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Massive! Open! Online! Understanding MOOCs and Their Impact on Library Instruction and Services
1. Massive! Open!
Online!
Understanding
MOOCs and Their
Impact on Library
Instruction and
Services
Kevin Stranack
Simon Fraser University
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2. Teaching and
Learning
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47. Professional
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48. Contact Me
Kevin Stranack
Simon Fraser University Library
Email: kstranac@sfu.ca
Skype: kstranack
Twitter: stranack
LinkedIn:
http://ca.linkedin.com/in/kstranack
Web: http://stranack.ca
Notas del editor
Introduce self (if necessary)
Probably like many of you, I became a librarian because I wanted to help people learnI’ve worked in both public and academic libraries and continue to be excited about how people learn, and what libraries and librarians can do to facilitate thisBUT…
Soon after becoming a librarian, I realized there were many barriers in front of learners:High cost of tuition – many who want to learn can never afford it – in Canada, the US, and around the worldSubscription only contentTeaching methods that aren’t student-centred and inhibit learning
But technology is starting to disrupt educationKnocking down some of the barriers…Open access, new methods of teaching online, and…
Part of a trend toward what Wiley identified as the “decoupling” of higher edUniversities used to have a monopoly on all aspects of higher education, but this is slowly being challenged
openstudy
OERuAcademic Volunteers International
Emerging models – badges (mozilla project) – think of boys scouts or girl guides – badge for demonstrating a competency.Think of “or equivalent” in job descriptions
Formal accreditation – PLA – WGU, Athabasca, OERu
- don’t offer any classes; just do assessment and accreditation
But what Is missing from the possible decoupled future of higher education? What are some of the emerging criticisms of these big school MOOCs?
Howdoesthisfit with whatwe’re learning abouthowadultslearn? Coreprinciples of andragogyincludesself-directedness, havingownership of the learning
Third, some students were also looking for a learning community – others to learn alongside with.The theory of social constructivism emphasizes this as a crucial component in the learning process.In the context of distance learning, Anderson et al referred to this as “social presence”, the importance of community in learning.
What decoupled component seemed weakest? Ask the audience.
Services to these independent learners (or they may be our students, too)Part of mandate to serve the wider community (“Engaged University”)
Public libraries organize programs around books or DVDs in their collection – why can’t these MOOCs be part of our collection?
Another way to fill the gap…Actually predate the big school MOOCs
Based on emerging learning theory of connectivism
And tools like Blackboard Collaborate, seen here, and adobe connect, allow for an online, synchronous classroom experience unlike anything that was possible before. People can share the video and microphone, conduct ongoing text-based chat, raise their virtual hand to ask a question, respond to a poll, share their desktop, and collaborate on a white board. And of course the entire session, including all of the interactions are recorded and available for review or later viewing. Weekly guest speakers.
Share this kind of alternative pedagogy with our facultyDiscuss ways to situate ourselves in it
Prepare for new kinds of reference questions / service needs, revolving around open information(e.g., open access articles, who to follow on twitter, reliable scholarly blogs for RSS feed, how to blog, comment, etc.)
MOOCs for our basic information literacy classes? Collaborate with other institutions?
Make use of the connectivistmooc model for professional development. Collaborate with other professionals across the province or country (or the world). Invite a series of guest speakers on common topics in librarianship. If anyone is interested in doing something like this, or just talking more about moocs, networked learning, and adult education, …
