing, a

randomly chosen image is shown to one player

(called the “describer”), while the other player (the

“guesser”) must identify it by asking questions.

Finally, in Predicting Words and Phrases students

collaborate to predict words they think will occur in

a given text.

The most striking aspect of these exercises is that

they can be easily created by teachers from material

that is automatically drawn from a digital library.

Language exercises are added using Moodle’s

standard Add an activity dialog shown at the top of

Figure 10, which, after a brief interaction (not

shown) to select the activity type and digital library

collection from which material will be drawn, leads

to the Teacher’s Interface at the bottom of Figure 10.

This interface differs slightly for each exercise

type—this example is for a Scrambled Sentences

exercise.

The online form in Figure 10 gives teachers many

options. They can select which document or

documents the sentences come from—either by

naming the stories or by choosing their difficulty

level. They can choose between simple (single

clause) or complex (multiclause) sentences. They

can restrict sentences to active or passive voice, and

specify what tense they should have or what modal

verb they should contain. They can specify how

many words the sentences should have, and can even

give a word or words that the target sentences must

contain. The question-mark icons give more

information about each option.

Teachers can determine how many sentences are

in the exercise, the number of words to scramble,

and whether the sentences should be presented in the

same order or a random order that is different for

each student.

Finally, teachers can review the sentences that

have been chosen for the exercise and discard some

if they like. The Preview button at the bottom of the

form gives the sentences proposed for the exercise.

If some are unsuitable, a Discard button discards.

CSEDU 2011 - 3rd International Conference on Computer Supported Education

Figure 9: Four FLAX language learning exercises.

An offline version of the exercise can be generated

using the Print button.

The FLAX language-learning environment

provides many other features. Some involve all

students in the class, and operate in real time—the

necessary Web services to support this are built into

the FLAX server. For example, exercises can take

place in a competitive classroom environment, with

a scoreboard displayed on each student’s screen that

is continually updated with results from the whole

class. Some exercises, for example Image Guessing,

are collaborative: they are “information gap” tasks

that require students to communicate, which helps

them improve their communication skills and

vocabulary (Pica et al., 2006). FLAX includes a

real-time chat facility for this purpose.

7 CONCLUSIONS

Support for digital libraries is, in general, neglected

by course management systems. In one sense this is

understandable: courses can provide a simple link

and students can open a new browser tab or window

so that they can access the library without losing

their window onto the course.

However, there are advantages in providing an

integrated connection between course and library:

 students remain within the context of the course

while using the library;

 teachers can create their own digital library

collections of course readings;

 they can do so directly, from within the course

management software;

 their collections can be shared between courses

and within the institution (or not).

LINKING DIGITAL LIBRARIES TO COURSES - … with Particular Application to Language Learning

These may seem minor, but are likely to have a

noticeable effect in practice.

Even more significant, in the area of language

learning, is that the material in digital library

collections can be used as the basis for language

exercises, under teacher control—and student

performance can be fed back to the grading system.

This gives a new dimension to language learning.

Figure 10: Teacher’s interface for Scrambled Sentences.

ACKNOWLEDGEMENTS

We gratefully acknowledge the stimulating

environment provided by the digital library

laboratory at the University of Waikato. This

research is funded by the New Zealand Foundation

for Research, Science and Technology.

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CSEDU 2011 - 3rd International Conference on Computer Supported Education