1. MOOCs & the Stanford
Libraries
Pushing the Envelope in Education
1 October 2013
Mimi Calter
Assistant University Librarian & Chief of Staff
Stanford University Libraries
mcalter@stanford.edu
3. • Massive
• MANY participants
• Open
• No fees to participate
• No fee-based materials
• Not limited to a campus or group
• Online
• Over the web
• Courseware
4. • Serve large numbers of students
• Accessible in underserved areas
• Low financial barriers for the student
• Metrics & new pedagogical tools
5.
6.
7. • Cost of creating a MOOC is high
• Issues with less didactic pedagogies
• Best for highly motivated students
• What is the business model?
12. - Programs
• Education’s Digital Future
• Brings together educators
• Stanford Online High School
• Stanford Center for Professional
Development
• Credit for online coursework
• Stanford on YouTube & iTunes U
13. - Programs
• Faculty Seed Grants
• support design and development of
innovative online and blended courses
16. • Course Ownership. Instructor acknowledges that under University
policy, courses taught and courseware developed at the University
are property of the University. Instructor understands and agrees
that the Course, including videos, lectures, assessments, slides,
web pages and all accompanying materials, that he/she prepares
or creates (either alone or jointly with others) in connection with
the Course, shall be owned by the University, and all right, title
and interest in and to the Course and all related works shall be
sole property of University. The University grants Instructor a
personal, non-exclusive, non-transferable license to the Course
and related works for noncommercial use. Any commercialization
of the Course, when appropriate, will be carried out by the
University subject to written agreement of all the Instructor(s),
separate from this document, and with revenue sharing consistent
with University policy on the commercialization of inventions.
19. Copyright Education
• Not a copyright clearance center
• Faculty are responsible for clearing rights
issues on their own
• Partnering with SIPX
• Provides an automated, integrated tool
20.
21. SUL is learning as we go
• We’re taking MOOCs
• We’re using LMS systems for training
• We’re attending the campus forums
My presentation has a pretty simple outlineI’ll start with definitions and a little history on MOOCsThat history leads nicely into a look at what Stanford University is doing in relation to MOOCsI’ll talk specifically about what is going on in Stanford Libraries, and draw a few parallels to other libraries
I want to take a few minutes to unpack this, because a MOOC is a very specific thing. Massive = typically tens of thousands of participantsVery low faculty to student ratioRequires innovation in pedagogySelf grading, interactive gradingComments boards are criticalReddit-like voting up and down of useful commentsOpen = strong ties to the Open Access movementThe focus on fee-free participation, while attractive, leads to challenges for developing a business modelOnline and courseware I won’t belabor
And our admittedly unscientific assessment among our Stanford Library team is that the MOOC movement is progressing through the down slope of the oft-cited Gartner hype cycle
This is where I have to confess that although my presentation title includes the very trendy reference to MOOCs, I really want to talk more broadly about the online learning movementBecause that’s how Stanford is looking at the tools, and there is some really interesting activity outside of the very specific MOOC spaceBy Online Learning, I mean any use of online tools to support teaching and learningThis includes MOOCsIt also includes older technologies, making recorded lectures availableIt includes online classes that aren’t exclusively openThey may include fee-based materialsOne of the most widely discussed applications that uses many of the same technologies as MOOCs is the flipped classroomLectures are recorded, and viewed online, as they are with MOOCsHowever, there is also a face to face element to the courseBecause the lectures are recorded, class time can be used for more interactive activities
http://news.stanford.edu/news/2012/august/online-learning-office-083012.htmlStanford has strong connections to online learning, and is very interested in exploring the potential of these tools Stanford has responsibilities to its own students, ensuring they have access to the best educational pedagogies possibleIn its most recent capital campaign expressed the desire to solve the world’s problems, and sees itself as a leader in education,Established a VPOL to coordinate research and activity at StanfordJohn Mitchell was appointed in one year ago
http://online.stanford.edu/aboutVPOL has fivegoals, and three focus areasGoals: Understand teaching and learning in new contexts, in order to develop tools and practicesStudy online learningDevelop new programsExplore ways to make course material available
