Discussion on the Strategies of University Libraries in Dealing with MOOC Challenges

A New Vision for University Libraries to Cope with MOOC Challenges â–¡ Fu Tianzhen Zheng Jiangping positions and issues and challenges from user needs, copyright restrictions, resource patterns and commercial enterprises. It is proposed that university libraries have unique advantages in the service of MOOC environment. It is recommended to carry out service innovation through the following aspects: embedding information literacy education in multiple ways, trying to provide MOOC courses; deepening the construction of teaching system, providing navigation of course resources; paying attention to copyright and Content licensing, facilitating accessibility of teaching resources; advocating knowledge sharing and open licensing, and encouraging the use of open access resources. Finally, according to the actual situation of MOOC in China's colleges and universities, this paper puts forward some thoughts on the library's participation in MOOC teaching services.

In 2012, a new online education model, the Massive Open Online Course (MOOC), set off a wave of top-ranking schools in the United States, which swept the world. During the year, tsunami, challenges, subversion and other shocking vocabulary flooded the media, rekindling people's thinking and hot discussion on the higher education model, educational resources and quality of education in the network rich media era. (Higher Education Edition) states that MOOCs and open resources will be key drivers and mainstream applications for teaching, learning, and creativity in the next five years. The networked and open trend of higher education has also brought new challenges and opportunities to university libraries. Under the MOOC trend, how should university libraries self-locate what kind of teaching support the library can provide for the MOOC environment? How to carry out the service work has become an urgent problem for college libraries.

The positioning of university libraries under the 1MOOC trend has been carried out with the MOOC, and the library community has also voiced its own voice. In June 2012, Brian Mathews, a librarian at the Virginia Tech Library, published a blog post that advised librarians in the MOOC mainstream environment and became a pioneer in the value of libraries in the context of MOOC. He personally experienced the MOOC course and believed that librarians can enhance the status and influence of the library by participating in the construction of MOOC. Subsequently, some American universities, community colleges, and public libraries began to think about the impact that MOOCs will have on libraries. In early 2013, the Association of Universities and Research Libraries (ACRL) and the Online Computer Library Center (OCLC) convened the famous American university libraries to hold the characteristics of the model, the relationship between MOOC and the library, copyright licensing, open access, and education. The method and the new opportunities faced by the librarians have been heatedly discussed. The service exploration of the library in the MOOC environment has begun.

What is the relationship between the library and MOOC? This is a prerequisite for examining what the library can do and how to implement resource embedding and service support for MOOC. The MOOC teaching model has been in existence for five years since its introduction in 2008. After more than a year of continuous warming, its knowledge ecological environment has begun to emerge. Some scholars believe that MOOC is based on customized platform technology, and the strict curriculum system guarantees the ubiquitous interaction between teachers, learners and platforms as the meridians, and the various course materials generated by the interaction are flesh and blood. Complete ecosystem. Relying on the network and technology, the MOOC teaching model has formed a unique knowledge dissemination ecological chain, as shown. Teachers are not only producers of knowledge, but also become content guides and inspirations. The openness and transparency of the teaching model requires that it launch the best quality curriculum resources. This requires teachers to prepare the lesson plans more carefully, mining typical cases from a wide range of course materials, concatenating knowledge points, and integrating information resources for each dozen. Minutes of instruction create innovative fires. Students are consumers of knowledge, and they will become knowledge discoverers and content producers through interactions between students and teachers. Daphne Koller, co-founder of Coursera and a professor at Stanford University, believes that the strategy of MOOC-led university libraries to deal with MOOC challenges is “the place where content producers go to the most consumers, and consumers choose the location of the most content.” Aggregation and creation become the common and primary task of teachers and students in the MOOC model. Today, with the rapid development of digital technology, the knowledge content and ideas in any field are flooded with networks and presented in different forms such as text and video. More than ever, teachers and students rely on digital information literacy and learning and analysis skills. By effectively mastering information tools, they consciously resist and eliminate spam. On the basis of information interaction, they generate sparks of creative thinking and generate new knowledge growth. point.

University libraries happen to be the gathering place of information resources in the field of teaching and research. They have the functions of developing and providing information resources, imparting information literacy skills, and advocating open access and rational use of resources. It belongs to the category of information acquisition, analysis, generation and dissemination of MOOC teaching model and is an indispensable part of it. Some of the partner schools on the Coursera and Edx platforms (such as the University of Toronto and Brown University) have shown through practice that the introduction of libraries into the teaching team can help teachers transition to the MOOC environment, provide course materials, and address some legal issues related to copyright. Dill, a network data application expert and social media expert at the California Institute of the Arts, said that librarians should become a member of the MOOC roundtable and truly become a partner in education, not just a supporter of teachers.

Determined and faced severe challenges.

2.1 The demand for library services by the MOOC platform and the teaching team. Although the library has occupied the highland of university information resources, the importance of its service is always weak. Some librarians in the US library community expressed concern about the prospects of participating in the MOOC. Gremmels believes that the library in the MOOC context is hopeless because no one needs us. Although this view is too pessimistic, it is not unreasonable. First of all, the original intention of the MOOC teaching platform has made it difficult for the library to play. Coursera, Udacity, and Edx platforms are a series of short video clips around the subject (usually no more than 8-12 minutes for four to six weeks), with the goal of allowing students to watch videos, complete exercises, and engage in interactive discussions. Teacher intervention and feedback emphasize minimization. At the same time, some platforms such as Udacity's content are designed to be completely self-contained, and the library seems to be difficult to intervene. Secondly, the teaching needs of different subject teaching teams are different. Subjects with strong professionalism have little dependence on libraries, such as mathematics and computer science.

And some of the themed courses, such as Plato's Dialogue and the Challenge of Performing Beethoven's Sonatas, require students to build their own understanding of complex issues and relatively more resources. Librarians need to be involved in the teaching team and also need to choose service goals and self-marketing.

2.2 Copyright and Content Licensing Restrictions Will Form the Information Barrier The ideal state of MOOC is that all course-related resources are open to students worldwide, without national or school boundaries. However, while the educational resources are open, the form of online teaching has brought more stringent copyright restrictions than traditional classrooms. US copyright law sets exemptions and flexible principles for face-to-face teaching, and can use copyrighted works without permission and payment, while online teaching does not apply to such terms. If third-party content is involved in teaching, you must be authorized or licensed. Some of the resources that support the Creative Commons "Signature-Non-Commercial Use" license agreement apply only to non-profit organizations, and can not be used in for-profit MOOCs, such as for-profit agencies Coursera and Udacity. For tens of millions of registered students worldwide, third-party copyright owners may not be willing to enter into a license with the teacher. In terms of the use of student information resources, there will be information differences between the students outside the school. The participation of the library will provide teachers with a series of teaching resources. In addition to the publicly available network resources, a large part of the digital resources originated from colleges and universities. These ordered resources will not be accessible to most students due to limitations of copyright agreements and licenses, thus creating barriers to the use of information resources. Such as how to use teaching materials within the scope of copyright law How to pass the knowledge dissemination under the rational I MOOC teaching model Ecological structure MOOS environment challenges in college libraries In the MOOC knowledge dissemination system, university libraries show their innate information resources And service advantages. However, at present MOOC is far from mature, and the library has just touched the MOOC environment. There are many problems about how libraries can be integrated into teaching in the future. It is necessary to solve the problem of intellectual property information literacy use information tools to obtain information processing information to generate information to create information and benefit information. Collaborative Information Immunization Course Related Materials: Collection, Dividing, Integration, Providing the Most Worried Knowledge, Feedback, Library, Learning, Final Learning, Knowledge, Innovation, University Library, Strategies for Dealing with MOOC Challenges, Using Librarians Who Use Library Collection Resources for MOOCs Can Become MOOC, a copyright advisory expert that MOOC teachers can trust, will bring a series of legal responsibilities to university libraries and explore the mission of open access to multiple channels of resources.

2.3 Changes in the form and service mode of teaching resources. According to the view, MOOC is a course without teaching materials. The so-called no teaching materials are actually dynamic textbooks. In fact, they are not without, but more. This form of dynamic organization of teaching materials poses a challenge to the current mainstream e-learning teachings. The electronic textbooks currently collected in the library mainly include electronic versions of paper books and original e-books. These e-books are distributed in various databases or in independent systems stored in libraries, and most of them are not integrated with the course management system. The MOOC environment advocates problem-oriented, self-learning, and active exploration. The teaching resources tend to be digital, which is reflected in knowledge association, rich media, socialization and learning tools to discover knowledge. Registered students around the world, copyright law status in different countries, content licensing in different regions or schools, and people with different reading behaviors place new demands on the availability of teaching resources. Therefore, when collecting teaching resources, college libraries not only need to improve the display form, but also need to upgrade the technology to achieve seamless embedded links with MOOC.

2.4 Education Information Industry Chain Impact on the Library The emergence of MOOC has brought a huge market that has not yet been developed for publishers and educational information enterprises. In order to seize market opportunities and pursue greater business profits, publishers may directly form strategic alliances with MOOC platform providers and even teachers, and provide a series of online education service solutions across libraries. In October 2013, Zhejiang University Teacher Education Development Center released the project of Zhejiang University's “Application and Teaching Method Research of Online High-level University Online Courses”. Zhejiang University Press immediately contacted teachers who are ready to conduct MOOC exploration and practice. Work with teachers. As early as 2011, Zhejiang University Press has begun to explore the transition from textbook publishers to online teaching service providers, and formed IOS and Android-based smart terminals that support "cross-platform, immersive, and social learning." The digital textbook APP product is a textbook, an online learning service platform based on the core textbook content, an online learning system for the whole process of college curriculum teaching and a rich teaching content resource. Some foreign publishers or educational informatization companies may develop information iTune software. Books, articles, reports or data sets can be sold or rented, just like downloading a song or a movie in the iTune online music store. The direct provision of resources by publishers or educational informatization enterprises may weaken the function of the library, bring value and survival crisis.

In addition, the library community is not paying enough attention to the MOOC movement, especially in domestic universities. MOOC is the result of the ecological evolution of teaching in the network environment, and its comprehensive impact on universities and libraries is revolutionary. The development of MOOC may form a marketization of information resources, thereby weakening the library's "information broker"

The role may also enable the library to take the opportunity to become an indispensable part of the MOOC team and truly enhance the social status of the library.

In any case, university libraries should pay attention to the development of MOOC, recognize the current situation and development trends, analyze and adjust their own development strategies, in order to provide better services for teachers and students.

3 The service innovation path of university libraries 3.1 Multiple ways to embed information literacy education, and try to provide MOOC courses embedded in traditional teaching information literacy education is currently highly respected and considered as a breakthrough work of embedded subject services. Its philosophy is user-centric, embedded in the user environment at any time to provide technical guidance in information retrieval and resource evaluation. The emergence of the MOOC environment further deepens the requirements of embedded information literacy education. Mahraj pointed out that the most direct way for librarians to get involved in MOOC is to open their own MOOC courses. Instead of the lectures usually based on tools, librarians can pay more attention to the basic concepts of information discovery and management, ways of thinking and mobility, and make full use of social media to target different groups, environments and learning motivations. Form a guided series of MOOC courses. The creation of the librarian MOOC course can not only communicate and impart information literacy skills on a global scale, but also be more familiar with the MOOC teaching process and lay the foundation for providing other services throughout the entire teaching process.

Librarians can also develop information literacy education modules like "plugins and games." These modules can be micro-video or reading materials and are self-paced, reusable and scalable. Teachers can easily embed their MOOC courses if needed. For students who register for a small range, the library can also carry out “flip classroom”, asking students to self-learn module content online before attending the class, and then answer questions in class.

3.2 Deepen the construction of teaching system, provide curriculum resources, navigation teaching information including in-class materials and extracurricular extended reading. It is an important resource in the teaching process of colleges and universities, and it is also the most direct and important embodiment of the library's commitment to teaching support. Different from supporting traditional teaching, the teaching of university libraries in the MOOC teaching environment should be based on the interaction between teachers, students, teaching platforms and information resources. Collecting, processing and integrating multiple formats should be provided. , various types of resources, such as books, journal articles, chapter content, news reviews, audio, video, pictures, etc. These resources will be combined to form a multi-level intelligent teaching system with knowledge points as the front-end display and different formats of resources as back-end data support. It requires a complete teaching process, including pre-school instructional design and preparation, classroom instruction, homework or feedback, and extracurricular reading, and a social interaction based on Web 2.0 to share resources for all students. At the same time, carry out the theme push and customization around the course, and achieve seamless integration and embedding with the MOOC platform. In addition, libraries can create course resource guides around course topics using the Libguides platform. At present, the Libguides course guide has been widely used in classrooms or online education abroad and has achieved good response. Libguides based on the Lib2.0 concept will also work in the MOOC environment. In the Libguides course guide, librarians, teachers, and students can all become collaborators, providing real-time dynamic and rich resources.

3.3 Focus on copyright and content licensing, and promote accessibility of teaching resources MOOC platforms such as Coursera to avoid legal disputes, clearly declare that all content must be copyrighted. In most Western countries, such as the United States and Canada, university libraries are also responsible for copyright consulting and auditing services. Duke University's Kevin Smith said that the most important role of librarians in intervening in MOOC may be to address copyright issues in teaching and resources in an open network environment, including copyright consulting, licensing and licensing negotiations. At present, commercial publishing still dominates, and copyright protection awareness is increasing. Therefore, resource acquisition in the MOOC environment cannot be completely dependent on open access or internal resources. First, the librarian should remind the teacher to use the content within the scope of the copyright license in the MOOC classroom. If the material is protected by copyright but not authorized or licensed, the library can come forward to negotiate with a third party to seek authorization or permission. Second, promote the rational use of resources, and seek and expand the scope of content licensing. The so-called fair use, Article 22 of the Chinese Copyright Law describes "the use of published works without the permission of the copyright owner, without payment, but should indicate the author's name, the source of the work, and must not infringe on other rights enjoyed by the copyright owner." On this basis, domestic and foreign university libraries can form a cooperative alliance to negotiate with publishers, and create new access models and pricing schemes by balancing the interests of publishers, MOOC platform vendors, teachers and libraries to expand The scope of the license for the resource. In addition, computer-aided technologies can be developed to facilitate accessibility of resources. For students with visual impairment, librarians can negotiate with resource copyright holders to obtain permission to modify user-required content through assistive technology; students in some countries Because the country restricts access to foreign websites and cannot learn MOOC courses smoothly, it is recommended to use some tools such as Just-Ping.com to automatically test the MOOC's network address, just like the journals found on Doaj.org, which truly breaks the international boundaries.

3.4 Advocating knowledge sharing and open licensing, and encouraging the fair use of open access resources to copyright scope is far from meeting teachers' demand for resources, and the acquisition of third-party licensed content faces multiple difficulties. Although university libraries have promoted open access for many years, under the traditional academic exchange system, teachers have not really attached importance to the concept of open access.

The copyright restrictions of the MOOC environment deeply touch the resources of teachers and students. Teachers may be frustrated by the inability to use copyrighted content and will be hit by students who are unable to use their published articles. This MOOC campaign has enabled teachers to truly realize the value of open access, and professors will likely become an advocate of the open access movement with university libraries. Due to a series of frustrations caused by copyright and content licensing restrictions, university libraries have also turned to public domain alternatives such as creative sharing and open licensing to seek alternative resources. In the current situation, open access to promote and expand resources is the most effective way to help teachers and students access resources. First, libraries can establish open access resources and network-based resource navigation by collecting and integrating free resources. Secondly, attach importance to the construction of the institutional knowledge base, and include the MOOC courses of the teachers in the school in real time, and form a knowledge alliance in the international scope. Third, advocate open access as the default state of MOOC. MOOC is also essentially an academic publishing model, and its open access policy should be reviewed. The license of the MOOC platform vendor should be non-exclusive and subject to any prior permission from the university. 4 years of g-year thinking The first phase of MOOC and library has a common feature, which is to advocate the opening and sharing of educational resources. In the process of promoting the opening and sharing of high-quality educational resources around the world, university libraries have shown the unique resources and service advantages of X, and the role of MOOC teaching support is unquestionable. It can be a copyright advisor, information literacy mentor, knowledge integrator, and even navigator in the MOOC teaching process, demonstrating the enormous potential to support future teaching services. At present, the construction of fMOOC in domestic universities is generally in the starting stage. The discussion on the strategies of libraries participating in MOOCI university libraries to deal with MOOC challenges should also pay attention to the following aspects: 1) Pay attention to the development of MOOC, and list the teaching services under the MOOC environment. Into the library's strategic planning. 2) Strengthen the awareness of the importance of library participation by school leaders and teaching departments, and actively contact teachers and the Academic Affairs Office, information centers and other institutions to promote interdisciplinary and multi-sectoral cooperation mechanisms. 3) Actively cut into the initial stage of the MOOC course, making the library truly a member of the teaching team. In response to this question, students from the Georgia Institute of Technology MOOC course responded that he believes that the important learning materials for the course need to be listed at the planning stage, rather than on demand during the application phase. 4) Strengthen the quality of the librarian team and require the librarians to participate in the study of two MOOC courses from the perspective of students, improve their understanding of MOOC, and stimulate their enthusiasm in the MOOC field. 5) Collect basic data on resource use, and understand user usage behavior through effectiveness testing and trend analysis, and evaluate and improve services such as teaching resource organization or information literacy education curriculum design. 6) Strengthen exchanges and cooperation in the library community. Through the investigation, training and work experience sharing, the librarians in the MOOC environment will be discussed to discuss the best practices of university libraries participating in MOOC teaching.

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