Wednesday, April 16, 2014

Metaliteracy MOOC


This Metaliteracy MOOC explores the metaliteracy model originally developed by Tom Mackey and Trudi Jacobson in Reframing Information Literacy as a Metaliteracy. This open learning experience turns theory into practice by exploring emerging technologies to collectively create and distribute information in an open participatory environment. We will interact with global participants and continuously reflect on our learning in this environment. This MOOC has been developed for course sharing between the University at Albany and Empire State College, at the undergraduate and graduate levels, and to engage with participants globally. It is also available to use in any way you find helpful or supportive in your own teaching, research, and/or learning journey. This is an open and flexible space that situates participants at the center of all learning activities. We hope to provide a meta perspective on the process of teaching and learning with the connectivist MOOC format.

[more]

Source and Links Available At

[http://metaliteracy.cdlprojects.com/]

Friday, March 21, 2014

Keeping Up With... MOOCs


Carmen Kazakoff-Lane is Extension and ILL Librarian at Brandon University

What are MOOCs?

MOOCs are Massive Open Online Courses that enroll anyone wishing to attend for free. Early MOOCs, which emerged out of the OER movement, are known as Connectivist MOOCs [aka cMOOCs] and emphasize both active student learning and knowledge creation using a wide range of tools that are (1) shared with fellow students and (2) openly licensed for use and adaption [i.e. community-generated OERs]. The more widely known MOOCs, xMOOCs, rely on video lectures by professors, some student interaction, and online educational tools. These register students in the tens of thousands and some have numbered as many as 160,000 in a class – making it impossible to provide professorial support.  None provide access to institutional library collections. They are very expensive to produce and funded by investors or major institutions. Despite their name, xMOOCs are not open educational resources.

There are many reasons why librarians need to fully understand MOOCs:
  • Academic libraries are committed to serving students enrolled in distance education courses and MOOCs are raising questions around  how services and collections could be provided to students in this transformational medium – as well as how to use MOOCs to assess online services.
  • xMOOCs pose important intellectual property issues for higher education.
  • xMOOCs may serve as a disruptive innovation - leading to questions about their impact not only on teaching, but also on research.  
  • As we come to fully understand MOOCs – including where they intersect with, or are contrary to, established library values – they pose important questions about the role libraries can and should play in the area of Open Education: particularly as it refers to their role as facilitators of their effectiveness and sustainability.
Key Issues 

> Intellectual Property Issues around Openness and Ownership of Property

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> xMOOCs and Library Services

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> Effectiveness and Sustainability

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> Big Data and Libraries

> Conclusion

No one is sure about the impact that MOOCs will have on higher education and we will not know for some time to come. Issues around effectiveness and usefulness will determine whether funding continues to flow to them.  What is not uncertain is the emergence of Open Education -  and the need for libraries to address how they fit into this world based upon their support for openness, access to quality information for all, lifelong learning and support for teaching and learning.

> Recommended Readings

Source and Full Text Available At:

[http://www.ala.org/acrl/publications/keeping_up_with/moocs]

Friday, March 14, 2014

MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles

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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.

Source and Full Text Available At:

[http://www.ipsonet.org/images/Westphalia_Press/Internet_Learning_Journal_2-2/5.%20Stephens%20-%20MOOCS%20for%20LIS%20Professional%20Development.pdf]

Embedded Librarians: Building Relationships in Massively Open Educational System

A New Polemic: Libraries, MOOCs, and the Pedagogical Landscape

 
In Brief: The Massive Open Online Course (MOOC) has emerged in the past few years as the poster child of the online higher education revolution.  Lauded and derided, MOOCs (depending on who you ask) represent the democratization of education on a global scale, an overblown trend, or the beginning of the end of the traditional academic institution. MOOCs have gained so much critical traction because they have succeeded in unmooring educational exchanges and setting them adrift in the sea of the internet.  Although the MOOC is a new and evolving platform, it has already upended facets of education in which librarians are heavily invested including intellectual property, digital preservation, and information delivery and curricular support models. Consequently, to examine the MOOC as a microcosm is also to explore how the scope of academic librarianship is changing and will continue to change. Librarians and information professionals—who serve as bibliographers, purchasing managers, access advocates, copyright and preservation experts, and digital pioneers on many campuses—are uniquely situated to mediate this disruption and to use this opportunity to develop strategies for navigating an environment in flux.

Source and Full Text Available At:

[http://www.inthelibrarywiththeleadpipe.org/2013/a-new-polemic-libraries-moocs-and-the-pedagogical-landscape/]

MOOCs Are A Massive Opportunity for Libraries