MOOCs&

LibrariansACRL Virtual World Interest GroupFeb. 17th, 2013Panelists: Valerie Hill, PhDMichelle KebaIlene FrankGeorge Djorgovski

What’s a MOOC?

A MOOC is a massively open online course (usually free and without earning credit) aimed at large-scale participation and open access on the web.

MOOCs can be described as “webinars on steroids” (Bell, 23).

Coursera: Top Universities offer MOOCs

Advantages of MOOCs

No cost (or low cost)

Personal interest

Convenient (no travel)

Access to experts and global participants

Disadvantages of MOOCs

Lack of assessment

Accreditation & quality assurance

Future of academic careers

Potential for isolation

Can MOOCs provide high quality resources and

opportunities to promote information literacy?

Role of Personal Responsiblity

Information Literacyin the Digital Age

Intellectual freedom

Intellectual property

Critical inquiry

Evaluation of content

Navigation of the “flood”

Anne Frank MOOC

Fall 2012Educators met weekly for MOOC office hours on Wed. evenings. Assignments presented in a 3D virtual world.

Students “enter” the cramped annex where Anne Frank livedin hiding.

Photo CreditsCreative Commons photos from:

http://www.bigfoto.com/http://www.flickr.com/photos/daves-f-stop/7255333900/ (librarytradition)http://www.flickr.com/photos/jurvetson/2537873504/ (innovation)http://www.flickr.com/photos/gforsythe/8028605773/ (moocblob)Anne Frank Mooc shot at the Islands of Enlightenment

ReferencesALA. (2013). Standards for the 21st- Century learner.

http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards (accessed Feb. 3, 2013).

Azevedo, A. (2012). Course-Management Companies Challenge MOOC Providers. [Accessed Nov 2012] http://chronicle.com/blogs/wiredcampus/course-management-companies-challenge-mooc-providers/40734

Bell, M. (2012). Massive Open Online Courses. Internet@Schools, 19(5), 23-25.

Carey, K. (2012). Into the Future With MOOC's. Chronicle Of Higher Education, 59(2), 29.

Duffy, T., & Cunningham D. (1996). Constructivism: Implications for the design and delivery of instruction. In Jonassen, D. H. (Ed.), Handbook of Research for Educational Communications and Technology, New York: Simon and Schuster, 170-198. [Accessed Nov 2012] http://newmedia.nenu.edu.cn/wyn/chinese/zhidao/07%20%20Constructivism%20Implications%20for%20the%20Design%20and%20Delivery%20of%20Instruction%20.pdf

Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal Of Educational Technology, 33(1), 27.

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.

Lorenzetti, J. (2012). Running a MOOC: Secrets of the World's Largest Distance Education Classes. Distance Education Report, 16(3), 1-7.

Selingo, J. (2012). MOOC's Aren't a Panacea, but That Doesn't Blunt Their Promise. Distance Education Report, 16(16), 6.

Tschofen, C., & Mackness, J. (2012). Connectivism and Dimensions of Individual Experience. International Review Of Research In Open & Distance Learning, 13(1), 124-143.

What's a MOOC?. (2011). T+D, 65(10), 18.

Will Massive Open Online Courses Change How We Teach?. (2012). Communications of the ACM, 55(8), 26-28.