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Tom Mackey, Ph.D.
Dean
Center for Distance Learning
SUNY Empire State College
Metaliteracy in Practice:
Strengthening Learning through a
Connectivist MOOC
#metaliteracy
Tom Mackey, Trudi Jacobson, Michele Forte,
Jenna Hecker, and Nicola Allain
Friday, May 30 9:15-9:45 MVR G71
MOOC
• 554 registered participants
• 454 received newsletters
• 118 registered blogs
• 72 blog posts
• Students from 3 Information Literacy Courses
at the University at Albany
• 1 Graduate Student at Empire State College
MOOC
Trudi Jacobson, Tor Loney, and Nicola Allain
@Downes
https://twitter.com/Downes/status/
414782424506068993/photo/1
http://www.downes.ca/about.htm
Metaliteracy: Reinventing Information
Literacy to Empower Learners
(Mackey and Jacobson, 2014).
“Metaliteracy expands the scope
of traditional information skills
(determine, access, locate,
understand, produce, and use
information) to include the
collaborative production and
sharing of information in
participatory digital environments
(collaborate, participate, produce,
and share)” (p. 1).
“Metaliteracy
empowers learners to
participate in
interactive information
environments,
equipped with the
ability to continuously
reflect, change, and
contribute as critical
thinkers.”
(Jacobson and Mackey,
Proposing a Metaliteracy Model
to Redefine Information Literacy,
2013)
8
Figure developed by Mackey, Jacobson and Roger Lipera
Mackey and Jacobson (2014)
Metaliteracy: Reinventing
Information Literacy to
Empower Learners
http://metaliteracy.cdlprojects.com
http://metaliteracy.cdlprojects.com
MOOC
MOOC
http://metaliteracy.cdlprojects.com/week1.htm
Blackboard Collaborate Session
MOOC Talk: Paul Prinsloo, UNISA, South Africa
Blackboard Collaborate Session
MOOC Talk: Mark McBride and Michele Forte
MOOC
• Facilitating synchronous chat
• MOOC talk mimicked the topic on which it
focused
• Queries from chat included
– "Does SUNY recognize OERs as valuable peer
review for tenure process?”
• OER and textbook costs
• OER and ethics of higher education
MOOC
• Teacher and students trading roles in this
open space environment
• Synchronous chat is not a controlled
environment
• Facilitated, interactive, open conversation
• We had no idea which questions would be
asked
• Disrupted the asynchronous environment to
include real time conversation
Blackboard Collaborate Session
MOOC Talk: Bryan Alexander and Nicola Allain
MOOC Metacognitive Analysis
• Graduate elective, Master of Arts in Learning
and Emerging Technologies, with assessment
focus
• Research provides preliminary data & analysis
for final master’s thesis project, “An
Exploration of Assessment Attitudes and
Interaction Factors Within a MOOC Learning
Environment.”
QUESTIONS OR COMMENTS?

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Metaliteracy in Practice: Strengthening Learning through a Connectivist MOOC

Editor's Notes

  1. Tom
  2. Tom
  3. Tom: behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies), 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), and 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).  Understands the process of creating and sharing information Recognizes gaps in knowledge Seeks new knowledge to adjust to challenging situations Adapts to changing technologies Continuously self-reflects Demonstrates empowerment through interaction, communication, and presentation Reflects on production and participation