metaliteracy as pedagogical framework for learner-centered design in three mooc platforms: connectivist, coursera and canvas

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ID: 202045
2017
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Abstract
This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.
Reference Key
o'brien2017openmetaliteracy Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson
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Journal south african journal of animal science
Year 2017
DOI
10.5944/openpraxis.9.3.553
URL
http://openpraxis.org/index.php/OpenPraxis/article/view/553
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