Friday, August 23, 2013

MOOCs: The Challenges for Academic Librarians



Cameron Barnes / Australian Academic & Research Libraries 44, no. 3 (2013): 1-13
Ahead Of Print

http://dx.doi.org/10.1080/00048623.2013.821048

Introduction

The purpose of this article is to provide Australian academic librarians with an introduction to Massive Open Online Courses (MOOCs). It begins with an overview of the evolution of the MOOC, including developments in Australia over recent months. The article then reviews the emerging literature on librarians’ roles in the MOOC context. Finally, this paper concludes by considering the possible impact of future changes in copyright law on MOOCs in Australia.

[snip]

Conclusion

MOOCs are now a part of the Australian higher education scene, with a number of competing local models, as different institutions explore alternatives. In this evolving environment, librarians have a critical role to play in the development and support of local MOOCs. They can offer advice on a range of topics: content licensing, copyright, accessibility and information literacy support. There are also areas where librarians might seek to influence institutional policies. Librarians should not hesitate to alert course developers as to the benefits of using open access materials or releasing MOOCs under open licence. In addition, MOOCs present librarians with new opportunities to evaluate how they can best teach information literacy skills in the online environment. Fortunately,
librarians can now call upon a growing body of research to assist in developing appropriate
responses to these challenges.

Source and Full Text Available At

[http://www.tandfonline.com/doi/abs/10.1080/00048623.2013.821048#.Uhd5vZLVCGE]

Note: Subscribers Only

Thursday, August 22, 2013

MOOCs and Libraries: Massively Open Online Courses or Maybe Others Ought to Create?


Jesse Koennecke  > Electronic Resources & Libraries (ER&L)  > March 18 2013 > Austin, TX 

Massively Open Online Courses (MOOCs) are popping up all over, offering opportunity and a lot of questions. Through personal experience  exploring the work of others, and discussion with session participants, the presenter will strive to show how libraries can and should be part of the planning and implementation of MOOCs.

Source

[http://www.slideshare.net/JesseKoennecke/moo-cs-koennecke]

Friday, August 16, 2013

Listserv Now Available > ACRL Library Support for Massive Open Online Courses (MOOCs) Discussion Group


Charge

The Library Support for MOOCs ACRL Discussion Group provides librarians with an opportunity to share information about how libraries are supporting the provision of MOOCs created by their campuses.

As more and more academic institutions offer Massive Open Online Courses (MOOCs), librarians are interested in exploring their roles in this new teaching environment. In discussion lists and blogs, at conferences and meetings, librarians have discussed both the challenges and the opportunities that MOOCs provide and the implications of MOOCs as they relate to intellectual property, fair use, licensing, instructional support for instructors and courses, open source content, and supporting students’ acquisition of research and information literacy skills.

The rapid evolution in this area prevents many librarians from keeping abreast of developments on their own. This Discussion Group allows librarians participating in the support and provision of MOOCs to share strategies and resources and also provides an opportunity for networking that could result in collaborations. For librarians not yet involved in MOOCs, the Discussion Group can be a tool for keeping current on the issues.

Roster

Jennifer L. Dorner (Co-Convenor, July 1, 2013, to June 30, 2014)
Michele Ostrow (Co-Convenor, July 1, 2013, to June 30, 2014)
Casey L. Kinson (Staff Liaison, July 1, 2013, to June 30, 2014)
Previous Year / Next Year

Displaying active committee roster as of 08/16/2013. Last retrieved on 08/16/2013. Members can log in to view full contact information for committee members.

Composition

Discussion Group composition include group leaders and membership based on interest.

Origin

The Library Support for Massive Open Online Courses (MOOCs) Discussion Group was established by the ACRL Board of Directors at the 2013 ALA Annual Conference.

Get Involved

If you are interested in MOOCs, please help us build a dynamic learning community by joining us.  There are a number of ways to do so:
  •  If you are a member of ALA, join our community in ALA Connect (http://connect.ala.org/node/210871#)
  •  Join our listserv (), also open to non-ALA mem
  • Come to a meeting at ALA Annual
Staff Liaison

Casey Kinson
Program Coordinator
Association of College & Research Libraries
American Library Association
50 East Huron Street
Chicago, IL  60611-2788
Work: 312-280-2511

Source 

[http://www.ala.org/acrl/aboutacrl/directoryofleadership/discussiongroups/acr-dgmoocs]

Thursday, August 15, 2013

1st European MOOCs and Libraries Conference: MOOCs and Libraries: The Good, The Bad And The Ugly > July 12 2013




Friday July 12th, 2013 - Pullman Hotel, Central London

The one day event hosted by the Open University Library in partnership with OCLC Research and Jisc focused on the challenges MOOCs pose to the traditional delivery of library services, and the opportunities they offer for libraries to rethink and revitalise their proposition. Participants were brought up to speed with the latest MOOC developments around the world, with particular emphasis on developments in the UK. Speakers shared their experience of and thoughts about the impact MOOCs are having on library services across many sectors, on publishers, and on the higher education landscape.

The event builds on a highly successful workshop held in Philadelphia in March, sponsored by OCLC and the University of Pennsylvania at which the Open University was the only institution from outside North America.

The objectives of the day were:

  • To raise awareness among librarians of the impact of MOOCs on their environment
  • To share experience of libraries involved in MOOCs
  • To discuss the strategic way forward for HE libraries in this changing landscape and develop a strategic roadmap

Presentations

  • The Changing Face of MOOCs: Hugh Davis, Southampton University
  • Edinburgh (Coursera): Sian Bayne, University of Edinburgh 
  • An overview of MOOCs and Libraries to date: Merrilee Proffit, OCLC Research
  • The experiences of a MOOC learner: Sally-Anne Betteridge, University of Birmingham   
  • Workshop facilitated by Rachel Bruce and Ben Showers, Jisc – the outcomes from this session will be published here later in the yeat 

Source and Links to Presentation Slides Available At 

[http://www.open.ac.uk/library/training-and-events/moocs-and-libraries-event]

Wednesday, August 7, 2013

ALCTS Webinar Series: Libraries and MOOCs


Massive Open Online Courses (MOOCs) are sweeping the country and libraries and librarians are watching this development carefully. This series of four webinars will help librarians gain an understanding of the complexity of the MOOC “movement,” learn how to support students and faculty engaged with MOOCs, become familiar with the copyright and intellectual property requirements in relation to MOOCs, and hear what the future may hold for MOOCs.

September 25, 2013, Mike Eisenberg will set the stage by examining the origins of online learning and explaining why MOOCs continue to thoroughly capture the imagination of students, educators, and administrators.

October 9, 2013, Steven Bell will outline his views on the role of the librarian as a “solutions provider” to the online learning community. Whether a traditional online course, or a MOOC, librarians should be recognized as full partners throughout the development process. Steven will discuss how librarians can get into the conversation.

November 6, 2013, Kevin L. Smith will offer insights into the library’s role educating users with regard to their rights and responsibilities vis à vis copyright in settings beyond the traditional classroom model.

December 11, 2013, Jonathan Grudin will let us know whether he is optimistic or pessimistic about the future of MOOCs.

Who Should Attend?

Librarians, library administrators, and library educators interested in supporting and enhancing libraries’ preparation of and participation in MOOCs.

Presenters

Mike Eisenberg, dean emeritus and professor, University of Washington Information School

Steven Bell, associate university librarian for Research & Instructional Services at Temple University

Kevin L. Smith, director, Copyright and Scholarly Communication at Duke University Libraries

Jonathan Grudin, principal researcher in the Natural Interaction Group at Microsoft Research

Dates & Times

Sessions will be held on Wednesdays

  • September 25, 2013
  • October 9, 2013
  • November 6, 2013
  • December 11, 2013

Sessions are intended to last 1 hour, starting:

11 am Pacific | 12 Mountain | 1 pm Central | 2 pm Eastern

Fees

[snip]

All webinars are recorded and the one-time fee includes unlimited access to the webinar recording. All registered attendees will receive the link to the recorded session so if you are unable to attend the webinar at the time it is presented, you will have the opportunity to listen to the recording at your convenience

Source and Links Available At

[http://www.ala.org/alcts/confevents/upcoming/webinar/moocs]

Sunday, August 4, 2013

Open Education Resources Librarian

Victor E. Tiger

Education: See Description
Experience: See Description
Description:

OPEN EDUCATION RESOURCES LIBRARIAN

POSITION DESCRIPTION

12-Month Non-Tenure Track

The Open Education Librarian works closely with faculty from a broad range of academic departments and other librarians to develop services that promote the dissemination of open educational resources and open content within the University’s curriculum. The successful candidate offers the ability to collaborate, create, innovate, and communicate when working with various constituencies. The Open Education Librarian participates as a member of Forsyth Library’s Open Educational Resources team and a member of the University’s Open Education Committee.

Responsibilities associated with the position require knowledge of issues in open education, open textbooks, open access, copyright, and intellectual property.  The Open Education Librarian provides information literacy instruction, research assistance, outreach, and service to the University community. 

The Open Education Librarian is a member of the Teaching and Research Team and participates fully in the programs and services of that team. As adjunct faculty, the OER Librarian will negotiate formal teaching responsibilities with the Director of the Library and participate as a member of the embedded library program.  The OER librarian will also participate in library programs and projects and contribute to the success of the Library and the University.  Additional duties include some “on call” duties on nights/weekends, information literacy instruction, and departmental liaison duties.

REQUIRED QUALIFICATIONS
  • MLS from an ALA accredited program 
  • Familiarity with issues in open education, open textbooks, open access, copyright, and intellectual property.
  • Experience with library instruction
  • Excellent oral and written communication skills. 
  • Ability to work effectively as part of a team working with culturally diverse faculty, students, and staff.

PREFERRED QUALIFICATIONS/SKILLS
  • Experience working in an academic library.
  • Experience with learning management systems.

SALARY
  • $42,279

Fort Hays State University is an Equal Opportunity Employer and does not discriminate on the basis of gender, race, religion, national origin, color, age, marital status, sexual orientation, genetic information, disability or veteran status.

Final candidate will have consented to and successfully completed a criminal background check.

Source Available At:


Saturday, August 3, 2013

Drawing the Blueprint As We Build: Setting Up a Library-based Copyright and Permissions Service for MOOCs

D-Lib Magazine

D-Lib Magazine | July/August 2013 | Volume 19, Number 7/8

Lauren Fowler
Duke University Libraries
lfowler@caldwell.edu

Kevin Smith
Duke University Libraries
kevin.l.smith@duke.edu

doi:10.1045/july2013-fowler

Abstract

The rapid growth of Massively Open Online Courses (MOOCs) in higher education has raised the question of what services libraries on campus can, and should, provide for these courses. One area in which librarians are frequently the source of advice and assistance is in providing copyright education and obtaining permissions to use copyrighted material, and there is now a pressing need to address those areas for MOOCs. This article describes the creation of a copyright and permissions service for MOOC instructors within the Duke University Libraries. Although the service has not been free of difficulties, and its success in actually obtaining permission for desired uses has been uneven, overall the response from faculty has been positive, and the libraries believe that this service is a fruitful and sensible way for them to support the MOOC phenomenon.

 Source and Full Text Available At

[http://www.dlib.org/dlib/july13/fowler/07fowler.html]

Friday, August 2, 2013

MOOCs and the Library: Engaging with Evolving Pedagogy

World Library and Information Congress: 79th IFLA General Conference and Assembly - 17-23 August 2013, Singapore
Mariellen Calter
Assistant University Librarian & Chief of Staff, Stanford University Libraries, Stanford
University, Stanford, California, USA.
mcalter@stanford.edu


Abstract: 

The emergence of the Massively Open Online Course, or MOOC, has been a topic of considerable analysis and discussion in academic circles in recent years, and is not infrequently mentioned as a disruptive technology in higher education. As Stanford University has been prominent in the development of MOOC platforms, both the university as a whole and the Stanford University Libraries have a particular interest in understanding the potential for and impacts of this platform. This paper briefly outlines the emergence of MOOCs within the context of online learning tools and  distance learning, looks at how Stanford University as a whole, and the Stanford Libraries in particular, are integrating these technologies in their pedagogy.

Keywords: MOOCs; online learning; flipped classrooms; copyright

Source and Full Text Available At

[http://library.ifla.org/160/]