Open Educational Resources & MOOC


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Open Educational Resources
Open Access Textbooks
Massive Open Online Courses

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Open Educational Resources & MOOC

  1. 1. Open Sesame: Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University 150 Parks Library Ames IA 50011 Open Educational Resources And Open Access Textbooks for Massive Open Online Courses
  2. 2. Electronic Resources & Libraries AT&T Conference Center Austin, Texas March 17 – 19 2014 March 17 2014 > 4:50 PM - 5:35 PM
  3. 3. !!! THANKS !!! Elizabeth L. Winter Assistant Department Head & Electronic Resources Coordinator Collection Acquisitions & Management Department Georgia Tech Library Georgia Institute of Technology Atlanta, Georgia
  4. 4. !!! THANKS !!! Bonnie Tijerina Coordinator, ER&L Conference Head of Electronic Resources & Serials Harvard Library Harvard University Cambridge, Massachusetts
  5. 5. OUTLINE • Introduction • Open Educational Resources –Professional Development –Current Awareness –Promotion • Open Textbooks • Massive Open Online Courses (MOOCs) –Professional Development –Current Awareness –Promotion
  6. 6. In mid-March 2013, the University of Pennsylvania, Philadelphia, hosted a two-day conference titled “MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?” Co- sponsored by OCLC® Research, the event included a session on Copyright, Licensing, Open Access and one on New Opportunities for Librarians: What Happens When You Go Behind the Lines in a MOOC?
  7. 7. Participants in the former session members discussed “the challenges for licensing and clearing copyright for materials” used in MOOCs, and explored the potential “opportunities for advancing the conversation on open access with faculty,” while members of the latter reported and speculated on the roles of libraries and librarians in the MOOC environment.
  8. 8. Among those noted were: •Serving as an advocate for different resource licensing models; •Identifying and organizing public domain images; •As well as encouraging Open Access publishing; and the •Use of institutional repository content, among other initiatives.
  9. 9. Compared to discussion of copyright and licensing negotiations and fair use of proprietary content, however, consideration of Open Educational Resources and their use in MOOCs was not as extensive and implementation strategies were not discussed in detail.
  10. 10. To become more engaged in Massive Open Online Courses and Open Educational Resources, librarians should become more knowledgeable about each through such activities as: • Professional Development • Current Awareness • Promotion
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  12. 12. OPEN EDUCATIONAL RESOURCES Definition (1) Often cited is the William and Flora Hewlett Foundation which defines OER as: "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re- purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge."
  13. 13. OPEN EDUCATIONAL RESOURCES Definition (2) The Organization for Economic Co-operation and Development (OECD) defines OER as: "digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licenses.”
  14. 14. OPEN EDUCATIONAL RESOURCES Definition (3) The Commonwealth of Learning "has adopted the widest definition of Open Educational Resources (OER) as ‘materials offered freely and openly to use and adapt for teaching, learning, development and research’." Definition (4) The WikiEducator project suggests that OER refers "to educational resources (lesson plans, quizzes, syllabi, instructional modules, simulations, etc.) that are freely available for use, reuse, adaptation, and sharing.”
  15. 15. OPEN EDUCATIONAL RESOURCES Professional Development Librarians can begin to become acquainted with OERs by reading, viewing, and watching the wide variety of information sources such as …
  16. 16. • Open Educational Resources (Wikipedia) • SPARC Open Educational Resources • 7 Things You Should Know About Open Educational Resources • OER Webinar Series (SoftChalk) • Open Educational Resources (OERs): Introduction Booklet and Webinar • Introduction to Open Educational Resources (OER) • Introducing Open Educational Resources (OER): The Big Picture • Open Educational Resources & the Future of Learning • Opening Educational Resources (OER): The Big Picture
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  25. 25. OPEN EDUCATIONAL RESOURCES Professional Development Librarians can begin to become more knowledgeable about OERs by reading major books, reports, and white papers such as the Interactive Open Educational Resources … , Open Educational Resources as Learning Materials: Prospects and Strategies for University Libraries, and The Roles of Libraries and Information Professionals In Open Educational Resources (OER) Initiatives.
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  29. 29. Librarians should also become knowledgeable about significant Open Resources projects and sites, as well as other significant work, through such sites as • the Community College Consortium for Open Educational Resources that aims “to develop and use open educational resources, open textbooks, and open courseware to expand access to higher education and improve teaching and learning,” •Jorum, a collaboratively-created database that provides access to thousands of OERs that can be searched or browsed;
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  32. 32. • MERLOT, “ … a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy”; • OER Commons that provides access to OER sources, training, and support; • the Open Professionals Education Network (OPEN) whose site provides information about OER events, resources; and other services;
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  37. 37. • And Open.Michigan …
  38. 38. The Center for Open Educational Resources & Language Learning (COERLL) is one of 15 National Foreign Language Resource Centers funded by the US Department of Education. The overall mission of these federally-funded centers is to improve the teaching and learning of foreign languages by producing resources (materials and best practices) that can be profitably employed in a variety of settings. [snip] In more precise terms, COERLL's mission is to produce and disseminate Open Educational Resources (OERs) …
  39. 39. Librarians can also become knowledgeable about ORs by attending conferences, seminars, and workshops, either in-person or virtually. Of particular note are: •Libraries Leading the Way on Open Educational Resources Webcast •the OpenEd Conference held in the United States, •the Open Educational Resources conference held in the United Kingdom and •the Transformative Potential of Open Educational Resources (OER) •the World Open Educational Resources Congress
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  43. 43. Four pioneers from the Open Educational Resources community offered their insights into “The transformative potential of Open Educational Resources (OER)” at the SPARC-ACRL Forum, held during the 2009 American Library Association Midwinter Meeting in Denver, CO. The forum, hosted by SPARC (the Scholarly Publishing and Academic Resources Coalition) and the Association of College and Research Libraries (ACRL), introduced OER and the philosophy behind them to the wider library community, highlight examples of how different constituencies were currently advancing OER on campuses, and offered suggestions for how libraries could further engage to support OER. OER are a logical extension of what the library community supports in the Open Access movement, and underscore the need for the larger playing field on which scholarly communication takes place to be made more equitable. OER focus not only on journals, but also on full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques that are critical in the learning environment. The Transformative Potential of Open Educational Resources (OER)
  44. 44. A most appropriate opportunity to learn about OERs and Massive Open Online Courses is to take the OER-101: Locating, Creating, Licensing and Utilizing OERs, or the OER MOOC
  45. 45. Locating, Creating, Licensing and Utilizing OERs OER-101 is an open-access, self-paced online "Community Course" that has been built to demonstrate how to find, adapt, and develop OERs step-by-step. These OER are openly licensed for reuse, usually through a Creative Commons license, which allows them to be integrated into any type of learning environment, including being printed and bound. The course is organized into five “pursuits,” each of which represents one facet of the world of OERs. Participants are encouraged to complete all of the pursuits by following the suggested course progression, but each pursuit can also be completed individually. BBLEARN/courseHomepage.htmlx?course_id=_226718_1
  46. 46. The Open Education Resources is a 4 week online program designed to enhance knowledge about OERs and to equip for effective use and adopt OERs in ones programs as well as to be able to create your own OERs and contribute to the pool of OER resources. The nominal duration for completing this course is 4 weeks. However, because of the nature of this program which allows flexibility and personalisation, participants may take another 2 weeks if they so wish to complete the course. This MOOC is designed to help impart the knowledge and develop the skills needed to be successful in learning from OERs or teaching the chosen subject to post secondary students and life-long learners using OERs. MOOC after OER include access to colleagues and discussion forums with other MOOC participants centered upon common interests and pursuits. Learn about the OER MOOC
  47. 47. OPEN EDUCATIONAL RESOURCES Current Awareness To remain informed about ongoing developments, librarians should read or subscribe to OER blogs, such as the Open Resources: Influence on Learning & Educators (ORIOLE), and the OER blogs of the University of Bath and Cable Green, Director Global Learning for Creative Commons
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  51. 51. Librarians should also consider subscribing to appropriate electronic discussion lists, such as: • IL-OERS@JISCMAIL.AC.UK •OER-DISCUSS@JISCMAIL.AC.UK • •OPENEDSIG@JISCMAIL.AC.UK •OPENNESS@LISTSERV.EDUCAUSE.EDU
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  55. 55. leadership/openness-constituent-group
  56. 56. Librarians should also consider following relevant ongoing OER developments via Twitter hashtags (e.g., #oer, #opened, #ukoer).
  57. 57. OPEN EDUCATIONAL RESOURCES Promotion To increase an understanding of OERs within their communities, librarians should actively become involved in promoting each. Librarians can promote awareness of Open Educational Resources in general by preparing appropriate guides as have the Cal Poly Pomona, Empire State College, Renton Technical College, and the University of Massachusetts, Amherst.
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  62. 62. Librarians can further promote OERs among their colleagues by engaging in relevant research and scholarship such as Open Education and Libraries, Open Educational Resources, Open Educational Resources in Higher Education: A Guide to Online Resources, Reaching the Heart of the University: Libraries and the Future of OER, and What Do Academic Libraries Have To Do With Open Educational Resources?
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  65. 65. Open Educational Resources in Higher Education: A Guide to Online Resources Eleanor J. Goldberg and Michael LaMagna [snip] This document discusses the need for educators to openly share their resources and make them freely available for others to use.3 The open educational resources movement continues to gain attention with an announcement from MIT who recently unveiled their MITx program, which will begin to grant certificates for students who complete a defined number of open courses through the institution.4 The Internet resources listed here comprise a sampling of content focused primarily at the college and university level. Many institutions offer open educational resources online through their own Web sites, and, for the most part, we have chosen not to review these institution-specific resources, except where they have made significant broader contributions.
  66. 66. toftheUniversity-KleymeerKleinmanHanss.pdf
  67. 67. do-with-open-educational-resources
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  69. 69. everyone-can-learn-at-harvard/
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  71. 71. • As defined by Wikipedia, a Massive Open Online Course (MOOC) is “… an online course aiming at large-scale participation and open access via the web”.
  72. 72. • In late autumn 2012, the New York Times declared 2012 as the “Year of the MOOC”. • Earlier, the MIT Review, claimed that they were “the most important education technology in 200 years.” • In a cover story, Time, characterized MOOCs as a major factor that was “reinventing college”. • The MOOC phenomenon has also been covered by The Guardian and the Times Educational Supplement, among numerous other educational and news media.
  73. 73. MASSIVE OPEN ONLINE COURSES Professional Development Librarians can begin to become acquainted with MOOCs by reading, viewing, and watching the wide variety of information sources such as •Massive Open Online Courses (Wikipedia) •7 Things You Should Know About … MOOCs •Campus Technology > Rise of MOOCs •Invasion of the MOOCs: Promises and Perils of Massive Open Online Courses •MERLOT Journal of Online Teaching and Learning (Special Issue) •OERs, MOOCs, and the Promise of Broadening Access to Education •What is a MOOC?
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  82. 82. Massive Open Online Courses (MOOCs) Professional Development Librarians can begin to become more knowledgeable about MOOCs by reading major reviews and white papers, such as MOOCs: Massive Open Online Courses, MOOCs and Open Education: Implications for Higher Education, and MOOCs Are On The Move: A Snapshot of the Rapid Growth of MOOCs.
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  85. 85. MOOCs are on the Move: A Snapshot of the Rapid Growth of MOOCs
  86. 86. Librarians should explore the offerings of MOOC providers by searching or browsing the contents of a variety of directories, for example Class Central, the MOOC List, MOOC Directory, and
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  88. 88. is the leading online Global Directory of Massively Open Online Courses (MOOCs) Providers in Higher Education, Verified Certificate MOOCs, K - 12, Professional Development, Teacher Training, Corporate MOOCs and other MOOCs.
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  90. 90. Librarian should schedule time to take a MOOC individually or as a library group. An ideal MOOC may be the MOOC MOOC, a MOOC intended as an “examination of the MOOC phenomenon.”
  91. 91. Librarians should attend conferences, seminars, and webinars, in person or virtually. Notable recent events include the AASL Is There A MOOC in Your Future? ALCTS Webinar: Libraries and MOOCs, OCLC Symposium: The Hype and Hope of MOOCs, Pushing the Envelope in Education: Roles for Libraries – MOOCs, eLearning & Gamification, SPARC Understanding the Implications of Open Education: MOOCs and More
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  93. 93. moocs.html ALCTS Webinar Series: Libraries and MOOCs
  94. 94. The Hype and Hope of MOOCs > OCLC Americas Member Meeting and Symposium > ALA Mid-Winter > January 24 2014 > 1:00 PM - 3:30 PM (ET) > moocs-symposium/
  95. 95. Pushing the Envelope in Education: Roles for Libraries – MOOCs, eLearning & Gamification Libraries are expanding their strategies in education and learning. Some public libraries are offering online credit courses and certificates. Some are offering credit recovery for high school drop- outs. Many are expanding the economic vitality and capacity of their communities. Things are changing. Some academic libraries are exploring the role of the library in MOOCs and e-learning and distance education. And our schools for the professional education of librarians are diving into free MOOCs for continuing education. Is your library system considering and exploring these innovations and opportunities? Monday & Tuesday Sept.30 and Oct.1, 2013, Toronto
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  97. 97. Librarians should also review available recordings or slides such as Embracing OER & MOOCs to Transform Education…?, Massive Open Online Courses as Drivers for Change, and MOOCs & Librarians. Of particular note is the 2013 ELI Online Spring Focus Session: Learn and MOOCs a two-day program held in early April 2013 that addressed several major issues relating to MOOCs, and the MOOCs, Badges, and OER: Online Conference 2013
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  103. 103. Massive Open Online Courses (MOOCs) Current Awareness To remain informed about MOOC developments, librarians should subscribe or regularly visit websites that offer significant news, such as the Alt-Ed, a blog “devoted to documenting significant initiatives relating to Massive Open Online Courses (MOOCs), digital badges, and similar alternative educational projects,” and MOOCs and Libraries, a blog “devoted to documenting librarian and library involvement in Massive Open Online Courses,” …
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  106. 106. Massive Open Online Courses (MOOCs) Current Awareness …the Chronicle of Higher Education, EDUCAUSE, and MOOC News and Reviews. Librarians should consider subscribing to the ACRL Library Support for Massive Open Online Courses (MOOCs) Discussion Group, the EDUCAUSE Massive Open Online Courses (MOOCs) Constituent Group listserv, and join the Linkedin MOOC – Massive Open Online Courses group and the Facebook MOOC group.
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  113. 113. Librarians should also consider following relevant ongoing MOOC developments via Twitter hashtags (e.g., #edex, #coursera, #moocs)
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  115. 115. Massive Open Online Courses (MOOCs) Promotion Librarians can promote MOOCs by compiling library guides about this learning environment, such as Nova Eastern University, University of California, San Diego, Washtenwa Community College.
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  119. 119. Massive Open Online Courses (MOOCs) Promotion Librarians can further promote MOOCs among their colleagues by offering them and engaging in relevant research and scholarship such as Are You MOOC-ing Yet? A Review for Academic Libraries, Emerging Roles: Key Insights from Librarians in a Massive Open Online Course, Librarians and the Era of the MOOC, Massive Open Online Librarianship – Emerging Practices in Response to MOOCs
  120. 120. The MOOC and the Library: How Massive Online Only Courses Could Change the Future of Library Instruction MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles Run aMOOC? An Examination of Course Materials in Massive Open Online Courses,  Using Information Expertise to Enhance Massive Open Online Courses
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  122. 122. Librarians and the Era of the MOOC mooc/
  123. 123. Massive Open Opportunity: Supporting MOOCs in Public and Academic Libraries supporting-moocs/
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  125. 125. Launched in September 2013, the Hyperlinked Library MOOC pilot (#hyperlibMOOC) provides a sandbox in which LIS professionals and students can play the roles of learner, connector, and collaborator in a self-directed yet social learning experience. Results from the pilot course will contribute to a better understanding of how the not-for- credit MOOC can serve as a transformative environment for professional development. development.html
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  127. 127. Abstract It is a truth not yet universally acknowledged that a venture based on information must be in want of a librarian. Librarians offer expertise in organizing and managing information, clarifying and supporting people’s information needs, and enhancing people’s information literacy skills. There are innumerable endeavors today in education, health, business, government, and other domains that draw heavily on information resources. One such endeavor in higher education is the recently burgeoning massive open online course (MOOC). MOOCs are online classes that welcome any and all enrollees, free of charge, amassing rosters that reach several hundred to several hundred thousand participants. Information flows into, around, and out of MOOC environments through instructor-selected and -generated materials, participant-selected and -generated materials, and instructor-participant and peer-to-peer communication. MOOCs have the potential to create unprecedented levels of access to quality higher education on a global scale, building richly diverse learning communities. Furthermore, MOOCs provide opportunities to disrupt traditional pedagogies, leveraging technology to foster creativity and collaboration while enabling research and development around best practices in online teaching and learning. There are numerous ways in which librarians can use their information expertise to enhance MOOCs and forge new roles in this evolving educational arena. Katy Mahraj (2012): Using Information Expertise to Enhance Massive Open Online Courses, Public Services Quarterly, 8:4, 359-368 enhance.html Using Information Expertise to Enhance Massive Open Online Courses
  128. 128. Next Steps While Open Educational Resources are among the most well-known of Open Resources, there are others that should also be investigated and considered for integration within the MOOC environment, namely institutional and subject repositories, Open Data sources, Open Access dissertations and theses, Open Access journals and monographs, and Open Textbooks.
  129. 129. Open Textbooks
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  132. 132. The College Open Textbooks Collaborative, a collection of twenty-nine educational non-profit and for-profit organizations, affiliated with more than 200 colleges, is focused on driving awareness and adoptions of open textbooks to more than 2000 community and other two- year colleges. This includes providing training for instructors adopting open resources, peer reviews of open textbooks, and mentoring online professional networks that support for authors opening their resources, and other services. College Open Textbooks
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  138. 138. 03-12-14 | 18:45 FINAL Revised 03-14-14 | 13:00