libraries in the age of moocs
TRANSCRIPT
Libraries in the age of MOOCs
Viplav Baxi
NLU Dwarka, Jan 24, 2015
Picture Source: http://www.iapss.org/old/index.php/iapss-news-and-opportunities/iapss-news-and-opportunities/e-libraries
Internet
SocialMobileLEARNING 3.0
LIBRARY 3.0
WEB 3.0
Source: http://www.1stwebdesigner.com/web-3-introduction/
http://www.edgex.in
The founders of the cMOOCs – George Siemens, Stephen Downes and Dave Cormier
cMO
OC
s
MOOCs
Massive – not just numbers
Open – not just free for all
Online – not just for access anywhere, anytime
Courses – bit of a misnomer, really
Learning is the process of making connections…
Knowledge is the network.
A critical part of cMOOC design is its heutagogical (self determined, capability building learning) bent – focus on how to give the learner
control over what and how they wish to learn
Sage on the StageContent is King
Factory Mode
Process Based
To…
Networked, open learning promoting diversity and
autonomy
xMOOCs have garnered the MOOC moniker and taken a substantial part of the investment and hype
Mike Sokolsky Sebastian Thrun Eren Bali
Anant Agarwal
Andrew NgDaphne Koller
xMO
OC
s
David Stavens
Richard Levin
In the instructivist learning theory, knowledge exists independently of the learner, and is transferred to the student by the teacher. As a teacher-centered model, the instructivist view is exhibited by the dispensing of information to
the student through the lecture format.
Andragogy is the underlying theory of adult learning behind xMOOCs. It presumes active (via instructor) or implicit (via curriculum and sequencing) “rules” for the learning process
Sage on the StageContent is King
Factory ModeProcess Based+
Take big money and brand…
Add scalability to it…
+
And make it all available online…
Technology
Funding
Infrastructure
Teachers as a driving force
Pedagogy
Professional development
Challenges - Overall
Soon, librarians might be asked to provide access to copyrighted, licensed electronic resources for MOOC students around the world. Will we be equipped with the technology to accommodate unprecedented numbers of students inside and outside the university?
http://www.educause.edu/ero/article/libraries-time-moocs
Libraries in the Time of MOOCs, Curtis Kendrick and Irene Gashurov
Challenges - Scale
Librarians are increasingly required to guide faculty on the proper scope of the fair-use provision with respect to copyrighted materials in a MOOC
http://www.educause.edu/ero/article/libraries-time-moocs
Libraries in the Time of MOOCs, Curtis Kendrick and Irene Gashurov
Challenges – Fair Use
In particular, the question of who owns the ancillary material that is contributed during the course could end up being a huge individual copyright problem
http://www.educause.edu/ero/article/libraries-time-moocs
Libraries in the Time of MOOCs, Curtis Kendrick and Irene Gashurov
Challenges - IP
Regardless of exactly how the MOOC phenomenon plays out, numerous stakeholders, providers, and consumers will have an interest in the massive amounts of intellectual property that ultimately reside in our libraries' digital repositories.
http://www.educause.edu/ero/article/libraries-time-moocs
Libraries in the Time of MOOCs, Curtis Kendrick and Irene Gashurov
Opportunities - IP
Libraries as sites for student guidance and of access to MOOC resources, as well as providing space for distributed meet-ups
https://www.alia.org.au/sites/default/files/documents/events/OUA%20Connect%20Presentation%20QLD%20seminar%20March%202014%20final.pptx
Dr Cathy Stone, Director, Student Success, Open Universities Australia
Opportunities - Support
As with the MOOCs accreditation option, the option to access copyrighted resources (beyond authorized excerpts or previews) will likely develop into a freemium business model. The decision by select publishers to work with MOOC platform providers and develop a delivery model that can work in a ‘massive’ ‘open’ context should not necessarily be viewed as a move towards OA, but rather an attempt by publishers to explore a (vast) new potential market.
http://www.inthelibrarywiththeleadpipe.org/2013/a-new-polemic-libraries-moocs-and-the-pedagogical-landscape/
A New Polemic: Libraries, MOOCs, and the Pedagogical Landscape, Nora Almeida
Opportunities – Business Models
Ideally, every MOOC should come with its own digital preservation protocol that addresses version control, metadata, hosting and archiving recommendations. This will ensure not only that intellectual objects are secure and reusable, but that the “evolution of the [MOOCs] form” (Schwartz, 2013, p.4) and history of this educational phenomenon are recorded for future education scholars.
http://www.inthelibrarywiththeleadpipe.org/2013/a-new-polemic-libraries-moocs-and-the-pedagogical-landscape/
A New Polemic: Libraries, MOOCs, and the Pedagogical Landscape, Nora Almeida
Opportunities - Preservation
Institutional librarians and archivists, who are often responsible for the management of locally generated digital assets and for digital repository planning, can ensure that Universities take the long view when it comes to negotiating flexible licenses that anticipate the reuse and repurposing of MOOCs course content as platforms, audiences, and formats develop.
http://www.inthelibrarywiththeleadpipe.org/2013/a-new-polemic-libraries-moocs-and-the-pedagogical-landscape/
A New Polemic: Libraries, MOOCs, and the Pedagogical Landscape, Nora Almeida
Opportunities – Flexible Licensing
The library—“often already providing instructional support and access to the same technology for students and for faculty who are experimenting with ‘flipping’ their in-person classrooms”(Schwartz, 2013, p.3)—is the obvious locus for technical production support, which makes librarians the obvious candidates to serve as technical intermediaries between faculty (i.e. content creators) and MOOC platform providers.
http://www.inthelibrarywiththeleadpipe.org/2013/a-new-polemic-libraries-moocs-and-the-pedagogical-landscape/
A New Polemic: Libraries, MOOCs, and the Pedagogical Landscape, Nora Almeida
Opportunities - Production
For Library Information professionals, MOOCs offer a chance to actively engage with MOOCs and further their own learning.
http://www.inthelibrarywiththeleadpipe.org/2013/a-new-polemic-libraries-moocs-and-the-pedagogical-landscape/
A New Polemic: Libraries, MOOCs, and the Pedagogical Landscape, Nora Almeida
Opportunities - Development
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.
San Jose
State
University
School of
Library &
Information Science
MOOCs for LIS Professional
Development: Exploring New
Transformative Learning Environments and Roles
Michael StephensSan Jose State University
APUwww.ipsonet.org