Library 2.013 MOOCs and Constructivist Learning

Valerie Hill, PhD
LISD School Librarian, Adjunct Instructor TWU
School of Library and Info Studies

Michelle Keba
Distance & Instructional Services
Librarian
Nova Southeastern University
Ilene Frank
Director of Library Services
University of the People

 First

MOOC Offered in 2008

• “Connectivism and Connective Knowledge”
• Created by George Siemens and Stephen

Downes at the University of Manitoba
 At

this time Dave Cormier and Bryan
Alexander coined the phrase “Massive
Open Online Course”

 Massive

• Over 2,000 students signed up for the course
• Had a steady enrollment of 1,870 persistent

students
 Open
 Online
 Course

 Massive

 Open

• 24 tuition paying students from the University of

Manitoba
• 2,200 non-paying participants from around the
world
 Online
 Course

 Massive

 Open
 Online

• Information was conveyed by the instructors via a

wiki, a blog, Moodle, Elluminate, and a newsletter
• Students created Second Life communities, blogs,
concept maps, Wordle summaries, and a Google
group
 Course

 Massive

 Open
 Online
 Course

• Offered over the span of 12 weeks

 In

2011 over 160,000 students enrolled in
an Artificial Intelligence course

 The

course was co-taught by a Stanford
professor, Sebastian Thrun and Peter
Norvig, Director of Research at Google

 In

2012 three major providers of MOOCs,
Udacity, Coursera, and edX are launched

 Founded

by Stanford professors Sebastian
Thrun, David Stavens, and Mike Sokolsky

 Includes

25 courses focused on
business, mathematics, computer science
and physics

 Founded

by computer science professors
Andrew Ng and Daphne Koller from
Stanford University

 Offers

378 courses from 81 partners in 25
different categories

 MOOC

platform founded in 2012 by MIT
and Harvard

 Partners

with 27 colleges and universities

of June 4th, 55 courses are available for
registration

 As

 MOOC

Aggregators

• http://www.coursebuffet.com/
• http://www.class-central.com/

 Traditional
 Focus

on knowledge duplication

 Emphasis
 Follow

course/lecture format

on video presentations

a linear, instructor lead path

 Objective

feedback from online quiz results

 Based

on the principles of Connectivism

 Focus

on knowledge creation

 Emphasis
 Course

 Crowd

on social networked learning

path evolves from student input

sourced learning through peer
interaction

 Open

to students, but not free to create

 SellingCertificates

of Completion
 Identifying promising students to
headhunters
 Georgia Tech/Udacity Master of Science in
Computer Science (Spring 2014)

 mooc.org

• Partnership between Google and edX
• “YouTube for MOOCs”
• Set to launch mid 2014
 mooccampus.org

• “world‟s first residential campus for DIY education”

Open Courses:
Who has access to a course?
What kinds of resources can we use?
Who owns the course?

Library 2.013 MOOCs and Constructivist Learning

Students in a MOOC may be from anywhere on
the planet – and be almost any age.
Do MOOCers have…
 Academic affiliation - anywhere?
 Access to a library?
 Access to necessary technology ? What about
older computers, mobile devices, quality of
Internet access?

 Open

educational resources

 Proprietary resources
• Licensed ? For 140,000 students who are not

registered at our institution?
• Fee-based ? For 140,000 students??
• Can we rely on fair use ? What about
international laws?
• Can we get permission from copyright holders?

A

Beginner‟s Guide to Irrational Economic
Behavior (Duke)

 E-Learning

and Digital Media (University of

Edinburgh)
 Organizational

Analysis (Stanford)

A

bundle of Professor Dan‟s popular books via
Amazon available but not necessary for the
course. Geo-blocked!
400 pages of required reading – available
for student use via freely accessible material on
the Web ranging from New York Times articles to
scholarly works – self-archived or deposited in
institutional repositories

 Over







Video clips – trailers, animated shorts, etc. from
YouTube, Vimeo
Readings from open access scholarly journals
Some secondary reading suggestions were not available
for free online
Students shared their digital artifacts on the course site –
and via links.
Students were reminded about copyright and the use of
digital images , etc. in their projects

 Textbook:

Custom made e-textbook, $5.86
(USD) including tax.
 Supplemental Readings: Prices range
from free to US$17 (for a book) for a total
of around US$100 for 25 items. Purchase
individually or as a package.
 Problem: Students can only use PayPal
and some countries do not allow its use

 Can

faculty and/or the instituion withdraw
the course and re-use the course
elsewhere?
 For stand-alone open courses: It‟s up to
each institution to set policies
 For platforms such as Coursera, edX,
Udacity, etc.: Institutions need to look at
and negotiate Terms of Service.




Does the University retain ownership of the content in a
Coursera course?
The content in our MOOCs is governed by the same rules of
ownership as apply to our on-campus or traditional online
courses, i.e., unless otherwise agreed to by the instructor,
intellectual property rights to any course content created by
the instructor independently and at the instructor‟s initiative,
rest with the instructor. Where the course support provided by
the University is over and above the University resources
usually and customarily provided, as will likely be the case
with most MOOCs, course content created by the instructor
shall be owned by the instructor and licensed to the University.
See “The General Rules Concerning University Organization
and Procedure,” Article III, particularly Section 4(b)
at http://www.bot.uillinois.edu/general-rules.

Can students reuse the material elsewhere?
https://www.coursera.org/about/terms
Take the course –
but don‟t take anything (?)



Permission to Use Materials



All content or other materials available on the Sites, including but not limited
to code, images, text, layouts, arrangements, displays, illustrations, audio
and video clips, HTML files and other content are the property of Coursera
and/or its affiliates or licensors and are protected by copyright, patent and/or
other proprietary intellectual property rights under the United States and
foreign laws. In consideration for your agreement to the terms and
conditions contained here, Coursera grants you a personal, nonexclusive, non-transferable license to access and use the Sites. You may
download material from the Sites only for your own personal, noncommercial use. You may not otherwise
copy, reproduce, retransmit, distribute, publish, commercially exploit or
otherwise transfer any material, nor may you modify or create derivatives
works of the material. The burden of determining that your use of any
information, software or any other content on the Site is permissible rests
with you.

 By

submitting the Feedback, you hereby
grant Coursera and the Participating
Institutions an irrevocable license to use,
disclose, reproduce, distribute, sublicense,
prepare derivative works of, publicly
perform and publicly display any such
submission.

You may not take any Online Course offered by
Coursera or use any Statement of
Accomplishment as part of any tuition-based or
for-credit certification or program for any
college, university, or other academic institution
without the express written permission from
Coursera. Such use of an Online Course or
Statement of Accomplishment is a violation of
these Terms of Use.

OER university
 A collaboration of
universities to provide
courses for self-directed
learners using open
content (with no cost to
students)
 Collaborating
universities will assess
the work and offering
credits (with some cost
to students)

Coursera’s Gamification MOOC

Coursera’s Metadata MOOC

MOOCs on
Library
and
Information
Topics

 Connected

Learning MOOC
On Twitter #clmooc
Sponsored by the National
Writing Project

 Anne

Frank MOOC

Sponsored by
the National
Writing
Project

Students “enter”
the cramped
annex where Anne
lived
in hiding during
WWII.
Fall 2012
Educators met weekly for MOOC
office hours on Wed. evenings.
Assignments presented in
a 3D virtual world.

 No

cost (or low cost)
 Personal interest
 Convenient (no travel)
 Access to experts and global
participants

 Lack

of assessment
 Accreditation & quality assurance
 Future of academic careers
 Potential for isolation

 Literature

review
 Content curation
 Developing a PLN
 Joining online groups (ACRL MOOC
listserv)

ACRL
Virtual World
Interest Group
Feb. 17th, 2013
Panelists:
Valerie Hill, PhD
Michelle Keba
Ilene Frank
George Djorgovski

“…Student research and critical thinking
skills are not so simply accomplished in
this environment (Cantrell, 2013).”
Cantrell‟s study demonstrates need for
embedded librarianship.

“…one can readily see overlap between the
MOOC„s opportunity to provide global
learning environments and the kindred
opportunity for librarians to investigate and
incorporate metaliteracies into the MOOC
curriculum in collaboration with MOOC
faculty (Cantrell, 2013).”

“Of course this puts the responsibility
for information gathering, the validation
of resources, and the learning process
in the hands of learners themselves,
and one should question if all adult
learners are capable of taking on this
responsibility (2012, Kop et al.).”

“It may be that the great age of libraries is
waning, but I am here to tell you that the great age
of librarians is just beginning. It‟s up to you to
decide if you want to be a part of it.”
~T. Scott Plutchak

Valerie Hill, PhD
valibrarian@gmail.com
Twitter @valibrarian

Michelle Keba
michelle.keba@gmail.com
Twitter @michellekeba

Ilene Frank
ilene.frank@gmail.com
Twitter @ifrank

Anne Frank MOOC. (2013). Anne Frank MOOC Reflection. http://www.youtube.com/watch?v=W-LpnY6AhLw&feature=share [Accessed
September 29, 2013]
Bell, M. (2012). Massive open online courses. Internet@schools, 19(5), 23-25.
Cantrell, L. (2013). (in press) Internet Learning.
Carey, K. (2012). Into the Future With MOOC's. Chronicle Of Higher Education, 59(2), 29.
CLmooc. (2013) #CLMOOC Make Cycle 4, Satuday Morning Hangout: Credos and Their Values
http://www.youtube.com/watch?v=Sid7RqQW5U8&feature=share [Accessed October 6, 2013]
Copyright Challenges in the MOOC Environment. (2013). Educause Brief.
Crews, Kenneth. (2012). MOOCs, Distance Education, and Copyright: Two Wrong Questions to Ask. Columbia University Libraries
Copyright Advisory Office. http://copyright.columbia.edu/copyright/2012/11/09/moocs-distance-education-and-copyright-two-wrongquestions-to-ask/ [Accessed September 29, 2013].

Keba, M,. Rayl, H., Frank, I., and Hill. V. Massive Open Online Courses. http://www.slideshare.net/valibrarian/massive-open-onlinecourses-the-future-of-learning-24073209 [Accessed September 1, 2013].
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. http://bit.ly/17xC1dz
[Accessed September 1, 2012].
The Legal Side of MOOCs (2013, September 26). Webinar with Madelyn Wessel, Associate General Counsel, University of Virginia.
Available at http://www.educause.edu/events/educause-live-legal-side-moocs/2013/legal-side-moocs

Mangan, K. (2012). MOOC mania. Chronicle of Higher Education, 59(6), B4-B5.
Marovich, B. (2012). More than MOOCs. Chronicle of Higher Education, 59(2), 5.
Massis, B. E. (2013). MOOCs and the library. New Library World, 114(5/6), 267-270.
Plutchak, T. Scott. 2007. The Librarian: Fantastic Adventures in the Digital World. Serials, 20(2),

87-91.

Library 2.013 MOOCs and Constructivist Learning

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