It’s been tumbleweed city around this blog for the last while as I finished up my dissertation. You can expect lots of blog posts over the next while as I break my research down into blog-able posts. Teaching IL through PBL and POGIL coming soon!
And instead of just taking time away from learning, I’ve found myself enrolled on two MOOCs/online courses. I signed up for Statistics 101, but decided this was a little bit heavy for a post-dissertation come down. The weekly emails make me feel a little bit guilty though. I have also signed up for Google’s Power Searching, mostly out of curiosity – curiosity to see what Google have to say about searching Google. I admit to not being behind on the classes, but I’m still enrolled and participating still.
And that’s where I find myself with MOOCs at the moment; curious. It seemed that MOOCs (massive online open courses) were everywhere over the past few months. You might be forgiven for thinking that they would quickly and dramatically change the way teaching and learning occurs. The most commonly known MOOC provider, Coursera, is close to 1.5 million users! Interestingly, TIME magazine online suggests that only a fraction of users who sign up for a course actually complete it (Hmm, I’m guilty of that one!). I guess time will really tell the tale how MOOCs will play out, and how exactly they’ll impact education.
But let’s for a minute imagine that they have longevity. And that things like iTunesU become more common place in education. What implications might that have for libraries, and librarians? (Might it have any?) And what about offering a MOOC looking at the area of information literacy? What about collaborating with a non-library MOOC to introduce elements of IL into “the curriculum”? As I re-read my last few questions, I’m reminding myself that these questions aren’t new to libraries or librarians, but the format, or delivery, has obviously changed.
So whether the MOOC continues to grow, or whether something new comes along, I’m sure we’ll continue to try and see how the library fits into the model. Regardless, I think ANCIL’s words ring true (for me at least): ‘While online elements offer useful reinforcement for students who need immediate help at a specific time (such as an approaching essay deadline), we believe that information literacy, as a fundamental aspect of learner development, needs to taught face to face’ (Secker, J, Coonan, E. (2011) A new curriculum for information literacy, Arcadia Project, p. 7, http://ccfil.pbworks.com/f/ANCIL_final.pdf)