Just a few months ago Coursera was offering 222 courses from 33 universities
A few months ago edX was partnered with only 6 different universities including the University of Texas University System, Wellesley, Georgetown, Berkley, as well as MIT and Harvard and offered 24 courses for registrationOther providers to note are Google which began by hosting a “power searching” MOOC and Course Sites by Blackboard.
If you’re like me, you may have been wondering how MOOCs work logistically when there are so many students. The majority of MOOCs can be broken down into two types proposed by George Siemens.
MOOCs and Virtual Worlds
October 7, 2013
Valerie Hill, Phd
A MOOC is a massively open online
course (usually free and without
earning credit) aimed at large-scale
participation and open access on the
MOOCs can be described as “webinars on steroids” (Bell, 23).
First MOOC Offered in 2008
“Connectivism and Connective Knowledge”
Created by George Siemens and Stephen
Downes at the University of Manitoba
2008 Dave Cormier and Bryan Alexander
coined the phrase “Massive Open Online
2012 marked the launch of three major
providers of MOOCs, Udacity, Coursera, and
Founded by Stanford professors
Sebastian Thrun, David Stavens, and
Includes 25 courses focused on
business, mathematics, computer
science and physics
Founded by computer science professors
Andrew Ng and Daphne Koller from
Offers 455 courses from 81 partners in 25
MOOC platform founded in 2012 by MIT
Partners with 29 colleges and
75 courses are available for
Traditional course/lecture format
Focus on knowledge duplication
Emphasis on video presentations
Follow a linear, instructor lead path
Objective feedback from online quiz results
Based on the principles of Connectivism
Focus on knowledge creation
Emphasis on social networked learning
Course path evolves from student input
Crowd sourced learning through peer
Educators met weekly for MOOC
office hours onWed. evenings.
Assignments presented in
a 3D virtual world.
the cramped annex
where Anne lived
in hiding during
Collaboration Across Distance
Meeting for “class
in the park in
Both #Clmooc and Anne Frank MOOC reflection recorded
in Google Hangouts.
No cost (or low cost)
Convenient (no travel)
Access to experts and global participants
Lack of assessment
Accreditation & quality assurance
Future of academic careers
Potential for isolation
Developing a PLN
Joining online groups (ACRL MOOC listserv)
VirtualWorld Interest Group
Feb. 17th, 2013
Valerie Hill, PhD
“…Student research and critical thinking skills
are not so simply accomplished in this
environment (Cantrell, 2013).”
Cantrell’s study demonstrates need for
“…one can readily see overlap between the
MOOC‘s opportunity to provide global
learning environments and the kindred
opportunity for librarians to investigate and
incorporate metaliteracies into the MOOC
curriculum in collaboration with MOOC faculty
Can a MOOC take place in a virtual world?
Massive (virtual worlds can hold only so
Open (virtual worlds are open on a global
Online (virtual worlds are online)
Courses (Courses can take place- both
synchronous and asychronous)
•Taking the library to new spaces
•Redesigning our physical spaces
•Balancing tradition & innovation
“Of course this puts the responsibility
for information gathering, the validation
of resources, and the learning process in
the hands of learners themselves, and
one should question if all adult learners
are capable of taking on this
responsibility (2012, Kop et al.).”
“It may be that the great age of libraries is waning, but I
am here to tell you that the great age of librarians is
just beginning. It’s up to you to decide if you want to be
a part of it.”
~T. Scott Plutchak
Valerie Hill, PhD
Anne Frank MOOC. (2013). Anne Frank MOOC Reflection. http://www.youtube.com/watch?v=W-
[Accessed August 15, 2013].
Bell, M. (2012). Massive open online courses. Internet@schools, 19(5), 23-25.
Cantrell, L. (2013). (in press) Internet Learning.
CLmooc. (2013) #CLMOOC Make Cycle 4, Satuday Morning Hangout: Credos and Their Values
http://www.youtube.com/watch?v=Sid7RqQW5U8&feature=share [Accessed October 6, 2013]
Crews, Kenneth. (2012). MOOCs, Distance Education, and Copyright: Two Wrong Questions to Ask.
Columbia University Libraries Copyright Advisory Office.
questions-to-ask/ [Accessed September 29, 2013].
Keba, M,. Rayl, H., Frank, I., and Hill. V. Massive Open Online Courses.
September 1, 2013].
Kop, R., Fournier, H., & Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings?
Participant Support on Massive Open Online Courses. International Review Of Research In Open And
Distance Learning, 12(7), 74-93. http://bit.ly/17xC1dz [Accessed September 1, 2012].
Plutchak, T. Scott. 2007. The Librarian: Fantastic Adventures in the Digital World. Serials, 20(2), 87-91.
Valibrarian. (20130. Anne Frank MOOC: a virtual learning experience http://youtu.be/P-SXsluRDTQ [Accessed
October 6, 2013].
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