Category Archives: #hyperlibMOOC

#hyperlibMOOC Article: MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles

I have an article in the Fall 2013 issue of Internet Learning

MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles

Abstract

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.

Acknowledgments

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.

The issue Table of Contents is here:  http://www.ipsonet.org/publications/open-access/internet-learning/volume-2-issue-2.

#hyperlibMOOC: LIANZA Slides: Cath Sheard’s “Rangatiratanga: encouraged to lead”

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.

#hyperlibMOOC: Library 2.013 Presentation Links

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:

Sally Pewhairangi & Megan Ingle: https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.47F3CA811D882EB515B2E91FFADC77

Jan Holmquist: https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.57F6183623B23ED0542907813D9180

Peter Morville: https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.C7075D9664E97AA4FF492D5CBCB380

My keynote  ”Learning Everywhere” is here: https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.6A5AD004B2F7A97FAC79CE2F5F453B

Full slide deck: https://dl.dropboxusercontent.com/u/239835/StephensLearningEverywhereLib2.013.pdf (all images)

ALL recordings: http://www.library20.com/page/2-013-recordings

If you like it, put a badge on it.

From #hyperlibMOOC student  Megan Egbert. What do badges at Meridian Library District mean for professional development?

Megan writes:

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 megan@mld.org or Twitter. @meganegbert

Update on #hyperlibMOOC – Week One Wrap Up

Note from Michael: Just wanted to let TTW readers see what our week one wrap post included over at The Hyperlinked Library MOOC. Follow along here: 

https://twitter.com/search?q=%23hyperlibMOOC&src=hash

A Goodreads community has sprung up, created by the students: http://www.goodreads.com/group/show/113641-hyperlibmooc

Here’s the wrap up, complete with a pic of Cooper! (Note the @names below are for the MOOC platform Kyle built)

 

Greetings all! This week has been incredible! I am so knocked out by all the folks joining us, the profiles going up, blogs taking shape – and the site wide interaction filling our virtual learning space. During the summer, this adventure felt like a great unknown. I must confess there were some anxious thoughts about how things would go as we gathered content and Kyle and his incredible team built the site.

Some personal highlights for me as I surfed through all the activity:

@dianemalmstrom at MOOCtacular (love that!) pondered if folks are doing this course on their own time or at work: http://mooc.hyperlib.sjsu.edu/mooctacular/2013/09/04/professional-development-or-on-your-own/ How many of you are working on your own time? Who might be some type of credit?

@kiwilibrarian wondered how many of us have a MOOC Companion: http://mooc.hyperlib.sjsu.edu/kiwilibrarian/2013/09/02/do-you-have-a-mooc-companion/

Here’s mine:

MOOCCOOP

 

@knevelle wrote this honest, insightful bit on her blog this week, and @kyle shared it with me and all of the participatory learning guides:

I am making a commitment to this MOOC, and already, there are some differences that seem like they may keep me engaged. Having a “homeroom” and other “tribes” connects me to a smaller group of people. It’s easy to become disengaged in a group of 10,000+ students. I think the cap of 400 students overall is a motivator.If I don’t do anything with this course, I am taking up a “seat” of someone else who could have been here, which makes me feel obligated to participate. So I’ve got a handful of motivators to keep me going. I’ve also carved some time out of my work week to dedicate to the course, and I hope to check in for at least a few minutes daily. I’m already a bit behind, but hopefully not so far behind that I can’t catch up.

To those who may feel a bit overwhelmed, feel a bit behind, or feel you are still finding your comfort zone in our space – it’s okay! I quote Clay Shirky often in presentations from Cognitive Surplus. Shirky explores three ways that society might approach incorporating and adopting emerging technologies. The scenarios include “traditionalist approval,” “negotiated transition,” and “as much chaos as we can stand.” Shirky advocates for chaos and I agree. So this course may feel a bit chaotic as blog posts, updates and more come our way. I think all of us could benefit from embracing a bit chaos as part of our learning process. Find your sweet spot of comfort within the chaos and enjoy. I wish you all the very best as you move through the modules.

One more thing: As I write, it’s just about time to be picked up for an evening cruise here on Spider Lake. I am looking forward to chatting with friends, telling them about this cool thing I get to do as part of my job at SJSU SLIS, and unwinding. I’d ask you all to do the same. Before the next module appears, take a break, breathe relax and recharge.

2013-06-28_1372381722

Do not hesitate to contact me (@michael) or @kyle as we continue on this path. Cheers to all!

 

#hyperlibMOOC: Community Profile of Margaret Jean Campbell

Margaret is my super cool research assistant.

http://slisweb.sjsu.edu/people/community-profile/margaret-jean-campbell

Student Margaret Jean Campbell bubbles with enthusiasm when talking about how she helped develop the first massive open online course, or MOOC, at the San José State University School of Library and Information Science.

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.

Campbell took Stephens’ Hyperlinked Library course in spring 2013, and quickly decided to apply for a student assistant position, helping develop the MOOC.

“What I experienced was a rush of connectivity and interaction in learning,” said Campbell, describing her involvement developing the MOOC. “And that connection was facilitated by technology.”

Campbell’s role as a member of the MOOC development team involved finding and adding course content, organizing the course website, and communicating with MOOC students.

What attracted Campbell to the project was the fact that it’s based on research and evidence of success with similar MOOCs, while offering the opportunity to extend this research by creating a new professional development opportunity that’s facilitated by technology. She feels that the information school’s MOOC design is highly sophisticated in terms of its interconnectivity and social engagement.

read the whole profile here: http://slisweb.sjsu.edu/people/community-profile/margaret-jean-campbell