Internet Learning Volume 3, Number 1, Spring 2014 | Page 58

Many Shades of MOOC's
xMOOCs are more representative
of a behavioral approach that indicates a
more traditional, codified, and structured
educational experience far more similar to
traditional online courses, but with instructional
mechanisms to allow them to serve
thousands of students (Daniel, 2012). EdX,
Coursera, and Udacity all offer more traditional
xMOOCs. An ever-expanding marketplace
of xMOOCs include courses from
a range of top-tier universities. There are
currently efforts underway in several states
to force universities to accept the successful
completion of MOOCs for college credit as
a way to accelerate the achievement of baccalaureate
degrees.
Case Studies
The following section contains case
studies of four MOOCs designed
and delivered in 2013. Table 1 provides
an overview of the four different institutions
that implemented these MOOCs,
on four different MOOC platforms, with
different approaches, purposes, and intended
audiences.
Case Study 1: San Jose State University,
School of Library and Information Science
A MOOC Model for Professional Development
Background
The San Jose State University
(SJSU) School of Library and Information
Science (SLIS) is a recognized leader in online
learning with a cutting-edge curriculum,
offering students the convenience of a
100% online program, as well as the technology
skills today’s employers seek. SLIS
has provided totally online programs since
2007, and the reputation for excellence is
evidenced by the 2013 Sloan-C Quality
Scorecard Effective Practice Award, faculty
expertise, student support, and the SJSU
Center for Information Research and Innovation.
The SLIS faculty were early adopters
of the concept of MOOCs, and in Fall 2012,
support was provided to develop and offer
a professional development MOOC for a
global audience. Course development progressed,
and the first MOOC was offered in
Fall 2013.
MOOC Development: Purpose, Audience,
and Objectives
Two faculty members (Michael Stephens
and Kyle Jones) were responsible for
the design and delivery of the course, Hyperlinked
Library, that explored how libraries
are using emerging technologies to serve
their diverse communities. They were supported
by a team composed of faculty and
MLIS students to work on the administrative,
instructional, technical, and support
elements of the MOOC and assist with elements
of content development, design, and
management. Students enrolled in the SLIS
master’s program (MLIS) earned academic
credit for their work while students from
other universities volunteered their time. In
the first term, they were involved in research,
site construction, instructional design, and
learning how to interact with members of
a virtual community. In the second term,
the students led discussion groups and
assisted with the delivery of the MOOC.
SJSU/SLIS is committed to offering
quality professional development to individuals
across the globe, and MOOCs provide
a mechanism to engage a large audience.
The content of the MOOCs includes
cutting-edge topics that provide information
professionals with an introduction to
the material and enables them to explore
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