Designing for Connectedness and Openness: Advancing Metaliterate Learning through MOOCs and Digital Badging
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This presentation examines metaliteracy as a pedagogical model in the design of three Massive Open Online Courses (MOOCs) and a competency based digital badging system (https://metaliteracybadges.org/). Metaliteracy is an empowering pedagogy that promotes metacognitive reflection and envisions the learner as critical consumer and creative producer in social media and collaborative communities (Mackey and Jacobson, 2011, 2014). The initial exploration of metaliteracy in the connectivist (Siemens, 2004) format informed the eventual design of related projects in the xMOOC platforms of Coursera and Canvas, including a recent on-demand version of the Coursera MOOC (https://www.coursera.org/learn/metaliteracy). As these projects emerged, a competency-based digital badging system was developed based on the metaliteracy learning goals and objectives that provided an interactive system with gamification components for learners to pursue quests and challenges leading to digital badges (http://www.metaliteracy.org). At a pivotal intersection of these open learning projects, the MOOC and badging platforms converged to inform a hybrid MOOC design. This reimagined strategy advanced metaliteracy through the original connectivist principles that initially inspired these innovative practices.
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Designing for Connectedness and Openness: Advancing Metaliterate Learning through MOOCs and Digital Badging
- 1. #metaliteracy Designing for Connectedness and Openness: Advancing Metaliterate Learning through MOOCs and Digital Badging The World Conference on Online Learning: Teaching in The Digital Age – Re-Thinking Teaching & Learning Tom Mackey, Kelsey O’Brien, Trudi Jacobson, and Michele Forte SUNY
- 2. 1. How can we leverage MOOC platforms to promote learner-centered pedagogy based on a metaliteracy framework? 2. How might metaliteracy be applied as a pedagogical strategy for supporting self-regulated learning in MOOCs? 2 O’Brien, K., Forte, M., Mackey, T. P., Jacobson, T.E., “Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.” Vol. 9, No. 3. Open Praxis. 2017. As Pedagogical Framework
- 3. • MOOCs must be designed with learners as central drivers of their learning • Foster lifelong learning competencies for self-regulation and learner agency • MOOCs are a decentralized learning model • Require a supportive pedagogy for students to take on active roles as participants, contributors and teachers 3 O’Brien, K., Forte, M., Mackey, T. P., Jacobson, T.E., “Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.” Vol. 9, No. 3. Open Praxis. 2017. As Pedagogical Framework
- 4. Four Domains of Metaliteracy Metacognitive: what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn Cognitive: what students should know upon successful completion of learning activities— comprehension, organization, application, evaluation Affective: changes in learners’ emotions or attitudes through engagement with learning activities Behavioral: what students should be able to do upon successful completion of learning activities— skills, competencies Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 5. Learner Roles Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 7. C-MOOC Empowering Yourself as a Digital Citizen
- 8. Metaliteracy Supports Multiple Learner Roles Learner as Participant • Decentralization • Discussion forums showed deep engagement Learner as Contributor • cMOOC: aggregate, remix, repurpose, feed forward • Peer feedback Learner as Teacher • Student discomfort in this role • Peer review tools and discussion forums provided structure and guidance 8
- 9. Metaliteracy Supports Learner Self-Regulation Metaliteracy content promoted – self-reflection – intricate (supportive and collegial) connectivist interactions Needed: – Supportive scaffolding • cMOOC was too much of a free for all for most learners used to college courses 9 O’Brien, K., Forte, M., Mackey, T. P., Jacobson, T.E., “Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas.” Vol. 9, No. 3. Open Praxis. 2017.
Notas do Editor
- Tom starts and introduces Kelsey via ZOOM. Mention the new article and these key points as well as a brief definition of metaliteracy and our work with Trudi.
- Kelsey In our paper we talk about three moocs that we designed in which metaliteracy was both the subject matter and pedagogy. We explore how metaliteracy can be used to foster self-regulation and learner agency. This is a big part of metaliteracy – that learners drive their own learning – and it's also something that the literature shows is really important for students to be successful in MOOCs. Looking at the original connectivist MOOCs there is a lot of potential for a decentralized learning model that that puts students at the center of their own learning. But We found in our experiences co-teaching both a cMOOC and xMOOCs that students really need support as they take on these more active roles.
- Tom: “Metaliteracy also includes a metacognitive component and openness to format and mode that is less pronounced in information literacy” (p. 6).
- Tom: Metaliteracy challenges learners to see themselves in a variety of (often new) roles
- Kelsey A team of educators within the State University of New York (SUNY) knows as the Metaliteracy Learning Collaborative formed in 2012 and has since developed several learning objects to engage with learners about metaliteracy. This includes the Metaliteracy Badging System which was designed using the ML learning objectives as its framework. The system includes four digital badges – Producer & Collabpratoe, Master Evaluator, Digital Citizen and Empowered Learner - and the culminating badge which is the Metaliterate Learner badge. Because metaliteracy is grounded in metacognition, the activities and assessments required to earn a badge are very reflective in nature (not automated), encouraging students to develop an awareness and understanding of their own learning processes. The system is meant to be flexible - various components are incorporated into information literacy instruction, often help faciliate a flipped classroom model. We deliberately named each badge so that it represents a title that students can claim and display once they have mastered a particular series of learning activities. The badge is not meant to be an end point for learners, but rather an indicator of transformed learning – demonstrating that that the earner has developed new ways of thinking and learning practices that can be applied to future learning experiences.
- Tom: Around the same time MOOCs were emerging as a new open platform that offered an opportunity to expand our instructional reach. Goals, Quick recap of each MOOC (refer to overview section in paper). c-MOOC (2013) – original Metaliteracy MOOC - Stephen Downes gRSShopper aggregator, user-generated content. initial exploration of MOOCs, application of ML, aligning content and method, connectivism Coursera – SUNY contract, well-known platform. Wanted to merge experiences with two flexible technologies – badging system and MOOCs. Canvas – offered opportunity for badge integration, flexible template allows for more experimentation. Initial setback turned into an interesting project in which we had the opportunity to compare experiences with two xMOOC platforms. Development of xMOOCs was very much influenced by our original experience with the cMOOC.
- Kelsey: Referring back to the Learner Roles diagram that Tom mentioned earlier, our goals for the metaliteracy MOOCs were largely about metaliteracy in practice. We wanted learners to play active roles in the course as participants, Contributors, and Teachers. In the original metaliteracy cMOOC we used the model established by Siemens and Downes in which students are generating a lot of the course content by aggregating, remixing, repurposing and feeding forward within their peer networks. This connectivist format really closely aligned with our objectives for metaliterate learners; however we found that students were rather overwhelmed by this role reversal in the cMOOC – needed more support. In the xMOOCs on the other hand we really had to push against a lecture-based format - we made deliberate choices in an effort to decentralize the learning environment. This was largely influenced by our original experience co-teaching the connectivist MOOC - In the cMOOC, for example we held live "MOOC Talks" in which guest speakers presented on metaliteracy topics, and students had the opportunity to ask questions and engage with the speaker. Likewise, in the xMOOCs, rather than using static pre-recorded lecture videos for content delivery, we encouraged learners to engage with the course content. Ultimately we found that teaching a metaliteracy MOOC requires a hybrid model: pulling from the original connectivist ideals in which students are generating their own knowledge, engaging with each other and the content, but providing supportive scaffolding as students take on these roles, which we found can largely be facilitated by the more structured environment and tools that are provided by xMOOCs. We found that Coursera's discussion forums and built in peer-assessment tools were especially helpful in guiding students in their roles as teachers, and facilitating connections between peers.
- Tom summarizes key points and transitions back to the panel.