Non library oriented MOOCs useful for LIS professionals and students

2017 ◽  
Vol 34 (9) ◽  
pp. 19-20 ◽  
Author(s):  
Sarika Sawant
Keyword(s):  
Design Methodology ◽  
Information Science ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online ◽  
Content Type ◽  
Knowledge And Skills ◽  
Management Technology ◽  
Technology Marketing

Purpose The purpose of this paper is to compile a list of non-library and information science (LIS) massive open online courses (MOOCs) useful for LIS professionals and students. Design/methodology/approach Major MOOC platforms were scanned to check which are useful MOOCs that LIS professionals can take up. Findings Around 12 different courses were identified by the researcher in various fields such as management, technology, marketing and research. Research limitations/implications Only three MOOC platforms were consulted. Originality/value The paper gives an overview of MOOCs other than the LIS field and how they can enrich the LIS professionals' knowledge and skills.

MOOCs – an opportunity for international collaboration in LIS education

2016 ◽  
Vol 117 (5/6) ◽  
pp. 360-373 ◽  
Author(s):  
Shamprasad M. Pujar ◽  
Prahalad G. Tadasad
Keyword(s):  
Design Methodology ◽  
Information Science ◽  
Online Courses ◽  
Learning Opportunities ◽  
Massive Open Online Courses ◽  
Survey Method ◽  
Library And Information Science ◽  
Content Type ◽  
Effective Delivery ◽  
The Government

Purpose Massive Open Online Courses (MOOCs) have opened up a gateway for ongoing learning opportunities to students, faculty and researchers. MOOCs are now being offered in the field of Library and Information Science (LIS) by a number of universities and institutions. This paper aims to explore how this new model of education can bring opportunities to LIS schools to overcome such constraints as lack of teachers, variable skills levels, paucity of funds and limited infrastructure, all of which can be significant barriers to effective delivery of LIS education. This paper will provide the first perspective from a developing country like India. It will explain the concept of MOOC and discuss its present role in LIS, and will explore its potential for collaboration in furthering teaching and research in this area. Design/methodology/approach A desk-based approach was used to study the philosophy behind MOOCs and its applicability in the field of LIS. However, a survey method was implemented to collect views of LIS professionals in India, to assess their understanding and interest in MOOCs. The scope of this study was limited to explaining how this new form of education can bring opportunities to LIS schools in India. Findings The study reveals great interest among Indian LIS professionals in further study through MOOCs, although the adoption of this learning method in Indian LIS schools is still a rarity. However, policy initiatives recently proposed by the Government of India will make it necessary for LIS schools to start experimenting with this new medium of education. Originality/value Some of the areas of collaboration discussed in this paper may enable LIS teachers and schools to adopt MOOCs to further LIS education and research, especially in developing countries.

Participating by activity or by week in MOOCs

2018 ◽  
Vol 119 (9/10) ◽  
pp. 572-585 ◽  
Author(s):  
Alok Baikadi ◽  
Carrie Demmans Epp ◽  
Christian D. Schunn
Keyword(s):  
Learning Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Full Spectrum ◽  
Content Type ◽  
Activity Form

Purpose The purpose of this study was to provide a new characterization of the extent to which learners complete learning activities in massive open online courses (MOOCs), a central challenge in these contexts. Prior explorations of learner interactions with MOOC materials have often described these interactions through stereotypes, which accounts for neither the full spectrum of potential learner activities nor the ways those patterns differ across course designs. Design/methodology/approach To overcome these shortcomings, the authors apply confirmatory and exploratory factor analysis to learner activities within three MOOCs to test different models of participation across courses and populations found within those courses. Findings Courses varied in the extent to which participation was driven by learning activities vs time/topic or a mixture of both, but this was stable across offerings of the same course. Research limitations/implications The results call for a reconceptualization of how different learning activities within a MOOC are designed to work together, to better allow strong learning outcomes even within one activity form or more strongly encourage participation across activities. Originality/value The authors validate new continuous-patterns rather than a discrete-pattern participation model for MOOC learning.

Integration of MOOCs in the Context of Library and Information Science Service in This Digital Age

2018 ◽  
pp. 252-266
Author(s):  
Payel Biswas
Keyword(s):  
Information Science ◽  
Online Courses ◽  
Learning Experience ◽  
Digital Age ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online ◽  
Digital Era ◽  
Science Service

In this digital era, massive open online courses (MOOCs) are receiving huge attention. MOOCs have moved beyond the academic circle. The high popularity and adaptation of MOOCs are only for being free and providing a totally new kind of learning experience. But there are the several challenges that the library and information science professionals will face as MOOCs take off. These include influencing faculties, copyright and licensing, delivery demographic and scale. This chapter shows how MOOCs integrate in the field of library and information science service in this digital age.

MOOCs Evolution and Perceptions of Library and Information Science Professionals

2021 ◽  
pp. 60-78
Author(s):  
Anna Kaushik
Keyword(s):  
Academic Libraries ◽  
Information Science ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online ◽  
Scholarly Literature ◽  
The Future ◽  
Science Domain ◽  
Main Barrier

This chapter provides the genesis of the massive open online courses (MOOCs) concept and perceptions of library and information science professionals towards the evolution of MOOCs in libraries and the information science domain by using a survey. The results of this study revealed that a majority of library and information science professionals who participated in this survey were working in academic libraries and aware of the MOOCs concept from three years, by scholarly literature. The MOOCs concept was updated and useful in libraries and the information science domain, while a lack of MOOCs related specific to competencies and skills emerged as the main barrier. This survey also showed that the concept of MOOCs will continue to grow in the future. This chapter will be helpful to understand the concept of MOOCs and the insights of library and information science professionals in the MOOCs context.

scholarly journals A comparison of MOOC development and delivery approaches

2017 ◽  
Vol 34 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Neil Smith ◽  
Helen Caldwell ◽  
Mike Richards ◽  
Arosha Bandara
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Institutional Support ◽  
Massive Open Online Courses ◽  
The Other ◽  
Massive Open Online ◽  
Content Type ◽  
Cost Development ◽  
Development Processes ◽  
Small Team

Purpose The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University. Design/methodology/approach The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers. Findings MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively. Originality/value This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

scholarly journals MOOCs: a differentiation by pedagogy, content and assessment

2018 ◽  
Vol 35 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Misrah Hamisah Mohamed ◽  
Michael Hammond
Keyword(s):  
Instructional Design ◽  
Design Methodology ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Content Type ◽  
Fine Grained ◽  
Course Materials

Purpose Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences. Design/methodology/approach The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment. Findings The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment. Originality/value The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals Tömeges könyvtári felhasználóképzés távoktatási formában az SZTE Klebelsberg Könyvtár e-learning platformján

2021 ◽  
Author(s):  
Adrienn Erzsébet Várnai-Vígh ◽  
Károly Kokas
Keyword(s):  
Social Science ◽  
Information Science ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Years Of Experience ◽  
Massive Open Online ◽  
E Learning

MOOCs (Massive Open Online Courses) are one of today’s popular and effective educational solutions. This presentation connects directly to another, held by our colleagues. Last spring, we have managed to create a complete e-learning package with our team at the SZTE Klebelsberg Library in order to meet the unprecedented challenges during the pandemic. We have more than 10 years of experience from organizing the Introduction to library and information science compulsory course for the students of the Faculty of Humanities and Social Science, which means about 5-600 students per semester. In our presentation, we will share insights about our experiences managing the e-curriculum and the system of tools behind it: starting with the platform and the database of the exam questions, followed by the communication with the students and ending with the grading method. We will also address the initial extreme difficulties, emerging requests and evaluate the first year’s experiences as well.

Skills of Library and Information Science Professionals in MOOCs Environment

2018 ◽  
pp. 205-219
Author(s):  
Anna Kaushik
Keyword(s):  
Information Science ◽  
Swot Analysis ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online

This chapter argues whether the contemporary competencies and skills of library and information science professionals are sufficient in Massive Open Online Courses (MOOCs) environment by conducting a SWOT analysis of the skills of library and information science professionals from a MOOCs perspective. It further discusses the category-wise and course step-wise skills of library and information science professionals needed in MOOCs settings and concludes with a discussion of how library and information science learners use and develop their skills that fit in MOOC environment in order to support MOOCs movement.

An interview with Dr Barry Fishman: rethinking higher education

2016 ◽  
Vol 24 (3) ◽  
pp. 221-226
Author(s):  
Lorraine A. Jacques
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Student Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
University Of Michigan ◽  
Massive Open Online ◽  
Content Type

Purpose The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education. Design/methodology/approach This article summarizes an interview with Dr Fishman conducted in December 2015. Findings Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation. Originality/value Changes in technology can enable researchers and educators easier access to implementing various learning environments.

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