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Open Educational Resources & MOOC
1. Open Sesame:
Gerry McKiernan
Associate Professor
Science and Technology Librarian
Iowa State University
150 Parks Library
Ames IA 50011
Open Educational Resources
And
Open Access Textbooks
for
Massive Open Online Courses
http://www.public.iastate.edu/~gerrymck/ERL14.ppt
2. Electronic Resources & Libraries
AT&T Conference Center
Austin, Texas
March 17 – 19 2014
March 17 2014 > 4:50 PM - 5:35 PM
http://www.electroniclibrarian.com/
3. !!! THANKS !!!
Elizabeth L. Winter
Assistant Department Head &
Electronic Resources Coordinator
Collection Acquisitions & Management
Department
Georgia Tech Library
Georgia Institute of Technology
Atlanta, Georgia
4. !!! THANKS !!!
Bonnie Tijerina
Coordinator, ER&L Conference
Head of Electronic Resources & Serials
Harvard Library
Harvard University
Cambridge, Massachusetts
5. OUTLINE
• Introduction
• Open Educational Resources
–Professional Development
–Current Awareness
–Promotion
• Open Textbooks
• Massive Open Online Courses (MOOCs)
–Professional Development
–Current Awareness
–Promotion
6. In mid-March 2013, the University of
Pennsylvania, Philadelphia, hosted a two-day
conference titled “MOOCs and Libraries: Massive
Opportunity or Overwhelming Challenge?” Co-
sponsored by OCLC® Research, the event included
a session on Copyright, Licensing, Open Access
and one on New Opportunities for Librarians:
What Happens When You Go Behind the Lines in a
MOOC?
http://www.oclc.org/research/events/2013/03-18.html
7. Participants in the former session members
discussed “the challenges for licensing and clearing
copyright for materials” used in MOOCs, and
explored the potential “opportunities for
advancing the conversation on open access with
faculty,” while members of the latter reported and
speculated on the roles of libraries and librarians in
the MOOC environment.
8. Among those noted were:
•Serving as an advocate for different resource
licensing models;
•Identifying and organizing public domain images;
•As well as encouraging Open Access publishing;
and the
•Use of institutional repository content, among
other initiatives.
9. Compared to discussion of copyright and licensing
negotiations and fair use of proprietary content,
however, consideration of Open Educational
Resources and their use in MOOCs was not as
extensive and implementation strategies were not
discussed in detail.
10. To become more engaged in Massive Open Online
Courses and Open Educational Resources,
librarians should become more knowledgeable
about each through such activities as:
• Professional Development
• Current Awareness
• Promotion
12. OPEN EDUCATIONAL RESOURCES
Definition (1)
Often cited is the William and Flora Hewlett
Foundation which defines OER as: "teaching, learning,
and research resources that reside in the public
domain or have been released under an intellectual
property license that permits their free use and re-
purposing by others.
Open educational resources include full courses,
course materials, modules, textbooks, streaming
videos, tests, software, and any other tools, materials,
or techniques used to support access to knowledge."
http://en.wikipedia.org/wiki/Open_educational_resources
13. OPEN EDUCATIONAL RESOURCES
Definition (2)
The Organization for Economic Co-operation and
Development (OECD) defines OER as: "digitised
materials offered freely and openly for educators,
students, and self-learners to use and reuse for
teaching, learning, and research. OER includes
learning content, software tools to develop, use,
and distribute content, and implementation
resources such as open licenses.”
14. OPEN EDUCATIONAL RESOURCES
Definition (3)
The Commonwealth of Learning "has adopted the
widest definition of Open Educational Resources
(OER) as ‘materials offered freely and openly to use
and adapt for teaching, learning, development and
research’."
Definition (4)
The WikiEducator project suggests that OER refers
"to educational resources (lesson plans, quizzes,
syllabi, instructional modules, simulations, etc.) that
are freely available for use, reuse, adaptation, and
sharing.”
15. OPEN EDUCATIONAL RESOURCES
Professional Development
Librarians can begin to become acquainted with
OERs by reading, viewing, and watching the wide
variety of information sources such as …
16. • Open Educational Resources (Wikipedia)
• SPARC Open Educational Resources
• 7 Things You Should Know About Open Educational
Resources
• OER Webinar Series (SoftChalk)
• Open Educational Resources (OERs): Introduction
Booklet and Webinar
• Introduction to Open Educational Resources (OER)
• Introducing Open Educational Resources (OER): The Big
Picture
• Open Educational Resources & the Future of Learning
• Opening Educational Resources (OER): The Big Picture
25. OPEN EDUCATIONAL RESOURCES
Professional Development
Librarians can begin to become more
knowledgeable about OERs by reading major books,
reports, and white papers such as the Interactive
Open Educational Resources … , Open Educational
Resources as Learning Materials: Prospects and
Strategies for University Libraries, and The Roles of
Libraries and Information Professionals In Open
Educational Resources (OER) Initiatives.
29. Librarians should also become knowledgeable about
significant Open Resources projects and sites, as well
as other significant work, through such sites as
• the Community College Consortium for Open
Educational Resources that aims “to develop and use
open educational resources, open textbooks, and
open courseware to expand access to higher
education and improve teaching and learning,”
•Jorum, a collaboratively-created database that
provides access to thousands of OERs that can be
searched or browsed;
32. • MERLOT, “ … a free and open online
community of resources designed primarily for
faculty, staff and students of higher education
from around the world to share their learning
materials and pedagogy”;
• OER Commons that provides access to OER
sources, training, and support;
• the Open Professionals Education Network
(OPEN) whose site provides information about
OER events, resources; and other services;
38. The Center for Open Educational Resources &
Language Learning (COERLL) is one of 15 National
Foreign Language Resource Centers funded by the US
Department of Education. The overall mission of these
federally-funded centers is to improve the teaching
and learning of foreign languages by producing
resources (materials and best practices) that can be
profitably employed in a variety of settings. [snip] In
more precise terms, COERLL's mission is to produce
and disseminate Open Educational Resources (OERs) …
http://www.coerll.utexas.edu/coerll/
39. Librarians can also become knowledgeable about ORs
by attending conferences, seminars, and workshops,
either in-person or virtually. Of particular note are:
•Libraries Leading the Way on Open Educational
Resources Webcast
•the OpenEd Conference held in the United States,
•the Open Educational Resources conference held in
the United Kingdom and
•the Transformative Potential of Open Educational
Resources (OER)
•the World Open Educational Resources Congress
43. http://sparc.arl.org/events/sparc-acrl-forum/ala09mw
Four pioneers from the Open Educational Resources community offered their insights into “The
transformative potential of Open Educational Resources (OER)” at the SPARC-ACRL Forum, held
during the 2009 American Library Association Midwinter Meeting in Denver, CO.
The forum, hosted by SPARC (the Scholarly Publishing and Academic Resources Coalition) and
the Association of College and Research Libraries (ACRL), introduced OER and the philosophy
behind them to the wider library community, highlight examples of how different constituencies
were currently advancing OER on campuses, and offered suggestions for how libraries could
further engage to support OER.
OER are a logical extension of what the library community supports in the Open Access
movement, and underscore the need for the larger playing field on which scholarly
communication takes place to be made more equitable. OER focus not only on journals, but also
on full courses, course materials, modules, textbooks, streaming videos, tests, software, and any
other tools, materials or techniques that are critical in the learning environment.
The Transformative Potential of Open Educational Resources (OER)
44.
45. A most appropriate opportunity to learn about OERs
and Massive Open Online Courses is to take the
OER-101: Locating, Creating, Licensing and Utilizing
OERs, or the OER MOOC
46. Locating, Creating, Licensing and Utilizing OERs
OER-101 is an open-access, self-paced online "Community
Course" that has been built to demonstrate how to find, adapt,
and develop OERs step-by-step. These OER are openly licensed
for reuse, usually through a Creative Commons license, which
allows them to be integrated into any type of learning
environment, including being printed and bound.
The course is organized into five “pursuits,” each of which
represents one facet of the world of OERs. Participants are
encouraged to complete all of the pursuits by following the
suggested course progression, but each pursuit can also be
completed individually.
https://www.coursesites.com/webapps/Bb-sites-course-creation-
BBLEARN/courseHomepage.htmlx?course_id=_226718_1
47. The Open Education Resources is a 4 week online program designed to
enhance knowledge about OERs and to equip for effective use and adopt OERs
in ones programs as well as to be able to create your own OERs and contribute
to the pool of OER resources. The nominal duration for completing this course
is 4 weeks. However, because of the nature of this program which allows
flexibility and personalisation, participants may take another 2 weeks if they
so wish to complete the course.
This MOOC is designed to help impart the knowledge and develop the skills
needed to be successful in learning from OERs or teaching the chosen subject
to post secondary students and life-long learners using OERs. MOOC after OER
include access to colleagues and discussion forums with other MOOC
participants centered upon common interests and pursuits.
Learn about the OER MOOC
48. OPEN EDUCATIONAL RESOURCES
Current Awareness
To remain informed about ongoing developments,
librarians should read or subscribe to OER blogs,
such as the Open Resources: Influence on Learning
& Educators (ORIOLE), and the OER blogs of
the University of Bath and Cable Green, Director
Global Learning for Creative Commons
52. Librarians should also consider subscribing to
appropriate electronic discussion lists, such as:
• IL-OERS@JISCMAIL.AC.UK
•OER-DISCUSS@JISCMAIL.AC.UK
•oer-forum@lists.esn.org.za
•OPENEDSIG@JISCMAIL.AC.UK
•OPENNESS@LISTSERV.EDUCAUSE.EDU
58. Librarians should also consider following relevant
ongoing OER developments via Twitter hashtags
(e.g., #oer, #opened, #ukoer).
59. OPEN EDUCATIONAL RESOURCES
Promotion
To increase an understanding of OERs within their
communities, librarians should actively become
involved in promoting each.
Librarians can promote awareness of Open
Educational Resources in general by preparing
appropriate guides as have the Cal Poly
Pomona, Empire State College, Renton Technical
College, and the University of Massachusetts,
Amherst.
64. Librarians can further promote OERs among
their colleagues by engaging in relevant
research and scholarship such as Open
Education and Libraries, Open Educational
Resources, Open Educational Resources in
Higher Education: A Guide to Online Resources,
Reaching the Heart of the University: Libraries
and the Future of OER, and What Do Academic
Libraries Have To Do With Open Educational
Resources?
67. Open Educational Resources in Higher Education: A Guide to Online
Resources
Eleanor J. Goldberg and Michael LaMagna
[snip]
This document discusses the need for educators to openly share their resources and make
them freely available for others to use.3 The open educational resources movement continues
to gain attention with an announcement from MIT who recently unveiled their MITx program,
which will begin to grant certificates for students who complete a defined number of open
courses through the institution.4 The Internet resources listed here comprise a sampling of
content focused primarily at the college and university level. Many institutions offer open
educational resources online through their own Web sites, and, for the most part, we have
chosen not to review these institution-specific resources, except where they have made
significant broader contributions.
http://crln.acrl.org/content/73/6/334.full
73. • As defined by Wikipedia, a Massive Open
Online Course (MOOC) is “… an online course
aiming at large-scale participation and open
access via the web”.
http://en.wikipedia.org/wiki/Massive_open_online_course
74. • In late autumn 2012, the New York Times declared
2012 as the “Year of the MOOC”.
• Earlier, the MIT Review, claimed that they were
“the most important education technology in 200
years.”
• In a cover story, Time, characterized MOOCs as a
major factor that was “reinventing college”.
• The MOOC phenomenon has also been covered by
The Guardian and the Times Educational
Supplement, among numerous other educational
and news media.
75. MASSIVE OPEN ONLINE COURSES
Professional Development
Librarians can begin to become acquainted with MOOCs by
reading, viewing, and watching the wide variety of information
sources such as
•Massive Open Online Courses (Wikipedia)
•7 Things You Should Know About … MOOCs
•Campus Technology > Rise of MOOCs
•Invasion of the MOOCs: Promises and Perils of Massive Open
Online Courses
•MERLOT Journal of Online Teaching and Learning (Special Issue)
•OERs, MOOCs, and the Promise of Broadening Access to
Education
•What is a MOOC?
84. Massive Open Online Courses (MOOCs)
Professional Development
Librarians can begin to become more
knowledgeable about MOOCs by reading major
reviews and white papers, such as MOOCs:
Massive Open Online Courses, MOOCs and Open
Education: Implications for Higher Education,
and MOOCs Are On The Move: A Snapshot of the
Rapid Growth of MOOCs.
87. MOOCs are on the Move: A Snapshot of the Rapid Growth of MOOCs
https://www.efmd.org/index.php/blog/view/250-white-paper-moocs-massive-open-online-courses
88. Librarians should explore the offerings of MOOC
providers by searching or browsing the contents of
a variety of directories, for example Class
Central, the MOOC List, MOOC Directory, and
OnlineCourses.com.
90. www.MOOCs.co is the leading online Global
Directory of Massively Open Online Courses
(MOOCs) Providers in Higher Education, Verified
Certificate MOOCs, K - 12, Professional
Development, Teacher Training, Corporate
MOOCs and other MOOCs.
http://www.moocs.co/
92. Librarian should schedule time to take a MOOC
individually or as a library group. An ideal
MOOC may be the MOOC MOOC, a MOOC
intended as an “examination of the MOOC
phenomenon.”
http://www.moocmooc.com/
93. Librarians should attend conferences, seminars,
and webinars, in person or virtually. Notable
recent events include the AASL Is There A MOOC
in Your Future? ALCTS Webinar: Libraries and
MOOCs, OCLC Symposium: The Hype and Hope of
MOOCs, Pushing the Envelope in Education: Roles
for Libraries – MOOCs, eLearning & Gamification,
SPARC Understanding the Implications of Open
Education: MOOCs and More
96. The Hype and Hope of MOOCs > OCLC Americas
Member Meeting and Symposium > ALA Mid-Winter
> January 24 2014 > 1:00 PM - 3:30 PM (ET) >
http://www.infodocket.com/2014/02/24/oclc-releases-video-of-the-hope-and-the-hype-of-
moocs-symposium/
97. Pushing the Envelope in Education: Roles
for Libraries –
MOOCs, eLearning & Gamification
Libraries are expanding their strategies in education and learning.
Some public libraries are offering online credit courses and
certificates. Some are offering credit recovery for high school drop-
outs. Many are expanding the economic vitality and capacity of their
communities. Things are changing. Some academic libraries are
exploring the role of the library in MOOCs and e-learning and distance
education. And our schools for the professional education of
librarians are diving into free MOOCs for continuing education. Is your
library system considering and exploring these innovations and
opportunities?
Monday & Tuesday Sept.30 and Oct.1, 2013, Toronto
http://www.moocsandlibraries.org/
99. Librarians should also review available recordings or
slides such as Embracing OER & MOOCs to
Transform Education…?, Massive Open Online
Courses as Drivers for Change, and MOOCs &
Librarians. Of particular note is the 2013 ELI Online
Spring Focus Session: Learn and MOOCs a two-day
program held in early April 2013 that addressed
several major issues relating to MOOCs, and the
MOOCs, Badges, and OER: Online Conference 2013
105. Massive Open Online Courses (MOOCs)
Current Awareness
To remain informed about MOOC developments,
librarians should subscribe or regularly visit
websites that offer significant news, such as the
Alt-Ed, a blog “devoted to documenting significant
initiatives relating to Massive Open Online Courses
(MOOCs), digital badges, and similar alternative
educational projects,” and MOOCs and Libraries, a
blog “devoted to documenting librarian and library
involvement in Massive Open Online Courses,” …
108. Massive Open Online Courses (MOOCs)
Current Awareness
…the Chronicle of Higher Education, EDUCAUSE,
and MOOC News and Reviews.
Librarians should consider subscribing to the ACRL
Library Support for Massive Open Online Courses
(MOOCs) Discussion Group, the EDUCAUSE Massive
Open Online Courses (MOOCs) Constituent Group
listserv, and join the Linkedin MOOC – Massive
Open Online Courses group and the Facebook
MOOC group.
117. Massive Open Online Courses (MOOCs)
Promotion
Librarians can promote MOOCs by compiling
library guides about this learning environment,
such as Nova Eastern University, University of
California, San Diego, Washtenwa Community
College.
121. Massive Open Online Courses (MOOCs)
Promotion
Librarians can further promote MOOCs among
their colleagues by offering them and engaging in
relevant research and scholarship such as Are You
MOOC-ing Yet? A Review for Academic Libraries,
Emerging Roles: Key Insights from Librarians in a
Massive Open Online Course, Librarians and the
Era of the MOOC, Massive Open Online
Librarianship – Emerging Practices in Response to
MOOCs
122. The MOOC and the Library: How Massive Online
Only Courses Could Change the Future of Library
Instruction
MOOCs for LIS Professional Development: Exploring
New Transformative Learning Environments and
Roles
Run aMOOC? An Examination of Course Materials in
Massive Open Online Courses,
Using Information Expertise to Enhance Massive
Open Online Courses
124. Librarians and the Era of the MOOC
http://www.scilogs.com/scientific_and_medical_libraries/librarians-and-the-era-of-the-
mooc/
125. Massive Open Opportunity: Supporting MOOCs in
Public and Academic Libraries
http://lj.libraryjournal.com/2013/05/library-services/massive-open-opportunity-
supporting-moocs/
127. 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.
http://moocsandlibraries.blogspot.com/2014/03/moocs-for-lis-professional-
development.html
129. Abstract
It is a truth not yet universally acknowledged that a venture based on information must
be in want of a librarian. Librarians offer expertise in organizing and managing information,
clarifying and supporting people’s information needs, and enhancing people’s information literacy
skills. There are innumerable endeavors today in education, health, business, government, and
other domains that draw heavily on information resources. One such endeavor in higher education
is the recently burgeoning massive open online course (MOOC). MOOCs are online classes that
welcome any and all enrollees, free of charge, amassing rosters that reach several hundred to
several hundred thousand participants. Information flows into, around, and out of MOOC
environments through instructor-selected and -generated materials, participant-selected and
-generated materials, and instructor-participant and peer-to-peer communication.
MOOCs have the potential to create unprecedented levels of access to quality higher
education on a global scale, building richly diverse learning communities. Furthermore, MOOCs
provide opportunities to disrupt traditional pedagogies, leveraging technology to foster creativity
and collaboration while enabling research and development around best practices in online
teaching and learning. There are numerous ways in which librarians can use their information
expertise to enhance MOOCs and forge new roles in this evolving educational arena.
Katy Mahraj (2012): Using Information Expertise to Enhance Massive Open Online
Courses, Public Services Quarterly, 8:4, 359-368
http://moocsandlibraries.blogspot.com/2013/03/using-information-expertise-to-
enhance.html
Using Information Expertise to Enhance
Massive Open Online Courses
130. Next Steps
While Open Educational Resources are among the
most well-known of Open Resources, there are
others that should also be investigated and
considered for integration within the MOOC
environment, namely institutional and subject
repositories, Open Data sources, Open Access
dissertations and theses, Open Access journals and
monographs, and Open Textbooks.
134. The College Open Textbooks Collaborative, a collection of
twenty-nine educational non-profit and for-profit
organizations, affiliated with more than 200 colleges, is
focused on driving awareness and adoptions of open
textbooks to more than 2000 community and other two-
year colleges. This includes providing training for
instructors adopting open resources, peer reviews of open
textbooks, and mentoring online professional networks
that support for authors opening their resources, and
other services.
College Open Textbooks
http://www.collegeopentextbooks.org/
141. OPEN EDUCATIONAL RESOURCES
AND
MASSIVE OPEN ONLINE COURSES
AND
LIBRARIES
http://moocsandlibraries.blogspot.com/2014/03/crl-white-paper-environmental-scan-of.html
