1.Valerie Hill, PhD LISD School Librarian, Adjunct Instructor TWU School of Library and Info StudiesMichelle Keba Distance & Instructional Services Librarian Nova Southeastern University Ilene Frank Director of Library Services University of the People

2. FirstMOOC Offered in 2008 Connectivism and Connective Knowledge Created by George Siemens and StephenDownes at the University of Manitoba Atthis time Dave Cormier and Bryan Alexander coined the phrase Massive Open Online Course 3. Massive Over 2,000 students signed up for the course Had a steady enrollment of 1,870 persistentstudents Open Online Course 4. Massive Open 24 tuition paying students from the University ofManitoba 2,200 non-paying participants from around the world Online Course 5. Massive Open Online Information was conveyed by the instructors via awiki, a blog, Moodle, Elluminate, and a newsletter Students created Second Life communities, blogs, concept maps, Wordle summaries, and a Google group Course 6. Massive Open Online Course Offered over the span of 12 weeks 7. In2011 over 160,000 students enrolled in an Artificial Intelligence course Thecourse was co-taught by a Stanford professor, Sebastian Thrun and Peter Norvig, Director of Research at Google 8. In2012 three major providers of MOOCs, Udacity, Coursera, and edX are launched 9. Foundedby Stanford professors Sebastian Thrun, David Stavens, and Mike Sokolsky Includes25 courses focused on business, mathematics, computer science and physics 10. Foundedby computer science professors Andrew Ng and Daphne Koller from Stanford University Offers378 courses from 81 partners in 25 different categories 11. MOOCplatform founded in 2012 by MIT and Harvard Partnerswith 27 colleges and universitiesof June 4th, 55 courses are available for registration As 12. MOOCAggregators http://www.coursebuffet.com/ http://www.class-central.com/ 13. xMOOCs vs. cMOOCs 14. Traditional Focuson knowledge duplication Emphasis Followcourse/lecture formaton video presentationsa linear, instructor lead path Objectivefeedback from online quiz results 15. Basedon the principles of Connectivism Focuson knowledge creation Emphasis Course Crowdon social networked learningpath evolves from student inputsourced learning through peer interaction 16. Opento students, but not free to create SellingCertificatesof Completion Identifying promising students to headhunters Georgia Tech/Udacity Master of Science in Computer Science (Spring 2014) 17. mooc.org Partnership between Google and edX YouTube for MOOCs Set to launch mid 2014 mooccampus.org worlds first residential campus for DIY education 18. Open Courses: Who has access to a course? What kinds of resources can we use? Who owns the course? 19. 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? 20. Openeducational resources Proprietary resources Licensed ? For 140,000 students who are notregistered 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? 21. ABeginners Guide to Irrational Economic Behavior (Duke) E-Learningand Digital Media (University ofEdinburgh) OrganizationalAnalysis (Stanford) 22. Abundle of Professor Dans 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 23. 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 24. 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 25. Canfaculty and/or the instituion withdraw the course and re-use the course elsewhere? For stand-alone open courses: Its 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. 26. 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 instructors 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. 27. Can students reuse the material elsewhere? https://www.coursera.org/about/terms Take the course but dont take anything (?) 28. Permission to Use MaterialsAll 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. 29. Bysubmitting 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. 30. 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. 31. 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) 32. Courseras Gamification MOOCCourseras Metadata MOOC 33. MOOCs on Library and Information Topics 34. ConnectedLearning MOOC On Twitter #clmooc Sponsored by the National Writing Project AnneFrank MOOC 35. Sponsored by the National Writing Project 36. 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. 37. Nocost (or low cost) Personal interest Convenient (no travel) Access to experts and global participants 38. Lackof assessment Accreditation & quality assurance Future of academic careers Potential for isolation 39. Literaturereview Content curation Developing a PLN Joining online groups (ACRL MOOC listserv) 40. ACRL Virtual World Interest Group Feb. 17th, 2013 Panelists: Valerie Hill, PhD Michelle Keba Ilene Frank George Djorgovski 41. Student research and critical thinking skills are not so simply accomplished in this environment (Cantrell, 2013). Cantrells study demonstrates need for embedded librarianship. 42. one can readily see overlap between the MOOCs 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). 43. 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.). 44. 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. Its up to you to decide if you want to be a part of it. ~T. Scott Plutchak 45. Valerie Hill, PhD valibrarian@gmail.com Twitter @valibrarianMichelle Keba michelle.keba@gmail.com Twitter @michellekebaIlene Frank ilene.frank@gmail.com Twitter @ifrank 46. 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-moocsMangan, 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.