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
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
Keywords Keywords not found

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