Research articles
Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas
Authors:
- Kelsey L. O’BrienEmail Kelsey L. O’Brien
- Michele Forte
- Thomas P. Mackey
- Trudi E. Jacobson
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.
- Year: 2017
- Volume: 9 Issue: 3
- Page/Article: 267-286
- DOI: 10.5944/openpraxis.9.3.553
- Submitted on 9 Jan 2017
- Accepted on 7 Jun 2017
- Published on 1 Jul 2017
- Peer Reviewed