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Macleod, B. H., Haywood, J., & Woodgate, A. (2015). Emerging patterns in MOOCs: Learners, course designs and directions. TechTrends, 59(1), 56-63. Retrieved from http://eds.b.ebscohost.com.library.esc.edu/eds/pdfviewer/pdfviewer?vid=2&sid=452639d7-274a-43d4-9d76-6f20356bc6e1%40sessionmgr115&hid=111 Abstract "Engagement with Massive Open Online Courses (MOOCs) at the University of Edinburgh has emerged from its strategic priorities to explore and innovate in the area of online and technologically supported approaches to teaching and learning. This paper provides an account of analysis aimed at understanding who Edinburgh MOOC learners are, who elects to participate and the aspirations of that population, and the place that the MOOC will occupy in the University's online learning ecology. The analysis addresses a number of predictions that have been made about MOOCs since 2012, including their use for providing educational opportunities to the disadvantaged; global uptake of online learning; growth of an 'educational imperialism'; and the claim that 'MOOCs are for male geeks', and concludes with some observations about the University of Edinburgh's future plans in this space." (p.56) This is a peer reviewed academic article from TechTrends by University of Edinburgh. It analyzes the university's experience with MOOC learners after delivering 6 MOOCs on the Coursera platform, twice each. It presents analysis from 150K questionnaire respondents reflecting 600,000 enrolled learners. Some comparisons are made between the Coursera learners with newer platforms namely FutureLearn (UK) and Rwaq, a Saudi Arabian platform in Arabic. The sample of 20% of MOOC learners is considered representative of Coursera learners generally. Good graphics show results of an

Mackness, J, Mak, S and Williams, R (2010) The ideals and reality of participating in a MOOC, proceedings of the 7th International Conference on Networked Learning 2010, University of Lancaster, available at: www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2010/ abstracts/PDFs/Mackness.pdf' This is a peer reviewed scholarly article, frequently cited, based on mixed method research which studied the learners in the first connectivist MOOC. As such it was the first study of its kind. It appears to have correctly analyzed the relatively small quantitative sample of learners, including an instructor or two. Its contribution is to test the connectivist theory (Siemens and Downes) with a case. As noted in the abstract "The research found that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a MOOC, but that they present paradoxes which are difficult to resolve in an online course. The more autonomous, diverse and open the course, and the more connected the learners, the more the potential for their learning to be limited by the lack of structure, support and moderation normally associated with an online course, and the more they seek to engage in traditional groups as opposed to an open network." P. 266 Analysis was focused on the "characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity" p.266. Generally the research outlines the strengths and weaknesses of cMOOCs using this format. Not a lot of further research is recommended other than using a larger sample in future research and "the aims of experiencing learning within a massive open online network are constrained by a course framework and many design issues and aspects of learner experience remain unresolved." P. 273 Abstract "CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC (Massive Open Online Course) in 2008. It was a course and a network about the emergent practices

This article focuses on the experience of children with disabilities in an increasingly technology dominated world. Wise addresses many associated issues including: disparities for healthcare including children with disabilities. Certain ethical questions arise with the advent of new technology, for example terminating a childbirth because you know that the child will have some disability. In the end it comes to technology access, Wise believes. As long as there is inequity in access, technology may have a negative impact on those with special needs.

This article examines technology trends in higher education and how they impact student habits and preferences in college libraries. A study was conducted among students at the Sam Houston State University in East Texas to investigate their usage of electronic devices and technologies such as text messaging, Twitter, podcasts, Really Simple Syndication (RSS) feeds, and social networks. Results indicate that students do wish that basic library services were available through the most popular social networking sites and Internet technologies. Topics include a review of literature consulted, methods used, and the demographics of the student body researched. [Abstract from ESC Academic Search Complete database] Link: http://eds.b.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=7&sid=32d26eef-5aab-4af2-ad1a-c9624344797d%40sessionmgr115&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=61993848&db=a9h Cassidy, E. D., Britsch, J., Griffin, G., Manolovitz, T., Shen, L., & Turney, L. (2011). Higher Education and Emerging Technologies: Student Usage, Preferences, and Lessons for Library Services. Reference & User Services Quarterly, 50(4), 380-391.

Westerlund, M. (2019). The Emergence of Deepfake Technology: A Review. Technology Innovation Management Review, 9(11), 39-52. https://doi.org/10.22215/timreview/1282

2012 was a year of rapid change for education with the advent of MOOCs-Massive Open Online Courses-available for the world to use to learn for free. But what does this mean for the role of the librarian? How has the landscape in education changed, and what are the issues and challenges that librarians now face? This article reviews the position of libraries in the emergence of MOOCs and the role that a librarian could undertake within the research, production, and presentation of MOOCs.

This article investigates learning and emerging technologies in a disadvantaged community in Britain. The authors recognize one of the major problems in the UK is social exclusion. The method used in the study includes interviews and observations of its subjects. What they learned is that there is a basic distrust of information in disadvantaged communities in the UK. One of the problems is the definition of information. Then recognizing the information needs of this community.

Advances have been made in detecting and deterring the student plagiarism that has accompanied the uptake and development of the internet. Many authors from the late 1990s onwards grappled with plagiarism in the digital age, presenting articles that were provoking and established the foundation for strategies to address cyber plagiarism, including software such as Turnitin™.

The article identifies common archival issues (i.e., listing and cataloging) associated with archiving digitally created information, due to rapidly changing technologies used to create digital information. This makes it challenging to appropriately list and catalog the moral impacts created by the rapidly emerging technologies. The article (n.d.) states, "ever morphing nature of information technology is changing our ability to even fully understand moral values as they change. Lorenzo Magnani claims that acquiring knowledge of how that change confounds our ability to reason morally '…has become a duty in our technological world'" (section 1.1). The article alerts to impending moral and ethical dilemmas created by smart phone apps that will be soon be capable of streaming biometric data (e.g., vital signs, physical activity logs, caloric intake, etc.) and linking it with GPS tracking to identify geo-locators tied to fluctuations in biometric data via phone applications. The advantage of such technology can lead to promotion of more healthy lifestyles. However, streaming such sensitive biometric information (data) leads to privacy and ethical concerns that are not easily resolved. Other moral, ethical and privacy issues are created surreptitiously when browsing websites on the Internet. "Browser software records all manner of data about our visits to various websites which can, for example, make webpages load faster next time you visit them. Even the websites themselves use various means to record information when your computer has accessed them and they may leave bits of information on your computer which the site can use the next time you visit. Some websites are able to detect which other sites you have visited or which pages on the website you spend the most time on. If someone were following you around a library noting down this kind of information you might find it uncomfortable or hostile, but online this kind of behavior takes place behin

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines empirical evidence and best practices in current K-12 distance learning and virtual schools.

This article explores the concept behind the newly coined term "Big Data." The author delves into emerging ethical issues that utilization of big data sets bring to a new age ----imploring readers to consider these issues closely.

The spread of illegal filesharing of copyrighted mate-rial has been a polarizing issue fromlegal, philosophical, and economic per-spectives, with strong opinions emerging both for and against Internet media piracy.