Connected courses are about connecting learners with each other and with networks in the world outside the classroom. They don’t have to be massive, but they can be. They do include videos and texts, but they are more about fostering cooperative communities of discourse than about passing quizzes about content. They connect classrooms and course cohorts within location-based institutions to learners and networks elsewhere in the world. They are about co-learning, trans-media, and codesigning the courses. (For more about connected learning in general, see this resource) I’m thrilled at the prospect of spending next week with many people who have been my guiding stars and mentors in online learning — I won’t list them here, but you’ll see their posts showing up here soon — planning an open, connected course for educators who want to create open, connected courses. Our course will begin in late September and run into December, with a group of facilitators lecturing, blogging, and commenting each week.
“Librarians are trained by vendors.”She explained that it’s normally proprietary software that ends up in libraries and, thus, librarians are helping people use that stuff. Solution 1: We’re a “vendor”, our software is the Web. Bam. 2. It was also pointed out to me that whether or not a librarian can justify his participation in #TeachTheWeb to a library director will determine if the modules are successful or not. Solution 2: Everything is open and free. I guess that most libraries in N. America are members of the ALA, but their e-learning resources are…uh…not free. Also, there’s not much in the way of information literacy or digital making in their e-learning catalog, so programs like Webmaker Training can augment. I don’t really know what a library director is looking for, but libraries are the perfect establishments for things like Maker Parties, digital skills workshops, web - ahem - literacy work. 3. There is a huge age gap in librarians, so there’s also a huge skill gap when it comes to technology. Solution 3: Karen suggested facilitating connections between generations, and I like this idea. I also think that modules for developing specific technical skills are a good idea. 4. There’s a difference between academic vs public libraries. [caption id="" align="alignnone" width="300"] Public[/caption] [caption id="" align="alignright" width="291"] Academic[/caption] Solution 4: I think we can solve this with modularity. Kaitlin and Greg over at the Mozilla Science Lab and Software Carpentry have been working with academic research librarians, so we have a jumping off place for things like data skills, indexing, unix, etc. I mean, look at these lessons. 5. There’s a difference between urban vs rural libraries. Solution 5: Oh yeah, I know! What can a rural librarian teach an urban librarian and vice versa? How does technology play a part in each library? What resources do libraries need? Let’s MAKE them together! 6. Librarians have some of the pedagogy stuff, so we need to have a stronger focus on the technical details. Solution 6: That aligns with my sense that we need some smaller more focused “skill” modules ;) It was also mentioned that Webinars, videos and anything people can consume at work world be helpful, so I’m thinking popcorn videos should make their way to http://training.webmakerprototypes.org 7. This group needs to understand how they can use this network and why it’s valuable to them. Solution 7: This is a discussion we should have together, but we have lots of case studies we can put together in an easily digestible format. Webpage to ebook anyone?