Metaliteracy as Pedagogical Framework for Learner-Centered Design in
                        Three MOOC Platforms: Connectivist, Coursera and Canvas

Thomas P. Mackey,Trudi E. Jacobson,Michele Forte,Kelsey L. O’Brien

doi:10.5944/openpraxis.9.3.553

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

Thomas P. Mackey, Trudi E. Jacobson + Show 2 more

Open Access

https://doi.org/10.5944/openpraxis.9.3.553

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Journal: Open Praxis	Publication Date: Jul 1, 2017
Citations: 18	License type: cc-by

Affiliation: State University of New York

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.

Highlights

Since the coining of the term “Massive Open Online Course” (MOOC) nearly a decade ago (Siemens, 2012), Massive Open Online Courses (MOOCs) have unlocked countless learning experiences, breaking down geographic and socioeconomic barriers to connect a global classroom of learners
We explored the integration of metaliteracy-based pedagogical techniques across three distinct MOOC formats, from the original connectivist MOOC to the subsequent Coursera and Canvas xMOOCs
This trajectory of MOOC development in all three spaces coincided with the advancement of metaliteracy itself and the ways that our first cMOOC informed and challenged the design of the xMOOCs that followed

Summary

Michele Forte

Follow this and additional works at: https://scholarsarchive.library.albany.edu/ulib_fac_scholar Part of the Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Technology Commons, Information Literacy Commons, Online and Distance Education Commons, and the Scholarship of Teaching and Learning Commons

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Introduction

Metaliteracy and connectivism

Learner as Participant

Learner as Contributor

Learner as Teacher

Learner Roles Across MOOCs

Conclusion