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Valerie Hill, PhD
LISD School Librarian, Adjunct Instructor TWU
School of Library and Info Studies

Michelle Keba
Distance...
 First

MOOC Offered in 2008

• “Connectivism and Connective Knowledge”
• Created by George Siemens and Stephen

Downes a...
 Massive

• Over 2,000 students signed up for the course
• Had a steady enrollment of 1,870 persistent

students
 Open
...
 Massive

 Open

• 24 tuition paying students from the University of

Manitoba
• 2,200 non-paying participants from arou...
 Massive

 Open
 Online

• Information was conveyed by the instructors via a

wiki, a blog, Moodle, Elluminate, and a n...
 Massive

 Open
 Online
 Course

• Offered over the span of 12 weeks
 In

2011 over 160,000 students enrolled in
an Artificial Intelligence course

 The

course was co-taught by a Stanford
...
 In

2012 three major providers of MOOCs,
Udacity, Coursera, and edX are launched
 Founded

by Stanford professors Sebastian
Thrun, David Stavens, and Mike Sokolsky

 Includes

25 courses focused on
bus...
 Founded

by computer science professors
Andrew Ng and Daphne Koller from
Stanford University

 Offers

378 courses from...
 MOOC

platform founded in 2012 by MIT
and Harvard

 Partners

with 27 colleges and universities

of June 4th, 55 course...
 MOOC

Aggregators

• http://www.coursebuffet.com/
• http://www.class-central.com/
xMOOCs vs. cMOOCs
 Traditional
 Focus

on knowledge duplication

 Emphasis
 Follow

course/lecture format

on video presentations

a lin...
 Based

on the principles of Connectivism

 Focus

on knowledge creation

 Emphasis
 Course

 Crowd

on social networ...
 Open

to students, but not free to create

 SellingCertificates

of Completion
 Identifying promising students to
head...
 mooc.org

• Partnership between Google and edX
• “YouTube for MOOCs”
• Set to launch mid 2014
 mooccampus.org

• “world...
Open Courses:
Who has access to a course?
What kinds of resources can we use?
Who owns the course?
Students in a MOOC may be from anywhere on
the planet – and be almost any age.
Do MOOCers have…
 Academic affiliation - a...
 Open

educational resources

 Proprietary resources
• Licensed ? For 140,000 students who are not

registered at our in...
A

Beginner‟s Guide to Irrational Economic
Behavior (Duke)

 E-Learning

and Digital Media (University of

Edinburgh)
 ...
A

bundle of Professor Dan‟s popular books via
Amazon available but not necessary for the
course. Geo-blocked!
400 pages ...






Video clips – trailers, animated shorts, etc. from
YouTube, Vimeo
Readings from open access scholarly journals
...
 Textbook:

Custom made e-textbook, $5.86
(USD) including tax.
 Supplemental Readings: Prices range
from free to US$17 (...
 Can

faculty and/or the instituion withdraw
the course and re-use the course
elsewhere?
 For stand-alone open courses: ...



Does the University retain ownership of the content in a
Coursera course?
The content in our MOOCs is governed by the...
Can students reuse the material elsewhere?
https://www.coursera.org/about/terms
Take the course –
but don‟t take anything ...


Permission to Use Materials



All content or other materials available on the Sites, including but not limited
to cod...
 By

submitting the Feedback, you hereby
grant Coursera and the Participating
Institutions an irrevocable license to use,...
You may not take any Online Course offered by
Coursera or use any Statement of
Accomplishment as part of any tuition-based...
OER university
 A collaboration of
universities to provide
courses for self-directed
learners using open
content (with no...
Coursera’s Gamification MOOC

Coursera’s Metadata MOOC
MOOCs on
Library
and
Information
Topics
 Connected

Learning MOOC
On Twitter #clmooc
Sponsored by the National
Writing Project

 Anne

Frank MOOC
Sponsored by
the National
Writing
Project
Students “enter”
the cramped
annex where Anne
lived
in hiding during
WWII.
Fall 2012
Educators met weekly for MOOC
office ...
 No

cost (or low cost)
 Personal interest
 Convenient (no travel)
 Access to experts and global
participants
 Lack

of assessment
 Accreditation & quality assurance
 Future of academic careers
 Potential for isolation
 Literature

review
 Content curation
 Developing a PLN
 Joining online groups (ACRL MOOC
listserv)
ACRL
Virtual World
Interest Group
Feb. 17th, 2013
Panelists:
Valerie Hill, PhD
Michelle Keba
Ilene Frank
George Djorgovski
“…Student research and critical thinking
skills are not so simply accomplished in
this environment (Cantrell, 2013).”
Cant...
“…one can readily see overlap between the
MOOC„s opportunity to provide global
learning environments and the kindred
oppor...
“Of course this puts the responsibility
for information gathering, the validation
of resources, and the learning process
i...
“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 b...
Valerie Hill, PhD
valibrarian@gmail.com
Twitter @valibrarian

Michelle Keba
michelle.keba@gmail.com
Twitter @michellekeba
...
Anne Frank MOOC. (2013). Anne Frank MOOC Reflection. http://www.youtube.com/watch?v=W-LpnY6AhLw&feature=share [Accessed
Se...
Library 2.013 MOOCs and Constructivist Learning
Library 2.013 MOOCs and Constructivist Learning
Library 2.013 MOOCs and Constructivist Learning
Library 2.013 MOOCs and Constructivist Learning
Library 2.013 MOOCs and Constructivist Learning
Library 2.013 MOOCs and Constructivist Learning
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Library 2.013 MOOCs and Constructivist Learning

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Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.

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Library 2.013 MOOCs and Constructivist Learning

  1. 1. Valerie Hill, PhD LISD School Librarian, Adjunct Instructor TWU School of Library and Info Studies Michelle Keba Distance & Instructional Services Librarian Nova Southeastern University Ilene Frank Director of Library Services University of the People
  2. 2.  First MOOC Offered in 2008 • “Connectivism and Connective Knowledge” • Created by George Siemens and Stephen Downes at the University of Manitoba  At this time Dave Cormier and Bryan Alexander coined the phrase “Massive Open Online Course”
  3. 3.  Massive • Over 2,000 students signed up for the course • Had a steady enrollment of 1,870 persistent students  Open  Online  Course
  4. 4.  Massive  Open • 24 tuition paying students from the University of Manitoba • 2,200 non-paying participants from around the world  Online  Course
  5. 5.  Massive  Open  Online • Information was conveyed by the instructors via a wiki, a blog, Moodle, Elluminate, and a newsletter • Students created Second Life communities, blogs, concept maps, Wordle summaries, and a Google group  Course
  6. 6.  Massive  Open  Online  Course • Offered over the span of 12 weeks
  7. 7.  In 2011 over 160,000 students enrolled in an Artificial Intelligence course  The course was co-taught by a Stanford professor, Sebastian Thrun and Peter Norvig, Director of Research at Google
  8. 8.  In 2012 three major providers of MOOCs, Udacity, Coursera, and edX are launched
  9. 9.  Founded by Stanford professors Sebastian Thrun, David Stavens, and Mike Sokolsky  Includes 25 courses focused on business, mathematics, computer science and physics
  10. 10.  Founded by computer science professors Andrew Ng and Daphne Koller from Stanford University  Offers 378 courses from 81 partners in 25 different categories
  11. 11.  MOOC platform founded in 2012 by MIT and Harvard  Partners with 27 colleges and universities of June 4th, 55 courses are available for registration  As
  12. 12.  MOOC Aggregators • http://www.coursebuffet.com/ • http://www.class-central.com/
  13. 13. xMOOCs vs. cMOOCs
  14. 14.  Traditional  Focus on knowledge duplication  Emphasis  Follow course/lecture format on video presentations a linear, instructor lead path  Objective feedback from online quiz results
  15. 15.  Based on the principles of Connectivism  Focus on knowledge creation  Emphasis  Course  Crowd on social networked learning path evolves from student input sourced learning through peer interaction
  16. 16.  Open to students, but not free to create  SellingCertificates of Completion  Identifying promising students to headhunters  Georgia Tech/Udacity Master of Science in Computer Science (Spring 2014)
  17. 17.  mooc.org • Partnership between Google and edX • “YouTube for MOOCs” • Set to launch mid 2014  mooccampus.org • “world‟s first residential campus for DIY education”
  18. 18. Open Courses: Who has access to a course? What kinds of resources can we use? Who owns the course?
  19. 19. Students in a MOOC may be from anywhere on the planet – and be almost any age. Do MOOCers have…  Academic affiliation - anywhere?  Access to a library?  Access to necessary technology ? What about older computers, mobile devices, quality of Internet access?
  20. 20.  Open educational resources  Proprietary resources • Licensed ? For 140,000 students who are not registered at our institution? • Fee-based ? For 140,000 students?? • Can we rely on fair use ? What about international laws? • Can we get permission from copyright holders?
  21. 21. A Beginner‟s Guide to Irrational Economic Behavior (Duke)  E-Learning and Digital Media (University of Edinburgh)  Organizational Analysis (Stanford)
  22. 22. A bundle of Professor Dan‟s popular books via Amazon available but not necessary for the course. Geo-blocked! 400 pages of required reading – available for student use via freely accessible material on the Web ranging from New York Times articles to scholarly works – self-archived or deposited in institutional repositories  Over
  23. 23.      Video clips – trailers, animated shorts, etc. from YouTube, Vimeo Readings from open access scholarly journals Some secondary reading suggestions were not available for free online Students shared their digital artifacts on the course site – and via links. Students were reminded about copyright and the use of digital images , etc. in their projects
  24. 24.  Textbook: Custom made e-textbook, $5.86 (USD) including tax.  Supplemental Readings: Prices range from free to US$17 (for a book) for a total of around US$100 for 25 items. Purchase individually or as a package.  Problem: Students can only use PayPal and some countries do not allow its use
  25. 25.  Can faculty and/or the instituion withdraw the course and re-use the course elsewhere?  For stand-alone open courses: It‟s up to each institution to set policies  For platforms such as Coursera, edX, Udacity, etc.: Institutions need to look at and negotiate Terms of Service.
  26. 26.   Does the University retain ownership of the content in a Coursera course? The content in our MOOCs is governed by the same rules of ownership as apply to our on-campus or traditional online courses, i.e., unless otherwise agreed to by the instructor, intellectual property rights to any course content created by the instructor independently and at the instructor‟s initiative, rest with the instructor. Where the course support provided by the University is over and above the University resources usually and customarily provided, as will likely be the case with most MOOCs, course content created by the instructor shall be owned by the instructor and licensed to the University. See “The General Rules Concerning University Organization and Procedure,” Article III, particularly Section 4(b) at http://www.bot.uillinois.edu/general-rules.
  27. 27. Can students reuse the material elsewhere? https://www.coursera.org/about/terms Take the course – but don‟t take anything (?)
  28. 28.  Permission to Use Materials  All content or other materials available on the Sites, including but not limited to code, images, text, layouts, arrangements, displays, illustrations, audio and video clips, HTML files and other content are the property of Coursera and/or its affiliates or licensors and are protected by copyright, patent and/or other proprietary intellectual property rights under the United States and foreign laws. In consideration for your agreement to the terms and conditions contained here, Coursera grants you a personal, nonexclusive, non-transferable license to access and use the Sites. You may download material from the Sites only for your own personal, noncommercial use. You may not otherwise copy, reproduce, retransmit, distribute, publish, commercially exploit or otherwise transfer any material, nor may you modify or create derivatives works of the material. The burden of determining that your use of any information, software or any other content on the Site is permissible rests with you.
  29. 29.  By submitting the Feedback, you hereby grant Coursera and the Participating Institutions an irrevocable license to use, disclose, reproduce, distribute, sublicense, prepare derivative works of, publicly perform and publicly display any such submission.
  30. 30. You may not take any Online Course offered by Coursera or use any Statement of Accomplishment as part of any tuition-based or for-credit certification or program for any college, university, or other academic institution without the express written permission from Coursera. Such use of an Online Course or Statement of Accomplishment is a violation of these Terms of Use.
  31. 31. OER university  A collaboration of universities to provide courses for self-directed learners using open content (with no cost to students)  Collaborating universities will assess the work and offering credits (with some cost to students)
  32. 32. Coursera’s Gamification MOOC Coursera’s Metadata MOOC
  33. 33. MOOCs on Library and Information Topics
  34. 34.  Connected Learning MOOC On Twitter #clmooc Sponsored by the National Writing Project  Anne Frank MOOC
  35. 35. Sponsored by the National Writing Project
  36. 36. Students “enter” the cramped annex where Anne lived in hiding during WWII. Fall 2012 Educators met weekly for MOOC office hours on Wed. evenings. Assignments presented in a 3D virtual world.
  37. 37.  No cost (or low cost)  Personal interest  Convenient (no travel)  Access to experts and global participants
  38. 38.  Lack of assessment  Accreditation & quality assurance  Future of academic careers  Potential for isolation
  39. 39.  Literature review  Content curation  Developing a PLN  Joining online groups (ACRL MOOC listserv)
  40. 40. ACRL Virtual World Interest Group Feb. 17th, 2013 Panelists: Valerie Hill, PhD Michelle Keba Ilene Frank George Djorgovski
  41. 41. “…Student research and critical thinking skills are not so simply accomplished in this environment (Cantrell, 2013).” Cantrell‟s study demonstrates need for embedded librarianship.
  42. 42. “…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 (Cantrell, 2013).”
  43. 43. “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.).”
  44. 44. “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
  45. 45. Valerie Hill, PhD valibrarian@gmail.com Twitter @valibrarian Michelle Keba michelle.keba@gmail.com Twitter @michellekeba Ilene Frank ilene.frank@gmail.com Twitter @ifrank
  46. 46. Anne Frank MOOC. (2013). Anne Frank MOOC Reflection. http://www.youtube.com/watch?v=W-LpnY6AhLw&feature=share [Accessed September 29, 2013] Bell, M. (2012). Massive open online courses. Internet@schools, 19(5), 23-25. Cantrell, L. (2013). (in press) Internet Learning. Carey, K. (2012). Into the Future With MOOC's. Chronicle Of Higher Education, 59(2), 29. 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] Copyright Challenges in the MOOC Environment. (2013). Educause Brief. Crews, Kenneth. (2012). MOOCs, Distance Education, and Copyright: Two Wrong Questions to Ask. Columbia University Libraries Copyright Advisory Office. http://copyright.columbia.edu/copyright/2012/11/09/moocs-distance-education-and-copyright-two-wrongquestions-to-ask/ [Accessed September 29, 2013]. Keba, M,. Rayl, H., Frank, I., and Hill. V. Massive Open Online Courses. http://www.slideshare.net/valibrarian/massive-open-onlinecourses-the-future-of-learning-24073209 [Accessed 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]. The Legal Side of MOOCs (2013, September 26). Webinar with Madelyn Wessel, Associate General Counsel, University of Virginia. Available at http://www.educause.edu/events/educause-live-legal-side-moocs/2013/legal-side-moocs Mangan, K. (2012). MOOC mania. Chronicle of Higher Education, 59(6), B4-B5. Marovich, B. (2012). More than MOOCs. Chronicle of Higher Education, 59(2), 5. Massis, B. E. (2013). MOOCs and the library. New Library World, 114(5/6), 267-270. Plutchak, T. Scott. 2007. The Librarian: Fantastic Adventures in the Digital World. Serials, 20(2), 87-91.

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