The Hyperlinked Library MOOC (#hyperlibMOOC on Twitter), which started on September 3, is taught by Assistant Professor Michael Stephens and Lecturer Kyle Jones. It parallels much of the content in Stephens’ LIBR 287 Hyperlinked Library course, offered to students enrolled in the school’s Master of Library and Information Science (MLIS) program. Intended for professional development, the MOOC is offered free to the public. MOOC students can earn a certificate of completion at the end of the course, but no college credit.
Finn took Stephens’ Hyperlinked Library course in spring 2013, and with her background as a technology instructor and school librarian, she was drawn to the opportunity to help out with the MOOC. It’s not a paid position, but she will earn course credit for LIBR 298 Special Studies.
Each MOOC guide is responsible for a group of about 35 participants. Guides don’t grade assignments, but do respond to questions about them and let the instructors know when participants have completed assignments.
The guides started preparing for the MOOC before the fall 2013 term began. They met in web conferencing sessions, and Stephens and Jones set up a blog so the guides could more easily communicate with one another, sharing their questions, problems and successes.
Click the link above to read the whole profile.
Thanks to Jolene and ALL of the Participatory Learning Guides who worked so hard during #hyperlibMOOC
In the Hyperlinked Library MOOC, Stephens modified the common MOOC style of watching a video lecture or reading a lesson and then taking a quiz on the covered material. Instead, student work is reviewed by their peers, who offer their thoughts on what’s working and where there’s room for improvement. Stephens, Jones, and a team of assistants also view the work, but peer evaluation is a huge asset to the structure of the course, Stephens says.While the first course offering hasn’t wrapped up quite yet, he Stephens said that more than 100 of the 363 students registered for the course are well on their way to completing the coursework. Like Lankes, he notes some problems with the pacing, a dilemma he attempted to approach by introducing a week-long break in the course to let students catch on assignments without missing new material. While that sort of break can be a luxury for full-time students, when working with professionals with careers outside the classroom, it may be necessary, said Stephens.
And it’s not just peers in class that are looking at one another’s work. Since the course is open to the public and not protected by a password, anyone can take a look at the ideas being discussed and weigh in on them. “We just did a Q&A in a Google Hangout,” says Stephens. “Not only is that going up in the MOOC space, but it’s being tweeted and reshared in other places as well.” Taking cues from social media not only helps students feel more connected to one another in a MOOC environment, Stephens says, it also makes them more connected to the world at large, citing instances where the authors of readings for the course have weighed in on assignments regarding their work, much to the delight of students in the course.
The next step, as far as Stephens sees it, is taking MOOCs to even larger audiences, including those in far-flung regions who might most benefit from group learning to which they otherwise may not have access. “Reaching isolated librarians with this type of learning will probably be one of the biggest impact factors of this MOOC,” says Stephens.
The rapid development of emerging disruptive technologies is a driving force behind the evolution of the library and information science (LIS) profession and is causing a redesign of the traditional approaches to LIS professional development. Historically fairly static, LIS environments have evolved into dynamic reflections of the enormous societal changes occurring as a result of open communications and access throughout the Web. In addition, 21st century LIS professionals must consider and prepare for the new roles they might play in network-enabled, large-scale learning environments. Several decades of research on self-directed learning (SDL) have shown the social, non-linear, and serendipitous process to be transformational. LIS professionals, who once relied upon yearly conferences, employer-provided seminars and workshops, and association newsletters in order to update their knowledge, have embraced SDL opportunities to expand their understandings and skill sets. The first wave of SDL and networked platforms for LIS professional development (Learning 2.0) may have been precursors to the connectivist learning environments designed into the free, not-for-credit, massive open online courses (MOOCs). Because these new environments of participatory and transformative learning offer the potential for LIS professionals to test emerging technologies, experiment and play with new roles, and self-select teams for collaborative artifact creation, the author has adapted his existing online graduate course, called the Hyperlinked Library, at San Jose State University’s School of Library and Information Science (SJSU SLIS) in order to explore how LIS professionals can use emerging technologies and participatory practices to serve their communities. Launched in September 2013, the Hyperlinked Library MOOC pilot (#hyperlibMOOC) provides a sandbox in which LIS professionals and students can play the roles of learner, connector, and collaborator in a self-directed yet social learning experience. Results from the pilot course will contribute to a better understanding of how the not-for-credit MOOC can serve as a transformative environment for professional development.
Thanks to SJSU SLIS student Margaret Jean Campbell for her invaluable assistance editing and formatting this piece. Thanks to Kyle Jones, PhD student at the University of Wisconsin-Madison’s School of Library and Information Studies and SJSU SLIS lecturer, for his incredible work designing the site architecture and for co-instructing the Hyperlinked Library MOOC.
From #hyperlibMOOC student Cath Sheard. Cath writes: “This is a lightning presentation I first gave at the LIANZA 2013 conference in Hamilton. It looks at why we should be prepared to show our emotions at work, especially when leading a team of staff.”
Please click through the slides. They are Cath’s original artwork.
Another global learning opportunity, Library 2.013, just concluded. The online conference brings folks together from all over the world to give presentations and exchange ideas. Some people connected with our Hyperlinked Library MOOC presented. I wanted to make sure everyone had access to the recordings:
Carrie writes: Michael asked us to do a kindness audit of our library this week, and I made mine into a little video. I’m hoping to post again soon on UX because it’s pretty much my favorite topic – as Aaron Schmidt said, I’m a “library UX nerd”.
This is just one sample of the incredible work coming out of #hyperlibMOOC – Thanks Carrie!
From #hyperlibMOOC student Megan Egbert. What do badges at Meridian Library District mean for professional development?
We are piloting a program that would use digital badges to increase staff member’s professional development and ongoing education participation. The badges act not only as incentive, but also as a visual reminder of completion. We are using Credly to design and award badges which allows for anyone to award anyone else a badge. So in addition to competences that can be demonstrated to earn a badge, peers can also award them for performance. The program is designed using a Google site discussion page for communication so any staff member can post a learning opportunity when they see one, then a badge will be designed for it and awarded to those who participate. We are pre and post surveying the participants to see if this does increase the amount of learning and exploring they do. I’m happy to take any questions/suggestions at email@example.com or Twitter. @meganegbert
People, Libraries & Technology – A Weblog by Michael Stephens