@article {
	title = {Metaliteracy as pedagogical framework for learner-centered design in three MOOC platforms: Connectivist, Coursera and Canvas},
	year = {2017},
	month = {09/2017},
	author = {O'Brien, Kelsey and Forte, Michele and Mackey, Thomas and Jacobson, Trudi},
	keywords = {pedagogy, MOOCs, metaliteracy, massive open online courses},
	journal = {Open Praxis},
	volume = {9},
	issue = {3},
	pages = {267–286},
	issn = {2304-070X},
	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.},
	refereed = {yes},
	doi = {10.5944/openpraxis.9.3.553},
	url = {http://openpraxis.org/index.php/OpenPraxis/article/view/553},
	attachments = {553-2356-2-PB.pdf},
}