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Libraries, MOOCs . And the State of Online Education. Judith Thomas Director, Arts and Media Services University of Virginia Library. POSSIBLE LIBRARY ROLES. Provide information resources; Consult with faculty on finding and using resources;

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Libraries moocs

Libraries, MOOCs

And the State of Online Education

Judith Thomas

Director, Arts and Media Services

University of Virginia Library


POSSIBLE LIBRARY ROLES

Provide information resources;

Consult with faculty on finding and using resources;

Support the production of course content and the use of online learning tools;

Support student learning through targeted interactions;

Collect and preserve our institutional history.


POSSIBLE LIBRARY ROLES

1. PROVIDE INFORMATION RESOURCES

STRENGTH: This is what we do!

WEAKNESS: Current licenses are too restrictive; open access scholarship is still limited; collections budgets are not aligned with potential new costs.

Problems blending residential and global students: FERPA and other complications.


POSSIBLE LIBRARY ROLES

1. PROVIDE INFORMATION RESOURCES

OPPORTUNITIES: Promote new era of scholarly communication; strengthen fair use through selective application; negotiate licenses more favorable to online education.

THREAT: Drain of collection budgets, including for low-quality textbooks (forecasted for MOOCs).


POSSIBLE LIBRARY ROLES

2. CONSULT WITH FACULTY ON FINDING AND USING RESOURCES

STRENGTHS: Strongly aligned with our mission.

WEAKNESSES: Librarians unfamiliar with non-traditional materials, e.g. interactive modules, simulations, animations, GIS-based resources, video, open source content; unfamiliar with how to deploy these materials effectively.


POSSIBLE LIBRARY ROLES

2. CONSULT WITH FACULTY ON FINDING AND USING RESOURCES

OPPORTUNITIES: Expand knowledge about new forms of information; receive recognition for this new knowledge; participate in high-profile institutional endeavor; improve residential courses.

THREATS: Heavier workloads for overburdened librarians; chronic support problems as a result of relying on immature technologies, frequent format changes, unreliable providers.


POSSIBLE LIBRARY ROLES

3. SUPPORT THE PRODUCTION OF COURSE CONTENT AND THE USE OF ONLINE LEARNING TOOLS

STRENGTHS: Media/Maker/Production labs already engaged in support of innovative teaching and learning.

WEAKNESSES: Uneven in-house expertise in instructional design, instructional technology, production technologies and spaces.


POSSIBLE LIBRARY ROLES

3. SUPPORT THE PRODUCTION OF COURSE CONTENT AND THE USE OF ONLINE LEARNING TOOLS

OPPORTUNITIES: Develop capacity in a growing area; attract funding from other areas of the University; provide professional development opportunities to staff.

THREATS: Inadequate and uncertain resourcing could derail early efforts to create “maker spaces.”


POSSIBLE LIBRARY ROLES

4. SUPPORT STUDENT LEARNING THROUGH TARGETED INTERACTIONS.

STRENGTHS: Strongly aligned with our mission.

WEAKNESSES: Providing research and critical thinking training to a class of 50 is one thing, to a class of 50,000, another! Inadequate resources to scale learning support.


POSSIBLE LIBRARY ROLES

4. SUPPORT STUDENT LEARNING THROUGH TARGETED INTERACTIONS.

OPPORTUNITIES: Strengthen support for residential courses through experimentation with online methods, high profile involvement in priority initiative; identification of librarians with student success.

THREATS: Inability to scale could lead to burnout, unimpressive outcomes.


POSSIBLE LIBRARY ROLES

5. COLLECT AND PRESERVE INSTITUTIONAL HISTORY

STRENGTHS: Strongly aligned with our mission to collect and preserve; star faculty often create MOOCs; significant investment means high production values.

WEAKNESSES: Significant demands on infrastructure, particularly in terms of storage and technical services; often impossible to collect all course products (e.g. by terms of Coursera license).


POSSIBLE LIBRARY ROLES

5. COLLECT AND PRESERVE INSTITUTIONAL HISTORY

OPPORTUNITIES: Capture significant moment in history of higher ed; allow continued access for residential students; develop stronger profile for institutional repository; collaborate with others on shared solutions.

THREATS: Significant processing and storage demands (est. 2 TB per course, highly variable) could crowd out other preservation priorities.


University of Virginia Library is…

  • Investigating our institutional commitment to and plans for MOOCs;

  • Embedding librarians in two new MOOCs;

  • Providing subject librarian expertise;

  • Creating a preservation and access plan for the videos;

  • Consulting on the development of learning objects and instructional design, esp. on joint MOOC/residential courses;

  • Developing our institutional repository and promoting other open access solutions.


Every library should:

  • Research and share “reports” from the field, including information on strategies and tools;

  • Engage general counsel, subject librarians and digital staff on all five areas of service;

  • Become involved in institutional discussions of online learning, at all levels of the organization: is this an institutional priority?;

  • Treat all MOOC support efforts as R&D; don’t be afraid of failure; be prepared to report out as part of ongoing library conversation on this phenomenon.


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