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

O'Brien, Kelsey; Forte, Michele; Mackey, Thomas P.; Jacobson, Trudi

doi:10.5944/openpraxis.9.3.553

Cited by 28 publications

(12 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La métalittératie relève l'importance d'« évaluer le contenu dynamique (dynamic content) de façon critique » (Mackey et al, 2011, p. 73) 102 . Sur le plan pédagogique, plusieurs initiatives de cours en ligne ou hybrides tendent à confirmer le potentiel de ce concept émergent (Gersch et al, 2016 ;O'Brien et al, 2017 ;Witek et Grettano, 2012 ;Witek et al, 2014). Enfin, sur le plan de l'influence conceptuelle, on notera que le dernier référentiel de l'Association of College and Research Libraries (ACRL) en est inspiré (ACRL, 2016 ;Fulkerson et al, 2017 , 1989, paragr.…”

Section: Appendixesunclassified

Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

View full text Add to dashboard Cite

This collective case study focuses on critical thinking and literacies (informational, digital, media, etc.), understood with the concept of metaliteracy, for students beginning higher education and destined to be secondary school history teachers. The objective is to present a portrait of critical thinking and metaliteracy among these preservice teachers from the French-speaking world, in an era of social networks. The background of the research includes an increasing number of fake- news and conspiracy theories with proven socio-political and health impacts in election or pandemic contexts. We studied students from Wallonia (Belgium), France and Québec (Canada), especially because of these nation’s approach to train preservice teachers (vocational training vs disciplinary training).To conduct this project, several specific objectives were formulated. These were: i) to analyse the metric quality of French-version tests quantifying critical thinking skills and dispositions as well as metaliteracy self-efficacy; ii) to describe preservice teacher scores in critical thinking, particularly in respect with environmental (type of training, country of study, employment) and personal (self-efficacy in critical thinking and metaliteracy, belief in the likelihood of becoming teacher) factors; iii) to discriminate between critical thinking and metaliteracy strategies used by preservice teacher in Wallonia, France and Quebec when navigating in a social media (here Facebook) used as digital personal learning environment (PLE) with respect to the type of training and some environmental (perception of the educational and digital environment) and personal (self-efficacy) factors. A last specific objective, transversal to the first three, consisted in iv) engaging socio-cultural factors and taking into account the educational path, in perceptions and practices related to metaliteracy and critical thinking, in the social web era. This thesis follows a presentation by article; each one of them is related to one of the first three objectives, the fourth objective is thus discussed in a transversal way.Carried on five establishments (two in Wallonia, one in France and two in Quebec), this research is based on a two-phase mixed methodology. The quantitative phase involved three tests conducted on 245 preservice teachers (N = 245). During the second phase, the qualitative one, 32 students (n = 32, selected among the 245 participants) were interviewed, particularly to describe knownstrategies to evaluate information. In addition, we observed practices and strategies mobilized by nine of them (n = 9) to evaluate information from documentaries and discuss it on a social media.The first article illustrates the complexity of critical thinking measurements but demonstrates the psychometric robustness of the French version of the Halpern Critical Thinking Assessment test, a test for scoring critical thinking skills. Furthermore, we postulate that critical thinking self- efficacy, significant predictor of skills, should be considered as a disposition to critical thinking. We have also developed an indicator measuring self-efficacy in terms of metaliteracy. In a second article, we tried to define the best predictors of critical thinking skills scores. A linear model (including country of study, type of training, employment as well as self-efficacy in critical thinking and metaliteracy) is statistically significant although with limited predictive capability. However, strategies and practices described in the third article and observed in real-life context show only minimal differences between used strategies: it seems that students following a vocational training would more likely mobilize metacognitive and self-critical strategies when their counterparts in disciplinary training use more criterion-referenced strategies.The research highlights the positive role of relationship to current and prospective employment of preservice teachers in defining critical thinking skills and dispositions, combined with specific strategies for dealing with information. The results support the increase of preservice teacher training integration into educational practice and suggests the support of career planning to develop critical thinking skills. Strength and limitations of the research are discussed and several recommendations are offered for research project and educational system, in terms of educational policy and school practices.

show abstract

Section: Appendixesunclassified

Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

Michelot¹

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…The rapid spread of the Internet has affected the direction of social life and economic development. Similarly, in the field of education, the Internet has also spawned an emerging teaching approach -MOOC [4][5][6]. To some extent, it breaks through the limitations of time and space, which is more conducive to the development of English teaching.…”

Section: Introductionmentioning

confidence: 99%

Highly Efficient English MOOC Teaching Model Based on Frontline Education Analysis

Gao

2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The MOOC teaching model is a teaching method emerging with the rapid devel-opment of the Internet, characterized by openness, large scale, interactivity and feedback. However, at present, English is mostly taught in the traditional cram-ming model, which has such problems as fossilized teaching content, small cor-pus, single teaching method and lack of a feedback mechanism. Under this mod-el, students lack the enthusiasm and initiative in English learning. By introducing MOOC, this paper innovates a new teaching model that combines the traditional English teaching model with the MOOC teaching resources. This model proves to be able to increase the classroom efficiency and students’ enthusiasm and awareness of independent learning and also help significantly improve their abili-ties of reading, deep analysis, expression and cooperation. The introduction of the MOOC teaching model is an attempt in English teaching, which is in line with the contemporary education philosophy in this new era.

show abstract

“…These studies focus on cMOOCs from a theoretical point of view, and aim to demonstrate the value of a methodology for the scenario development and implementation of connectivist courses. They also offer frameworks that describe the main axes of the design process and the implementation of a cMOOC course, but define the administrative aspects rather than the elements that should be contained by a cMOOC scenario [18,26,28]. These studies confirm that cMOOCs rely on a specific conceptual model to help teachers to conceive such courses, but they didn't provide neither a model to describe a cMOOC pedagogical scenario nor concrete and simple software tools to design and deploy connectivist MOOCs.…”

Section: Characteristic Of a Cmooc Pedagogical Scenariomentioning

confidence: 99%

Design and Operationalization of Connectivist Activities: An Approach Through Business Process Management

Bakki¹,

Oubahssi²,

George³

2019

Lecture Notes in Computer Science

View full text Add to dashboard Cite

The work presented in this paper focuses on massive open online course (MOOC) environments, and more specifically on the activity of designing and implementing pedagogical scenarios for a connectivist MOOC (cMOOC). This paper presents a research work, which aims to propose a model and tool to support the design of connectivist MOOC scenarios. The major contribution of this work is a visual authoring tool that is intended for the design and deployment of cMOOC-oriented scenarios. The tool is based on the BPMN notation that we have extended to suit our objectives. The tool was evaluated primarily from the point of view of utility and usability. The findings confirm that the tool can be used to design connectivist pedagogical scenarios and can provide all the necessary elements to operationalize such courses.

show abstract

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

Cited by 28 publications

References 10 publications

Highly Efficient English MOOC Teaching Model Based on Frontline Education Analysis

Design and Operationalization of Connectivist Activities: An Approach Through Business Process Management

Contact Info

Product

Resources

About