This document summarizes emerging technologies in libraries, focusing on Massive Open Online Courses (MOOCs). It defines MOOCs and outlines their key characteristics of being massive, open, online courses. It describes the two main types of MOOCs - cMOOCs which emphasize social learning and xMOOCs which focus on knowledge duplication. Major MOOC platforms like edX, Coursera and Udacity are profiled. Reasons for low MOOC completion rates and the potential role of libraries in supporting MOOCs are discussed. Opportunities for librarians to take MOOCs to support continuing education are also presented.
Student generated projects with free online tools - ATESL 2020John Allan
This is the slideshow for the Student generated projects with free online tools at the Alberta TESL 2020 conference. There are links to more than 12 support documents.
A presentation for Glyndŵr University at their Technology Enhanced Learning Symposium 6 March 2013. *NB this v2 replaces the original: I had to substitute an image on slide 14. The earlier version had 26 views - thank you! - and has now been taken down.
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Student generated projects with free online tools - ATESL 2020John Allan
This is the slideshow for the Student generated projects with free online tools at the Alberta TESL 2020 conference. There are links to more than 12 support documents.
A presentation for Glyndŵr University at their Technology Enhanced Learning Symposium 6 March 2013. *NB this v2 replaces the original: I had to substitute an image on slide 14. The earlier version had 26 views - thank you! - and has now been taken down.
A presentation at the "Where next for virtual worlds in UK higher and further education?", facilitated by the Eduserv Foundation and hosted at the London Knowledge Lab, London.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
MOOCs (Massive Open Online Courses) have made a lot of headlines and captured attention from university management. What is a MOOC? Do we care? Should we? This paper offers a briefing on what the first things you need to know are.
This paper explains what the different types of MOOCs are, the different pedagogical theories they assume, and discuss how they might evolve in the future. We identify the various motivations each stakeholder group might have for becoming involved in a MOOC as a learner, teacher or institution. Do MOOCs mark the dawn of a golden age of adult education and free CPD; or the final collapse of large courses into impersonal production lines? We discuss some apparent challenges to "normal" HE standards e.g. attrition rates, likely workloads.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
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Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
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The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
MOOCs (Massive Open Online Courses) have made a lot of headlines and captured attention from university management. What is a MOOC? Do we care? Should we? This paper offers a briefing on what the first things you need to know are.
This paper explains what the different types of MOOCs are, the different pedagogical theories they assume, and discuss how they might evolve in the future. We identify the various motivations each stakeholder group might have for becoming involved in a MOOC as a learner, teacher or institution. Do MOOCs mark the dawn of a golden age of adult education and free CPD; or the final collapse of large courses into impersonal production lines? We discuss some apparent challenges to "normal" HE standards e.g. attrition rates, likely workloads.
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
Keep calm and take over the world: from xMOOCs to cMOOCsHoward Errey
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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9. WHAT IS IT?
Massive
• Can accommodate large numbers of students, sometimes tens of
thousands.
Open
• Anyone can register, no institutional affiliation necessary, ‘free.
Online
• Delivery, feedback, and assessment (if any) are done virtually.
Sometimes supplemented with physical ‘hang outs’.
Courses
• There is a curriculum although in some cases it is very flexible.
11. Types of MOOCs
cMOOCs
•Focus on knowledge
creation
•Emphasis on social
networked learning
•Crowd sourced
learning and feedback
through peer
interaction
xMOOCs
•Focus on knowledge
duplication
•Emphasis on video
presentations &
quizzing
•Objective feedback
from online quiz
results
http://www.flickr.com/photos/zen/4830488744/sizes/l/in/photostream/
34. MOOCs for Librarians
Hyperlinked Library
MOOC
School of Library and
Information Science at
San Jose State University.
More info:
http://slisweb.sjsu.edu/programs/
moocs/hyperlinked-library-mooc
35. MOOCs for Librarians
New Librarianship
School of Information Studies,
Syracuse University
More info:
http://ischool.syr.edu/future/grad/newlibopencourse.aspx
Over 6.7 million students were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year. Thirty-two percent of higher education students now take at least one course online. Only 2.6 percent of higher education institutions currently have a MOOC (Massive Open Online Course), another 9.4 percent report MOOCs are in the planning stages. Academic leaders remain unconvinced that MOOCs represent a sustainable method for offering online courses, but do believe they provide an important means for institutions to learn about online pedagogy. Seventy-seven percent of academic leaders rate the learning outcomes in online education as the same or superior to those in face-to-face classes. The proportion of chief academic officers who believe their faculty accept the value and legitimacy of online education has not increased – it now stands at only 30.2 percent. The proportion of chief academic leaders who say online learning is critical to their long-term strategy is at a new high of 69.1 percent. The perception of a majority of chief academic officers at all types of institutions is lower retention rates for online courses remain a barrier to the growth of online instruction. http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
A nonprofit effort run jointly by MIT, Harvard, and Berkeley. Leaders of the group say they intend to slowly add other university partners over time. edX plans to freely give away the software platform it is building to offer the free courses, so that anyone can use it to run MOOCs.
The company’s model is to sign contracts with colleges that agree to use the platform to offer free courses and to get a percentage of any revenue. More than a dozen high-profile institutions, including Princeton and the U. of Virginia, have joined.
The company, which works with individual professors rather than institutions, has attracted a range of well-known scholars. Unlike other providers of MOOCs, it has said it will focus all of its courses on computer science and related fields.
One major, and comparatively mature, role for libraries is in helping faculty ensure the materials they use to create their MOOC presentations and to assign as readings are not going to get them or their institutions into trouble. Faculty members are increasingly used to turning to the library for help with copyright, so in early discussions around making MOOCs work, the library should be front and center.
Working with professors to clear copyright content
Install the Google Xrays plug in and off you go. http://www.hackasaurus.org/en-US/educators/