Futurelearning! Reflections on teaching in the Futurelearn Play MOOCSheila Webber
A presentation given by Sheila Webber on 19 March 2015 at the University of Sheffield faculty of Social sciences conference, in the ICOSS building, Sheffield, UK. In this talk I took three frameworks for analysing the teaching-learning environment and reflected on the Exploring Play MOOC in which I was an educator and (as a contrast) the core module Information Literacy on a campus based programme.
Futurelearning! Reflections on teaching in the Futurelearn Play MOOCSheila Webber
A presentation given by Sheila Webber on 19 March 2015 at the University of Sheffield faculty of Social sciences conference, in the ICOSS building, Sheffield, UK. In this talk I took three frameworks for analysing the teaching-learning environment and reflected on the Exploring Play MOOC in which I was an educator and (as a contrast) the core module Information Literacy on a campus based programme.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
Conceptions of GIS: implications for information literacyMaryam Nazari
According to Nazari's contextual methodological model emerged from her PhD study, people's conceptions and experiences of a subject/discipline in some real-life contexts, e.g. when learning or teaching the subject, plays a key role in uncovering the competencies learners need to effectively learn the subject and transfer their knowledge to their workplace.
In this presentation, Nazari presents four conceptions of GIS (Geographic Information Science/Systems) as conceived or experienced by a group of GIS educators and students in a joint ODL GIS programme, delivering in the UK and US.
Drawing on the conceptions, she highlights their implications for information literacy in the context of the programme, using and reflecting on the SCONUL model.
Hope you find it useful :)
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Learning habit: Re-imagining PPDP - a context for conversation, imagination ...Andrew Middleton
How Personal & Professional Development Planning PPDP was re-imagined by Sheffield Hallam University during the HEA Strategic Enhancement programme on Embedding Employability
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
Conceptions of GIS: implications for information literacyMaryam Nazari
According to Nazari's contextual methodological model emerged from her PhD study, people's conceptions and experiences of a subject/discipline in some real-life contexts, e.g. when learning or teaching the subject, plays a key role in uncovering the competencies learners need to effectively learn the subject and transfer their knowledge to their workplace.
In this presentation, Nazari presents four conceptions of GIS (Geographic Information Science/Systems) as conceived or experienced by a group of GIS educators and students in a joint ODL GIS programme, delivering in the UK and US.
Drawing on the conceptions, she highlights their implications for information literacy in the context of the programme, using and reflecting on the SCONUL model.
Hope you find it useful :)
Research Skills and Information Literacyrpslibrary
Presentation given to Yr 12 students on research skills and establishing PLNS. Sorry, it's fairly sparse from the slides alone, please let me know if you'd like more info on the content of the lesson!
Presentation given at Online Exhibition at Olympia, London, December 2008.
Concerns new Business School curriculum at University of Bedfordshire and how subject librarians work with this.
From user education to information literacy : changing role of university lib...Tharanga Ranasinghe
A paper presented on 21st March 2008 at National Institute of Library and Information Sciences (NILIS), University of Colombo, Sri Lanka in its' annual research symposium.
Information Literacy in virtual worlds Part 1Sheila Webber
This was created as part of a presentation for the Information Literacy with Web 2.0 virtual seminar and is part of a page at http://www.netvibes.com/sheilawebber#Using_virtual_worlds
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
Information Literacy And Digital Literacy: Life Long Learning InitiativesFe Angela Verzosa
Lecture presented at PAARL's National Summer Conference on the theme “Finding the Library’s Place in the 2.0 Environment” to be held in Puerto Princesa City, Palawan, Philippines on April 23-25, 2008
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
Social Media in ELT: A Case for PinterestAndrés Ramos
In our midst, many teachers and schools cannot afford proprietary Virtual Learning Environments (VLEs). Some teachers have developed modest to moderate digital skills, and feel that open-source or free VLEs are overwhelming. How can we accessibly and manageably include online activity in our teaching? We can resort to general-purpose social media. Why? Because students use them for personal purposes, and so do teachers. Besides, they are pervasive, and adapting them to ELT is simpler than perceived. At this workshop, an analysis of leading social media in the light of generally accepted criteria for the educational cycle will be made. Such analysis will lay the foundation to apply an A-B-C (“aggregate, bookmark, and curate”) rationale to Pinterest, and practice classroom-ready strategies suitable for ESOL educators and learners. Witness firsthand how to manage announcements, post and share content, give feedback, and assess portfolios made by your students with Pinterest’s tools assisting your syllabus and face-to-face class activity. Whether you have a smartphone or not, your line still has internet MBs or ran out of them, you always use computers or occasionally check your e-mail at a cybercafé, this session is for you!
MOOCs @ Edinburgh: our approach, experience and outcomesJisc Scotland
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Similar to MOOCs, Information Literacy and the role of the librarian (20)
Curriculum, community, context, sustainability: A reflectionSheila Webber
Presentation given by Sheila Webber at the IFLA WLIC 2022 Satellite Conference: SET Training School: Towards a Curriculum for Social and Digital Inclusion and Lifelong Learning, Dublin, Ireland, on 29 July 2022
Libraries and Literacies in the MetaverseSheila Webber
Poster presented at the World Library and Information Conference July 2022, in Dublin, Ireland. Created by Sheila Webber (presenter in Dublin) University of Sheffield Sheffield, United Kingdom. s.webber@sheffield.ac.uk
Dr Valerie Hill, Peninsula College, Port Angeles, USA. vhilledu@gmail.com
Rossanna Barrios-Llorens, University of Puerto Rico’s Medical Sciences Campus, San Juan, Puerto Rico. rossana.barrios@upr.edu
References and further links at https://docs.google.com/document/d/1VqBgEJabPMkfoYYNR-oG-RKusvHV59eqwDNf9lykPQ8/edit?usp=sharing
Abstract "In uncertain times, virtual libraries connect patrons to vital information that they may not be able to access in the physical world. They can also be sanctuaries from pandemic and war. Librarians (including the co-authors) have worked in virtual worlds for 15 years (e.g. Webber & Nahl, 2011) and the Community Virtual Library in the 3D virtual world Second Life https://communityvirtuallibrary.org/ exemplifies global connectivity, with volunteers collaborating internationally to enact diversity for information access. A current exhibit, "Social Determinants for Access to Information: Virtual World Library Exhibition" includes 3D rooms filled with resources on racial diversity, gender diversity, issues of changing literacies, digital legacy, confirmation bias, digital citizenship, and the digital divide. Visitors interact with content and share a sense of place and presence through embodiment in the metaverse, providing advantages beyond web platforms such as Zoom.
Our poster shares examples of using 3D virtual worlds for librarianship through international collaboration across learning communities. The 3D virtual library is a real space where librarians can offer services such as reference work, exhibits, workshops, conferences and discussions, and embed themselves into virtual spaces without the boundaries of physical space (e.g. Hill, 2016; Hill, 2021). "
Creating connections for enhancing collaborative and professional development...Sheila Webber
A panel presented in the Association for Information Science & Technology (ASIS&T) 24 hour Global Conference, 27 April 2022. The presenters were: Sheila Webber: Information School, University of Sheffield, United Kingdom; Professor Imane Hilal: School of information Sciences, Rabat, Morocco; Dr Grace Msoffe: University of Dodoma, Tanzania; Dr Sophie Rutter: Information School, University of Sheffield, United Kingdom
Using theory of change to evaluate information literacy initiativesSheila Webber
Workshop by Dr Pam McKinney and Sheila Webber, Information School, University of Sheffield, 11 April 2022, at the LILAC conference in Manchester, UK. Abstract: "Theory of Change (ToC) is a participative approach to evaluating the impact of projects, programmes and initiatives. Librarians and information professionals engaged in change processes, development projects and research studies can use ToC to generate evaluation data and articulate the impact of their activities, working closely with stakeholders such as students, academic staff, teachers and other professionals. The ToC process generates new understandings of how and why project successes have been achieved, and can form the basis of justifications for current and future funding. ToC has been widely used to evaluate the success and impact of projects in a variety of sectors (often community and public sector initiatives), and in educational development (Hart, Dierks-O’Brien & Powell, 2009) including Information Literacy initiatives (McKinney, 2014; McKinney, Jones & Turkington, 2011). In the version of the ToC process used in CILASS projects, stakeholders are asked to identify the drivers for change in the current situation; the longer term impact they envisage the project will have; the intermediate outcomes that the project is expected to achieve; activities that would need to be undertaken to achieve outcomes and enabling factors and resources required to support the project (Hart, Dierks-O’Brien & Powell, 2009). Stakeholders collaboratively design a Theory of Change poster that defines key project indicators and develops a causal narrative between project activities and outcomes. A plan and evaluation framework is then developed from these indicators, and stakeholders design data collection instruments. Connell & Kubisch (1998) have identified that a good ToC should be plausible, doable and testable."
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
Presentation by Sheila Webber (University of Sheffield) &
Bill Johnston (Strathclyde University)
ECIL, September 2021
References are at http://tinyurl.com/bu422pjw
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
Presentation by Chris Thorpe (City, University of London, UK, chris.thorpe.1@city.ac.uk) and Sheila Webber (Information School, University of Sheffield, UK (s.webber@sheffield.ac.uk), presented at the European Conference on Information Literacy, September 2021
Using theories of change to evaluate information literacy initiatives Sheila Webber
Presented at the European Conference on Information Literacy, September 2021 by Dr Pamela McKinney and Sheila Webber
A video of this presentation is available at https://digitalmedia.sheffield.ac.uk/media/Using+Theories+of+Change+to+evaluate+Information+Literacy+initiatives/1_v1g05eav
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
Presentation given for MINDSETS by Sheila Webber, s.webber@sheffield.ac.uk , on 15 June 2021. References are at References https://docs.google.com/document/d/1jszFFUIPralN3B5T4z5pUpRbxdW9vL3NN7rs8Iz6RVo/edit?usp=sharing
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
Presented by Sheila Webber and Dr Pamela McKinney at the conference Information Science Trends: Health Information Behavior, organised by the European Chapter of ASIS&T, on June 10 2020. The references are at https://docs.google.com/document/d/1ilCIpu7IWsRUhtWinPNuVetlrvkDxBN_lKTaV26yWAU/edit?usp=sharing
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=sharing
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
Presentation given by Sheila Webber, Information School, University of Sheffield, coauthored with Bill Johnston, Honorary Research Fellow, Strathclyde University. Presented on 29th October 2019 as part of the University of Sheffield Information School's celebration of Global Media and Information Literacy Week. A recording of the webinar (31 minutes) is here: https://eu-lti.bbcollab.com/recording/0284c699a3784b1a9da5a632291dc8d8
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
Workshop presented by Sheila Webber and Bill Johnston at the "Transforming futures: International perspectives on Research-Based Education conference, University of Adelaide, Australia, 16 July 2019.
What's my approach? Deciding on the approach to use for your researchSheila Webber
Workshop delivered by Sheila Webber and Dr Pamela McKinney, Information School, University of Sheffield, at the LILAC Conference, held in Nottingham, UK, on 25 April 2019. The references are at https://docs.google.com/document/d/10S_6ZPKLpsAIn1YaMDhZPS8HIOwFGXlz4sUDyBzxYNM/edit
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
These are slides from a webinar given by faculty in the University of sheffield Information School on 22 March 2019. The recording of the webinar is here https://sheffield.adobeconnect.com/pf8k3h0qn1ys
Sheila Webber chaired the session, and the panellists were: Dr Pam McKinney, Dr Sophie Rutter and Dr Laura Sbaffi
Links from the slides are here http://information-literacy.blogspot.com/2019/03/media-and-information-literacy-for.html
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
"#AFMIL The Age-Friendly Media and Information Literate City: Combining policies and strategies for ageing populations in media and information rich societies" was presented by Sheila Webber (University of Sheffield Information School) and Bill Johnston (University of Strathclyde, Honorary Research Fellow) at the Global Media and Information Literacy Week feature conference held in Kaunas, Lithuania, on 24 October 2018
What makes us trust online information? The perspective of health InformationSheila Webber
Slides from a webinar presented by Dr Laura Sbaffi, University of Sheffield Information School, on 30th October 2018 to celebrate Global Media and Information Literacy Week. The webinar recording is at https://sheffield.adobeconnect.com/pwy4m50tbl8r
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
MOOCs, Information Literacy and the role of the librarian
1. MOOCs, Information Literacy and
the role of the librarian
Sheila Webber
Information School,
University of Sheffield
University of Edinburgh, Scotland, January 2015
2. Outline
• Introduction
• MOOCs and pedagogy
• Types of MOOC
• Information behaviour in a MOOC
• Library and information professional roles
3. MOOC
• Massive i.e many learners (often, thousands)
• Open i.e. (freely) available to anyone (although
many MOOCs only accessible to those who
register): also open-access issue
• Online
• Course i.e. some aim and structure to the learning
Sheila Webber, 2015
4. Me & MOOCs
• An Educator on the Futurelearn Play MOOC
• Dipped into other MOOCs as learner
• I am in the Futurelearn Academic Network (focused on
MOOC research)
• Some contact with the Futurelearn librarians group
• Two of my students interviewed the MOOC coordinator
& the educator for the Dentistry MOOC about
information literacy in the MOOC (2014)
• One of my Masters students has done (2014) a study
of a Futurelearn MOOC (learning analytics and
interviews with the educator & designer)
Sheila Webber, 2015
Futurelearn is a MOOC
platform/consortium,
started in the UK
5. Naomi Colhoun’s research
• Case study of Univ of Birmingham’s “Good Brain Bad
brain: drug origins” MOOC
• Aim to identify use of learning analytics to inform course
design & give feedback to educator on learning aims
• Interview with academic & technical developer
• Observation of MOOC and documents
• Learning analytics: Quantitative (word frequency; Topic
modelling; N-grams; Social Network analysis; using R,
Gephi, Rweka, Slam, Mallet, SPSS, Excel) & Qualitative
(learner comments)
• I will refer to this research at a few points in this
presentation
Sheila Webber, 2015
6. Some MOOC characteristics
• Strong marketing/ showcase element
• Profile of early adopting educators different from
some other types of e-learning early adopters?
(e.g. higher profile)
• (Potentially) more diverse learners
• Learners external to the institution
• Not always integrated as normal part of learning
& teaching but possibly becoming “tamed*”
• Different platform from institutional VLE
• High attrition rate
• Learners not necessarily aiming to complete but still
want to enjoy experience they have
“We want people
to think about
Web Science and
think about doing
a degree in Web
Science” Professor
Dame Wendy Hall,
trailer for
University of
Southampton’s
Futurelearn Web
Science MOOC
Sheila Webber, 2015
*Tamed = not disruptive, but rather appropriated by mainstream institutions
7. The “R’s” of MOOC success (Wright, 2015)
• Revenue
• Recruitment (of students) including “try before you
buy”
• Retention (of students)
• Research
• Reputation
• Reuse
• + Philanthropy and Social Policy
9. Continuing factors
• Teachers’ varied approaches to teaching
• Learners’ varied approaches to learning
• Variation between disciplines in teaching, learning, use of
information & technology
• Issues specific to non f2f learning
• Variation between university culture, norms and practice
a good deal already known
about these issues!
“one item that really hits me [in a research report]
is that however different the scaling model is for
MOOCs, they are still online courses and have
similar success factors” Hill, P. (2013, September 12).
SJSU research report confirms MOOCs are online courses.
e-literate. http://mfeldstein.com/sjsu-research-report-
confirms-moocs-online-courses/
Sheila Webber, 2015
10. The Teaching-
Learning
Environment
Entwistle et al.
(2004: 3)
These elements
still apply with
MOOCs, with
potentially great
diversity in
student
characteristics
and expectations
Sheila Webber, 2015
11. The Teaching-
Learning
Environment
Entwistle et al.
(2004: 3)
However, a
further key
influence may be
the MOOC
platform provider
in specifying
design & quality
e.g. Futurelearn
Sheila Webber, 2015
12. All these elements combine to influence to
nature of information literacy & what
information literacy is required/ enabled by
the course, as well as whether the
educator(s) are likely to see the value of
information literacy
13. Types of MOOC
• cMOOC (connectivist/constructivist) vs. xMOOC
(transmissive) – too simplistic?
• Beaven et al. (2014) prefer Lane’s typology
– Network-based: “goal is socially constructed knowledge
developed through conversation” & exploration
– Task-based: “emphasize skill development through the
completion of tasks”
– Content-based: focus on transmitting content, usually
automated assessment, don’t have to be participatory
Sheila Webber, 2015
I would say some of this is determined by the MOOC platform, as
also noted by Colhoun (2014)
14. Different types require/assume different
skills
• Beaven et al. (2014) refer to Participatory Literacy
Skills – could break this down into
– Information literate with Web 2.0 and social media tools (my
interpretation)
– Understand how to use them to interact with peers to
exchange and co-create knowledge
• Different types of MOOC require different levels of
participatory literacy skills, motivation and self-
determinism
• Similarly Gore (2014: 7) identifies that skills needed for
a cMOOC “far outweigh” those needed for an xMOOC
Sheila Webber, 2015
15. “The results reported in this paper illustrate that MOOCs such
as OT12, which are primarily task-based (Lane, 2012),
assume more self-determination and a higher degree of
participatory literacy than those with a content-based focus.
They also indicate that participants who are not sufficiently
motivated and do not know how to collaborate online as
reflected, for example, in knowing how to trigger feedback and
support from peers might feel let down by the learning
experience” (Beaven at al., 2014: 41)
Sheila Webber, 2015
16. Conole’s (2014) MOOC dimensions
(to be rated as low, medium and high)
• (How) Open
• (How) Massive
• Diversity (of participants)
• Use of (varied) multimedia
• Degree of (forms of) communication
• Degree of collaboration
• Amount of reflection
• (Nature of) Learning pathway
• (Form of) Quality assurance
• Certification
• (Link to) Formal Learning
• (Degree of learner) Autonomy
Sheila Webber, 2015
17. Inside or outside the MOOC?
• Draper and Honeychurch noted last week at the
FLAN meeting – peer interaction may take place
almost entirely outside MOOC platform
http://information-literacy.blogspot.co.uk/2015/01/mooc-research-about-peer-interaction.htm
• Colhoun noted “Remember that all that is visible is
not all that there is”: learning analytics do not reveal
everything and also need interpretation in light of
educator’s goals
• Lurking (e.g. in Futurelearn, scanning comments)
may be satisfying the learner’s own goals, but is not
tracked
18. Play MOOC, Sep-Nov 14
• 17,000 learners registered
• In week 1 “Your play history” had over 5700
comments
• Cross departmental team: I led week 6 of 7
Learners asked to
remember, reflect, carry
out observations and
activities
Use of a few tools
outside the platform, but
mostly interactions inside
19. Play MOOC dimensions (first thoughts)
• Open - medium (free to join, open access material, but can’t view
unless registered)
• Massive - high (17,000 registered etc.)
• Diversity of participants - ? Medium (many early years professionals)
• Use of (varied) multimedia – medium/ high (few extra tools, but varied)
• Degree of (forms of) communication - medium
• Degree of collaboration – low (at least, inside MOOC)
• Amount of reflection - medium (reflective exercises)
• (Nature of) Learning pathway – low (one route, some optional items)
• (Form of) Quality assurance - medium (assurance by central team +
Futurelearn)
• Certification - medium (could get completion certificate)
• (Link to) Formal Learning - low (no link with formal course)
• (Degree of learner) Autonomy – high (little tutor support, although
some support/scaffolding designed in) Sheila Webber, 2015
20. Exercise on information behaviour
• Exercise during my week of the Play MOOC
• Asked how acquired information & whether
searched, browsed or encountered (bumped into) it
• Asked them to think about people as well as other
information sources
• 668 comments at this point
• Following ideas from just an initial scan through
some of the comments, intend to analyse them in
coming months
Sheila Webber, 2015
21. Reported Information behaviour
• Information in course: videos; core articles, links;
comments from learners; additional reading & links
• Information outside the course:
– Non-human: Internet (Google, websites, Youtube) mentioned
most; also learner’s own books, TV, radio, educational
magazines, museum
– Human: family, friends, work colleagues, gamers; including
some examples of friends taking MOOC at same time; some
mention getting contrasting perspectives
• Information from self: Memories (prompted by discussion
or MOOC); Observation; Experience; Info/understanding
from current or previous courses/education /training
Sheila Webber, 2015
22. Not just acquiring & combining information!
• Saving and managing information for later use
• A lot of sharing information – mostly face to face but
also digitally e.g. via Facebook as well as in the
MOOC
• Creating information, inside and outside MOOC
• Applying information and understanding in work, at
home; to educate others, in own practice, as self-
development
Sheila Webber, 2015
23. Conole (2014) says that
“there is a need to shift from knowledge recall to
development of skills to find and use information
effectively. In this respect, there is a need to enable
learners to develop 21st Century digital literacy skills
(Jenkins 2009) to equip them for an increasingly
complex and changing societal context.”
However, digital literacy is certainly not the only skillset
needed or exercised by learners in working with
information and developing understanding
Sheila Webber, 2015
25. “the first step towards that end is making the student aware
of their available resources. The next step should be to
provide the faculty member with links to the "tutorials" and
"research guides" sections of their affiliated library's
website. .”
Wright (2013)
Hygiene approach to MOOCs
Sheila Webber, 2015
26. “Denlinger* and his team decided to offer a course for
the alumni and parents of Wake Forest University
[ZSRx was a 4 week MOOC ] so they could interact
with library staff and fellow patrons while learning
more about the web. ‘Think of this less as a traditional
class with deadlines and boundaries and more as a
starting point for learning and connecting to a larger
community of learners’ ”
Scardillli (2013)
*e-Learning Librarian, Wake Forest University, USA
See also http://www.slideshare.net/denlinkd07/zs-rx-copy
Opportunity spotting approach to MOOCs?
Sheila Webber, 2015
27. “they [Office of Parent programs] now see the library as a place
where these kinds of courses can take shape .. we have the
expertise to make these courses happen, we know how to find
resources, we know how to pull people together from across
campus and the library has become a kind of platform for online
learning”
“no-one had expected the library to develop a course like this
and I think it helped the people we were trying to reach to
reimagine what the library is used for and what we can provide”
Interview with Kyle Denlinger
Bayne, G. (2013, September 16)
Sheila Webber, 201
28. “Academic librarians can help instructors with MOOC
materials, offer embedded services, and serve as a resource
when students have research questions; public librarians may
help patrons ‘research a topic using resources the library
already provides, or trying to find items via interlibrary loan for
the customer,’ according to Rayl. Public libraries can also be a
place where MOOC participants meet as a group informally or
as part of the course.”
Scardillli (2013)
Sheila Webber, 2015
29. Other examples
• Contributing to a MOOC “Discover the island of
research” by introducing the “Bay of literature”: also
proposing roles in archiving, cataloguing and
hosting retrieval of the educational materials
(Eisengraber-Pabst, Vogt and Deimann, 2014)
• Embedded librarian in the “Dentistry” MOOC at
Sheffield University (Andrews and Witham, 2014)
Sheila Webber, 2015
30. Selective, deeper engagement
• Demonstrating that you
can run a MOOC builds
confidence that you are
worth collaborating with
• Opportunity spotting
educators who have a
more collaborative, and
constructivist or
connectivist approach to
teaching
• Using and evaluating a
range of channels and
tools to communicate with
learners, educators and
librarians
• Could argue also supports
“showcase” element:
demonstrating quality of
the student experience
with some development of information literacy, within and outside the MOOC,
designed into the course
Sheila Webber, 2015
31. Issues identfied in the literature include
• Managing expectations of MOOC learners (who
may expect access to academic library services)
• Extent to which and how you support and develop
information literacy
• Accessibility issues (different first languages,
educational/literacy levels, different timezones,
disabilities etc.)
• A support role, consultancy role, or a teaching role?
Sheila Webber, 2015
32. Types of literacy/support?
• Information literacy in finding and engaging with in information within the
MOOC (course information, embedded information resources etc.)
• Information literacy with resources outside the MOOC; would suggest
importance of:
– IL using social media;
– good Google skills;
– good browsing skills;
– ways of selecting, sharing and managing information ethically and
effectively
• Information & digital literacies in using applications that enable aspects of
the course (e.g. Google hangouts; discussion fora)
• Information literacy in using applications and people to
create/share/apply/present information/media associated with tasks and
activities
• Information literacy in managing, storing, sharing, creating, applying
information (for use outside the course)
A MOOC lens on the
SCONUL 7 Pillars of
Information Literacy?
Sheila Webber, 2015
33. Library & Infgormation Professional roles identified by
Masters students in KISK, Masaryk University, Brno,
Czech Republic, November 2014
Sheila Webber, 2015
34. • Active student creating local community of learners
• Authoring MOOC materials
• Creating new MOOCs
• Developer of MOOC systems
• Supporting MOOC use
– supporting learners (in use of MOOC)
– supporting educators
– supporting designers (in creation and location of materials)
– reference librarian support (for everyone)
• Teacher or teaching assistant on a MOOC
• Information architect (for structure, organisation etc. of MOOC)
• Promotional role (propagator and mediator of MOOCs) e.g. to new
students
• Evaluator of MOOCs (content, goals, design etc.)
• Quality management, control or assurance of MOOCs
Roles
Sheila Webber, 2015
36. The “R’s” of MOOC success (Wright, 2015)
• Revenue
• Recruitment (of students) including “try before you
buy”
• Retention (of students)
• Research
• Reputation
• Reuse
• + Philanthropy and Social Policy
Librarian
contribution to
each?
Demonstrable
contributions
here could
justify resources
Sheila Webber, 2015
37. Types of MOOC
• Useful to analyse to identify what type of MOOC
you are engaging with
• Then can identify which role or intervention will be
most valuable / valued
Sheila Webber, 2015
38. Conclusions
• Many roles available!
• Also recognise challenges
– Time
– Getting recognised as having contribution to make
• Whether tame or wild, MOOCs are fascinating to
engage with and provide opportunities
Sheila Webber, 2015
40. References
• Andrews, P. and Witham, B. (2014). Attitudes and practice of educators
and developers of MOOCs (Massively Open Online Courses) to
information literacy of MOOC learners. Unpublished essay, University of
Sheffield Information School.
• Bayne, G. (2013, September 16). CNI 2013 Podcast: Information
Literacy MOOCs at Wake Forest University. Coalition for Networked
Information. http://www.educause.edu/blogs/gbayne/cni-2013-podcast-
information-literacy-moocs-wake-forest-university
• Beaven, T. et al. (2014). MOOCs: striking the right balance between
facilitation and self-determination. MERLOTJournal of online learning
and teaching, 10 (1), 31-43.
• Conole, G. (2014). A 12-Dimensional classification schema for MOOCs.
http://e4innovation.com/?p=799
• Eisengraber-Pabst, D., Vogt, S. and Deimann, M. (2014). The academic
library: a hidden stakeholder: in the age of MOOCs. Paper presented at
World Library and Information Conference (IFLA) 2014 Lyon.
http://library.ifla.org/
Sheila Webber, 2015
41. References
• Entwistle, N., Nisbet, J. and Bromage, A. (2004). Teaching-learning
environments and student learning in electronic engineering: paper
presented at Third Workshop of the European Network on Powerful
Learning Environments, in Brugge, September 30 – October 2, 2004.
http://www.ed.ac.uk/etl/docs/Brugge2004.pdf
• Gore, H. (2014). Massive Open Online Courses (MOOCs) and their
impact on academic library services: exploring the issues and
challenges. New review of academic librarianship, 20 (1), 4-28.
• Scardillli, (2013) MOOCs: Classes for the masses. Information today,
30 (8). http://www.infotoday.com/IT/sep13/Scardilli--MOOCs--Classes-
for-the-Masses.shtml
• Wright, A. (2015) Good MOOC, bad MOOC 2: return of the MOOC
Turtle. http://www.mecourse.com/ecourse/pages/page.asp?pid=4918
• Wright, F. (2013) What do librarians need to know about MOOCs? D-Lib
magazine, 19 (3/4) http://dlib.org/dlib/march13/wright/03wright.html
Sheila Webber, 2015
42. Further reading
• Conole, G. (2013) MOOCs as disruptive technologies: strategies for enhancing the
learner experience and quality of MOOCs. http://eprints.rclis.org/19388/
• Hay. L. and Damron, N. (2014) . Information literacy in open courses. Practical
academic librarianship, 4 (1).
https://journals.tdl.org/pal/index.php/pal/article/view/6982
• Krause, S. and Lowe, C. (Eds) (2014). Invasion of the MOOCs: the promises and
perils of massive open online courses. Parlor Press.
http://www.parlorpress.com/invasion_of_the_moocs
• MERLOT Journal of online learning and teaching, 2014, 10 (1) - special issue on
MOOC learning. http://jolt.merlot.org/Vol10_No1.htm
• Stephens, M. and Jones, K. (2014) Emerging roles: key insights from librarians in a
Massive Open Online Course. preprint (to appear in Journal of Library and
Information Services in Distance Learning in 2015)
http://ssrn.com/abstract=2541901
• Wu, K. (2013). Academic libraries in the age of MOOCs. Reference services
review, 41 (3), 576-587.
Sheila Webber, 2015