%0	Journal Article
%A	O'Brien, Kelsey
%A	Forte, Michele
%A	Mackey, Thomas
%A	Jacobson, Trudi
%D	2017
%J	Open Praxis
%K	pedagogy
%K	MOOCs
%K	metaliteracy
%K	massive open online courses
%N	3
%P	267–286
%R	10.5944/openpraxis.9.3.553
%T	Metaliteracy as pedagogical framework for learner-centered design in three MOOC platforms: Connectivist, Coursera and Canvas
%U	http://openpraxis.org/index.php/OpenPraxis/article/view/553
%V	9
%X	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.
%8	09/2017
%@	2304-070X
%*	yes
%>	https://www.oerknowledgecloud.org/archive/553-2356-2-PB.pdf