Education in the cloud: implications for university libraries

Philip G. Kent University Librarian 31 October 2013

Overview

• Online trends in Higher Education • MOOCs • Library support for MOOCs @ Melbourne • Looking to the future including challenges • Discussion UNIVERSITY LIBRARY

Melbourne’s ‘Growing Esteem’ Strategy (2005)

As a university with a strong sense of place, Melbourne reaffirms the unique virtues of its campus locale, where face to face teaching remains the norm, where scholars gather from across the globe, and where learning communities embrace evolving technologies.

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Gregor Kennedy (2012) – A Long Time Coming

These changes reflect, and have been accompanied by a range of changes in the higher education landscape: • Mass participation in more vocationally-oriented education system • A ‘ deregulated’ higher education sector • Increasingly competitive, global higher education market • Increasing Higher Education costs … to the student • The gradual maturing of online learning • Rapid technological change and adoption • OER : Free, high quality, online content (esp. instructional lectures) • Reinvigorated learning analytics – adaptive tutoring • Cheap or alternative credentialing UNIVERSITY LIBRARY

Gregor Kennedy (2012) – A Long Time Coming

• We are experiencing a disruption in learning space and time….

• A disruption in … The life and role of campus Use of teaching spaces Speed of learning Phase of learning Synchronicity of learning UNIVERSITY LIBRARY

Gregor Kennedy (2012) – A Long Time Coming Implications for Teaching and Learning

• Engagement with a scholarly community; time to engage with the public debate about the issues of the day; opportunities for extra or co-curricular activities (sport, music, theatre, politics, religion, clubs, community service). • Interaction with an expert: dialogue between, and activities among teachers and learners within the structure of a curriculum involving teaching, questioning, advising, facilitating, articulating, demonstrating, guiding, observing, and the provision of feedback along the way. • Independent learning and reflection; self-directed learning and inquiry; individually, in pairs or in groups; semi-structured study undertaken independent of the teacher as part of a cohort.

• Access to high quality, often curated, content and resources (books, reading packs, library databases, web resources, specialised software, cases, judgments, specimens, musical performances, etc).

• Assessment and, eventually, accreditation.

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Gregor Kennedy (2012) – A Long Time Coming

1. Our traditional practices are being

disrupted

, not just by the Internet, but by a range of socio-cultural-political movements over the last 50 years. 2. All universities now need to negotiate how to provide

online learning

, how this is integrated with existing delivery mechanisms and current teaching and learning practice.

3. The role of ‘

campus

’ is being challenged. The re-design and reinvigoration of physical space is seen as one way to attract and hold students on campus.

4. We need to understand and be clearer about the essential ingredients of high quality teaching and learning;

face-to-face, free and online

.

5. We need much more explicit about this; we need to

communicate to students

what is valuable, and importantly, why it might be valuable to a diverse range of students. UNIVERSITY LIBRARY

The online evolution: when technology meets tradition in higher education – Andrew Norton

(April 2013)

On-campus universities provide a student lifestyle that cannot be replicated online, and international students must study principally on-campus.

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The End of Campus Education?

The challenge is to optimise the campus environment by embracing the digital movement and freeing up the timetable to allow for higher quality contact time.

Professor Don Nutbeam, Vice-Chancellor, University of Southampton quoted by Professor Hugh Davis, University of Southampton at

MOOCs and Libraries: the good, the bad and the ugly

Conference held on July 12th, 2013 in London, UK UNIVERSITY LIBRARY

ILFA Trend Report 2013

http://trends.ifla.org/

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ILFA Trend Report 2013

Online education

will democratise and disrupt global learning.

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2012 – The Year of the MOOC!

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MOOCS

•

What?

M

assively

O

pen

O

nline

C

ourses • Aligns with Open Access concepts - free • Supports participation agenda • Includes short videos, online papers, peer review, self evaluation

Who?

• Clusters around platforms • Primarily elite universities

Why?

• Enhance reputation and engagement • Reach new markets • Tap new recruitment channels • Collaborate with other players • Experiment via new platforms • Learn – including leaning analytics UNIVERSITY LIBRARY

MOOCS Learning Styles Examples

Informal Non-Formal YouTube ITunesU

MOOCs

OERs Formal Modules Whole Programs Pulling Students through from the informal to the formal Adapted from Hugh Davis, University of Southampton at ‘MOOCs and Libraries: the good, the bad and the ugly’ Conference 2013

7 MOOCS @ Melbourne 2013

Participation in MOOCS @ Melbourne 2013

Growing Esteem (2005)

The MOOCs model is a disruptive one for libraries, defying many of the ways in which libraries traditionally support learning and teaching using subscription or print resources and scholarly information literacy guidance….There is no escaping fundamental questions about whether the Library can add value to the experience.

(Jenny Ellis) UNIVERSITY LIBRARY

Library Support for MOOCS @ Melbourne

• 1 Librarian assigned to each of 7 MOOCS • Assisted by structure and working relationships within Melbourne Students and Learning • Copyright clearances –

In some cases, academics underestimated the complexity of sourcing content for MOOCS

• Negotiating licenses – educating publishers on MOOCS • Experience of

Wealth of Nations

MOOC • Underestimated workload • Citation style agreed and implemented • Reading lists • Sourcing Open Access versions • Monitor social media and contribute • Meet-ups UNIVERSITY LIBRARY

Copyright Support for MOOCS @ Melbourne 2013

Primary Source Content in MOOCS

Library Support for MOOCS @ Melbourne

MOOCS has workforce planning implications calling for acquisition of new skills and knowledge by library staff

Jenny Ellis UNIVERSITY LIBRARY

IFLA Trend 1: Information Literacy (Craig Patterson) Increasing “…importance of information literacy skills as essential tools for distinguishing authoritative information from content that is influenced by various…agendas”

help…me…

“Social Media Information Overload” by Mark Smiciklas (CC BY-NC 2.0). http://www.flickr.com/photos/intersectionconsulting/7537238368/ UNIVERSITY LIBRARY

ILFA Trend Report 2013

The boundaries of

privacy and data protection

will be redefined.

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Learning Analytics and Confidentiality?

But there is less consideration of confidentiality issues residing on the teaching and learning side of the university’s ledger.

Professor Malcolm Gillies, Vice-Chancellor, London Metropolitan University Gillies , Malcolm (2013) ‘For whose eyes exactly’

Times Higher Education

10 October p35 UNIVERSITY LIBRARY

IFLA Trend 3: Privacy (Craig Patterson)

“Today it is technically possible to follow someone in their daily life simply with image recognition , their mobile phone , their credit card and their internet use .”

“

By 2016 there will be over

10 billion

mobile devices connected to the Internet” UNIVERSITY LIBRARY

Evolving library services (Craig Paterson)

Librar “ies” versus “ians” “Evolution-des-wissens” By Johanna Pung [CC-BY-SA-3.0], via Wikimedia Commons. http://commons.wikimedia.org/wiki/File:Evolution-des-wissens.jpg

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References

Barber, M., Donnelly, K & Rizvi, S. (March 2013).

An Avalanche is Coming; Higher Education and the Revolution Ahead.

Institute for Public Policy Research. http://www.ippr.org/publication/55/10432/an-avalanche is-coming-higher-education-and-the-revolution-ahead Ellis, Jenny et al (2014) ‘Managing MOOCs: adding value in a ‘massive, open, online’ environment’ Forthcoming paper VALA Conference.

Gillies , Malcolm (2013) ‘For whose eyes exactly’

Times Higher Education

10 October p35 Kennedy, Gregor (2012) ‘Negotiating a Disruption of Learning Time and Space’ Keynote at the

5th Annual Curriculum, Teaching and Learning Colloquium

. La Trobe University Thursday 6 & Friday 7, December 2012 http://www.latrobe.edu.au/ctlc/career/colloquium/archive/2012-colloquium/2012-colloquium-keynote ‘MOOCs and Libraries: the good, the bad and the ugly’ Conference (July 2013) London http://www.open.ac.uk/library/training-and-events/1st-european-moocs-and-libraries-conference Norton, Andrew (April 2013) The Online Evolution: when technology meets tradition in higher education. Grattan Institute http://grattan.edu.au/static/files/assets/ed9a3429/186_online_higher_education.pdf

Senge, Peter (1990)

The Fifth Discipline: the art and practice of the learning environment

. New York: Doubleday.

QUESTIONS?

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© Copyright The University of Melbourne 2013