Libraries in the age of MOOCs

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

xMOOCs have garnered a lot of interest and investment worldwide

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…

Types of MOOCs

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



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



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.



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.



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.



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.



Opportunities - Production

For Library Information professionals, MOOCs offer a chance to actively engage with MOOCs and further their own learning.



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

connected

social

mobile

intelligent

massiveThe MOOL?

Libraries in the age of MOOCs

Education

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