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Metaliteracy as pedagogical framework for learner-centered design in three MOOC platforms: Connectivist, Coursera and Canvas

TitleMetaliteracy as pedagogical framework for learner-centered design in three MOOC platforms: Connectivist, Coursera and Canvas
Publication TypeJournal Article
Year of Publication2017
AuthorsO'Brien, K., Forte M., Mackey T., & Jacobson T.
PublisherOpen Praxis
Volume9
Start Page267
Issue3
Pagination267–286
Date Published09/2017
ISSN2304-070X
Keywordsmassive open online courses, metaliteracy, MOOCs, pedagogy
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.

URLhttp://openpraxis.org/index.php/OpenPraxis/article/view/553
DOIhttps://doi.org/10.5944/openpraxis.9.3.553
Rights

Attribution 4.0 International (CC BY 4.0)

Refereed DesignationRefereed
AttachmentSize
553-2356-2-PB.pdf5.33 MB
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