Category Archives: #hyperlibMOOC

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://ischool.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, 2013, 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.

The MOOC development team, which includes nine other student assistants, worked all summer. They received applications from 1,346 people from around the world who were interested in the MOOC, although because this first endeavor is a pilot project, there was only space for the first 400 applicants.

 

 

#hyperlibMOOC Update:Your upcoming SJSU SLIS MOOC Experience!

We’re gearing up for the Fall 2013 Hyperlinked Library MOOC Pilot, and we are excited to share the most recent news.

Here are some of the topics and guest lecturers that we have planned for our MOOC participants:

• Explore the Hyperlinked Library Model, Hyperlinked Library Communities, and Community Engagement, along with Participatory Service and Planning for Hyperlinked Libraries. We’ve invited Michael Casey, Sarah Ludwig, Monica Harris, Gretchen Caserroti, and others as guest lecturers and have open and collaborative assignments for you to explore.

• Expand understandings about Transparency, Privacy, User Experience, and the Mobile and Geo-Social Environments. We’ve invited Aaron Schmidt and Jan Holmquist as guest lecturers, and have organized an expansive and open set of resources for you to use and share.

• Engage with The Creation Culture, Learning and New Literacies, and Reflective Practice. We’ve invited Nate Hill, Char Booth, and Peter Morville as guest lecturers, and we will be adding more lecturers, content, and online experiences for you in the coming weeks.

We cannot wait to begin sharing this global, completely open and free, online learning opportunity with you.

 

#hyperlibMOOC: Please Suggest More Books for the Reading List!

Greetings! The Hyperlinked Library MOOC is coming together. Kyle Jones and his team of SJSU SLIS students are building an incredible site for the MOOC and for our SLIS classes.

I wanted to put out a call – as i have done before – for additions to the “Context Book” assignment. We’ll use this in the MOOC and in our regular SLIS class. What socio-technical titles would you add to this list?

 

 

  • Anderson, Chris. The Long Tail
  • Anderson, Chris. Makers: The New Industrial Revolution
  • Batelle, John. The Search
  • Beck, John C. & Mitchell Wade. Got game
  • Berger, Jonah. Contagious: Why Things Catch On
  • Bernoff, Josh. Groundswell
  • Bilton, Nick. I Live in the Future And Here’s How It Works: Why Your World, Work, and Brain Are Being Creatively Disrupted
  • Buckingham, David (ed.). Youth,Identity,and Digital Media
  • Carr, Nicholas. The Big Switch: rewiring the World, from Edison to Google
  • Carr, Nicholas. The Shallows
  • Collins, Jim. Good to Great
  • Davidson, Cathy. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn
  • Doctorow, Cory. Content
  • Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business
  • Dyer, Jeff, Hal Gregersen, Clayton M. Christensen. The Innovator’s DNA: Mastering the Five Skills of Disruptive Innovators.
  • Fields, Jonathan. Uncertainty: Turning Fear and Doubt into Fuel for Brilliance
  • Frankel, Alex. Punching In
  • Friedman, Thomas. The World is Flat
  • Gee, James Paul. What Video Games Have to teach Us about Learning & Literacy
  • Gilmore, James & B. Joseph Pine II. Authenticity
  • Gladwell, Malcolm. Blink
  • Gleick, James. The Information
  • Godin, Seth. Small is the New Big
  • Godin, Seth. Tribes
  • Godin, Seth. Linchpin
  • Godin, Seth. Poke the Box: When Was the Last Time You Did Something for the First Time?
  • Harper, Richard. Texture: Human Expression in the Age of Communications Overload
  • Hayes, Tom. Jump Point:How Network Culture is Revolutionizing Business
  • Hsieh, Tony. Delivering Happiness: A Path to Profits, Passion and Purpose
  • Ito, Mizuko (ed.). Hanging Out,Messing Around,and Geeking Out:Kids Living and Learning with New Media.
  • Jenkins, Henry. Convergence Culture
  • Jenkins, Henry. Fans, Bloggers & Gamers: Exploring Participatory Culture
  • Johnson, Clay. The Information Diet: A Case for Conscious Consumption
  • Johnson, Marilyn. This Book is Overdue!:How Librarians and Cybrarians Can Save Us All
  • Johnson, Steven. Everything Bad is Good for You
  • Johnson, Steven. Future Perfect: The Case For Progress In A Networked Age
  • Johnson, Steven. Where Good Ideas Come From: The Natural History of Innovation
  • Kawasaki, Guy.  Enchantment:  The Art of Changing Hearts, Minds, and Actions
  • Kelley, Tom with Jonathan Littman. The Ten Faces of Innovation
  • Kleinberg, Tamara. Think Sideways: A Game-Changing Playbook for Disruptive Thinking.
  • Kusek, David & Gerd Leonhard. The Future of Music: Manifesto for the Digital Revolution.
  • Lanier, Jaron. You are Not a Gadget
  • Levine, Rick et al. The Cluetrain Manifesto
  • Levy, Steven. The Perfect Thing
  • Linkner, Josh.  Disciplined Dreaming: A Proven System to Drive Breakthrough Creativity
  • Logan, Dave, John King, and  Hallee Fischer-Wright. Tribal Leadership: Leveraging Natural Groups to Build a Thriving Organization
  • MacKinnon, Rebecca. Consent of the Networked: The Worldwide Struggle For Internet Freedom
  • Martin, Patricia. Ren Gen Renaissance Generation
  • McGonigal, Jane. Reality is Broken
  • McKnight, John and Peter Block. The Abundant CommunityAwakening the Power of Families and Neighborhoods.
  • Meyer, Danny. Setting the Table
  • Neumeier, Marty. The Designful Company
  • Palfrey, John & Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives
  • Penn, Mark J. Microtrends
  • Pink, Daniel. A Whole New Mind
  • Pink, Daniel. Drive
  • Powers, William. Hamlet’s BlackBerry: A Practical Philosophy for Building a Good Life in the Digital Age
  • Reynolds, Glenn. An Army of Davids
  • Rheingold, Howard. Smart Mobs
  • Rosenbaum, Steven. Curation Nation : How to Win in a World Where Consumers are Creators
  • Rushkoff, Douglas. Playing the Future
  • Scoble, Robert & Shel Israel. Naked Conversations
  • Senge, Peter. The Necessary Revolution
  • Shirky, Clay. Here Comes Everybody
  • Shirky, Clay. Cognitive Surplus
  • Simon, Nina. The Participatory Museum

  • Solove, Daniel. The Future of Reputation
  • Sunstein, Cass. Infotopia
  • Tapscot, Dan. Grown Up Digital
  • Tapscott, Don & Anthony D. Williams. Wikinomics
  • Turner, Fred. From Counterculture to Cyberculture
  • Weinberger, David. Everything is Miscellaneous
  • Weinberger, David. Small Pieces Loosely Joined
  • Weinberger, David. Too Big to Know
  • Zittrain, Jonathan. The Future of the Internet and How to Stop It

News: The Hyperlinked Library MOOC Fall 2013 Announced

hyperlibMOOCNote from Michael: I am very excited about this project! We’ll be offering a professional development opportunity for FREE to a global audience AND I’ll be co-teaching with Kyle Jones! Thanks to SJSU SLIS for the incredible support and encouragement for this endeavor!

http://ischool.sjsu.edu/about/news/detail/free-online-course-extends-learning-individuals-across-globe

Take a look!

More on the #hyperlibMOOC from Kyle Jones

Please don’t miss:

http://thecorkboard.org/stephens-and-jones-to-co-teach-a-mooc-version-of-the-hyperlinked-library/

A snippet:

There are a number of reasons this project excites me, and I think it should excite you as a potential student:

  1. The Hyperlinked Library model takes a humanist approach to user services and their intersection with ICTs: this is not a technology course, but it is a critical examination of the dual shaping of LIS professionals and technologies as they work in tandem to serve library users;
  2. Both Michael and I believe in a constructionist approach to learning: this is not a consumption course where the lecture is a vade mecum to hold onto closely.  A lecture is only a piece of the learning experience that, in our mind, serves as a foundation for exploration, critical examination, and–most importantly–as the base on which other artifacts are created.  As such, the course will be designed in order for students to learn from each other and develop useful products that can inform their daily practices;
  3. The learning management system is a walled garden which restricts the participatory aims of our teaching and denies students the opportunity to share their work and experiences with the world.  Using WordPress and a combination of plugins, we’ve been teaching our courses using a blog-based social course system that we’ve developed over a number of years.  This system has proven its efficacy time and time again, and reviews from students in their own posts and our course reviews indicate that learning online in an organic social environment has distinct advantages over structured, both in power and in content, learning management systems.  We’re excited to create a brand new iteration of our system and to scale it for hundreds of users.

On this last point, I will be leading a cohort of students this summer to build the site.  Students will support in the research, development, and deployment of the MOOC.  Activities will include: gathering research materials on topics related to MOOCs; participating in the construction of the course site by helping with elements of content strategy and management, information architecture, user experience testing, gamificiation, and design; developing a knowledge base and self-paced instructional materials (e.g., screencasts); and assisting in the instructional design of the teaching and learning experience.  I’ve already received a number of inquiries from students about this opportunity and I’m excited to meet them come June.