Session presented at a conference of the Academic and Research Libraries Division of the Minnesota Library Association. What is a MOOC, what is it like to take one, why are they important, and what do they have to do with libraries? This session will provide answers to these questions and give attendees a closer look through the presenter’s experience as a participant in seven different courses in 2012. Participants will be better prepared to discuss and make use of the opportunities and challenges these new learning communities present to our institutions. Come learn about the different kinds of MOOCs, how they can be used to learn new skills, how they implement and share open educational materials, and other topics to engage your colleagues and campus community in conversations about their future.

1. The MOOChing Librarian
Using Massive Online Open Courses for
Professional Development and Campus
Advocacy
Kent Gerber
Bethel University
ARLD Day
April 26, 2013

2. Why We Should Care
MOOCs very nicely bring
together all the strands that
are in the public discourse
about the broken university
business model...and the
extent to which MOOCs are
a genuine disruptive
technology
Jim Michalko, OCLC Research MOOCs and
Libraries[9:45]

3. Trends Represented
Open Education and Resources
Stephen Bell
Public Access to Education and Knowledge
Barbara Fister

4. Some Important Conversations
March 18-19 2013

5. How Should Libraries Respond?
1. Get the library involved
2. Start talking/collaborating/sharing
between libraries
3. Take MOOCs
4. Get in front of licensing and access
5. Create MOOCs

6. How Should Libraries Respond?
6. Support MOOC faculty
7. Support MOOC students
8. Create in-person support
opportunities
9. Re-assess library assumptions and
practices

8. By the Numbers...
Early MOOCs 1,000s
After 2011 100,000s
Richard Bowen / Flickr

9. Sharon Drummond / Flickr

10. Global Network
Learning Analytics
Software Development
Social Media
Deb Schultz / Flickr

11. Start - End Dates
Interaction with
Instructor/Peers
Assessment
MOOCs compared to
some of these models:

12. Two Major Categories

13. MOOC Pre-History
2002
2006
pre-2008 2008 2011 2012 2013 +

14. MOOC History
pre-2008 2008 2011 2012 2013 +
Connectivism = cMOOC

15. MOOC History
2008 2011 2012 2013 +
Online history of the
development of the
MOOC
Describes major
elements of a MOOC
pre-2008

16. First MOOC - CCK08
pre-2008 2008 2011 2012 2013 +

17. First MOOC - CCK08
pre-2008 2008 2011 2012 2013 +

18. First MOOC - CCK08
pre-2008 2008 2011 2012 2013 +

19. MOOC History
Beginning of xMOOCs
pre-2008 2008 2011 2012 2013 +

20. MOOC History
pre-2008 2008 2011 2012 2013 +

21. pre-2008 2008 2011 2012 2013 +
Lukasz Strachanowski / Flickr

22. pre-2008 2008 2011 2012
Lukasz Strachanowski / Flickr
2013 +
August 29, 2010 to April 3, 2013,
MOOCs mentioned 225 times
(95 Articles, 130 blog posts)

23. "In fifty years, if not much sooner, half of the roughly 4,500
colleges and universities now operating in the United
States will have ceased to exist."
pre-2008 2008 2011 2012
Lukasz Strachanowski / Flickr
2013 +

24. What Do We Do?
Some Important Conversations
pre-2008 2008 2011 2012 2013 +

25. How Should Libraries Respond?
1. Get the library involved
2. Start talking/collaborating/sharing
between libraries
3. Take MOOCs
4. Get in front of licensing and access
5. Create MOOCs

26. How Should Libraries Respond?
6. Support MOOC faculty
7. Support MOOC students
8. Create in-person support
opportunities
9. Re-assess library assumptions and
practices

27. Instructional Designers and MOOC
Providers mention "there are great
opportunities for libraries"
Open Access
Better Indexing
Copyright/Licensing
Local community has access through
Community College
MOOC Provider pays

28. Matriculated students enjoy full support from
their institution's library; how can the MOOC
provide similar support to the many thousands
of students enrolled in the MOOC, the majority
of which are not enrolled at the institution that is
offering the course.
Presenter responded:
"Being cut off from a Library and librarians
is like not having Internet"

29. The MOOCs and Me

30. Sampling
just checking things
out
Auditing
not as engaged but
completing some
content
Disengaging
dive in at first, but
then fall away
Completing
engaged throughout
and completed
Behaviors in MOOCs

31. Computer Science 101
April 2012

32. Computer Science 101
Lecture 1 Introduction to Computing Principles 1:17 - 3:10

33. Completer!

34. Internet History, Technology, and Security

35. Video Lecture Sample

36. Internet History with Dr. Chuck
Fun Fact

37. Disengager

40. https://www.udacity.com/course/viewer#!/c-cs101/l-48299949/m-48687715

41. Disengager

42. Introduction to Databases

43. Introduction to Databases
64,127 Registered 4,854 Completed

44. Sampler

45. Tale of Two MOOCs
http://www.edsocialmedia.com/2013/01/a-tale-of-two-moocs/

46. Structure of EDCMOOC

47. Structure of EDCMOOC
Each week do two of the following:
● Contribute to the discussion forums.
● Blog your responses to the topic, putting #edcmooc in the
title. Submit your blog RSS feed so that your posts feed into
our daily EDC MOOC News mashup.
● Set up or join a room in Synchtube to discuss the film clips
in real time with your peers.
● Create an image or other visual representation of your
response to the topic and post it in a social media space.
Tag it with #edcmooc.
● Share your thoughts and links in Twitter, using the hashtag
#edcmooc.

48. Reason I Invited Librarians and Teaching and Learning
Technology to Experience Fundamentals of Online Education
This is a good opportunity to:
1. hone our skills as developers of online learning
resources (like our Libguides, online tutorials, Moodle
blocks, portions of bibliographic instruction sessions)
2. better understand how our mission relates to the
mission of TLT.
3. understand the MOOC experience and articulate it to
our students, faculty, and staff.
4. find open resources that we can use ourselves or
suggest to our liaison departments.

49. Professional Development
Developed Personal Learning Environment
Confidence in Computer Science concepts
Led to Library Technology Conference
Presentation
More background information about how World
Wide Web and Internet work

52. Campus Advocacy
Components of MOOCs and Online Learning
Alternative Textbooks (Temple)
Media Creation
Can Dialogue with Faculty and Administration
at a crucial time

53. If you aren't making a MOOC?
Using MOOCs:
Super-textbooks
Content to "flip" the classroom
Partner with MOOC providers
San Jose State

54. MOOC
Readings and Discussion
Student
Projects
10 Weeks 4 Weeks
Wrapping a MOOC
MOOC
As a Module
4 Weeks 4 Weeks 4 Weeks
Student
Projects
Intro
Units
Vanderbilt
Queensland

55. Some suggestions
Collaborate with Instructional Designers,
Academic Computing, Teaching and Learning
Technology Units
Hold Open Access Week
Evaluate MOOCs as resources
Take a MOOC - http://www.openculture.
com/free_certificate_courses

56. Some Early Results
Invitation to Co-present about MOOCs with
Director of Teaching and Learning Technology
in Fall
Participated in Faculty and Administration
discussions with informed contribution
Pursuing supportive resources and services
(media creation, institutional repository)

57. Links and Resources, Part 1
Important Conversations Among Librarians and Instructional Designers
OCLC MOOCs and Libraries April 18-19, 2013
Educause Learning and the MOOC April 3-4, 2013
Books/Documents on Change in Higher Education based on Technological / Societal
Pressures
Innovative University by Clayton Christensen and Henry Eyring (Disruptive Innovation)
The Cost Disease of Higher Education: Is Technology the Answer? Ithaka Report
Trends Represented by MOOCs Related to Trends in Libraries
MOOCs representing the Overall Trend of Openness - Library Journal 01/09/2013
MOOCs Tied to Free Public Library Movement - Inside Higher Ed/Library Babel Fish 11/29/2012
TED Talks About MOOCs and their Impact
Peter Norvig The 100,000-Student Classroom (6:12) 06/2012
Daphne Koller What We're Learning from Online Education (20:41) 08/2012

58. Links and Resources, Part 2
MOOC History and Resources
MOOC Guide and History (by Stephen Downes one of the people who coined the term MOOC)
Open Culture (list of MOOCs to take)
Student Personal Blog from First MOOC in 2008 - Connectivism and Connective Knowledge
Chronicle of Higher Education Timeline of MOOC stories
MOOCs Transform Higher Education and Science Scientific American and Nature 03/13/2013
Journal Articles/Books for Deeper Analysis of Learning Theory
Making Sense of MOOCs Journal of Interactive Media in Education (includes examples of how they plan to make
money)
Connectivism: A Theory for Learning in the Digital Age (foundation of cMOOCs)
Atlas of New Librarianship by David Lankes (based on Conversation Theory which is closely related to Connectivism)
Articles Comparing the Two Types of MOOCs (cMOOCs and xMOOCs)
Tale of Two MOOCs: Importance of Community in Online Learning 01/21/2013

59. MOOC Participation and Behavior
Completed
Computer Science 101 - Coursera
Partially complete/ Disengaged
Internet History, Technology, and Security - Coursera
(very little complete)Human-Computer Interaction - Coursera
Computer Science 101 - Udacity - Search Engine with Python
Sampling
Fundamentals of Online Education: Planning and Application - Coursera
Article about how this course went wrong.
Doesn’t mention that the course was experimental and many MOOCs do not attempt to do groups.
Inside Higher Ed write-up of the failure
Introduction to Databases - Class2go (now EdX)
E-Learning and Digital Cultures

60. Contact
Email kent-gerber@bethel.edu
Twitter http://twitter.com/ktkgerber
Blogs/Personal Learning Environments
Librarian Computer Science
http://librariancs101.wordpress.com
Atlibber: Academic Technology Librarian Blogger
http://atlibber.wordpress.com