Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOOC for a Global Audience
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A collaborative team within SUNY that includes both Empire State College and The University at Albany designed a learner-centered Open SUNY Coursera MOOC based on the concept of metaliteracy. We reached a global audience through the Coursera platform that influenced our design decisions and expanded our understanding of digital literacies internationally.
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Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOOC for a Global Audience
- 1. 1 Tom Mackey, Ph.D. Dean Center for Distance Learning SUNY Empire State College Tom Mackey, Michele Forte, and Kathleen Stone Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOOC for a Global Audience
- 2. 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).
- 3. 3 Figure developed by Mackey, Jacobson and Roger Lipera Mackey and Jacobson (2014) Metaliteracy: Reinventing Information Literacy to Empower Learners
- 4. MOOCs 3 MOOCs: Connectivist, Coursera, & Canvas Network
- 6. MOOC Talk: Mark McBride and Michele Forte 2013: Connectivist MOOC
- 14. Course design
- 16. https://www.coursera.org/course/metaliteracy Participating as a Global Contributor
- 21. Open Educational Resources (OER) • Everything is open • “This work by Metaliteracy Learning Collaborative is licensed under a Creative Commons Attribution- NonCommercial 4.0 International License.” • Assessments asked critical questions: • Do the OERs listed fully represent a global perspective? • Do OERs create any unintentional divides related to access, culture, education, and/or population?
- 22. Pedagogy • Pedagogical implications of using the platform x-MOOC vs c-MOOC • Responding to student feedback • Teaching impacted by on-going feedback and comments • Teacher as learner/learner as teacher
- 23. Peer Assessments • MOOC-centric feature brings challenges • Peer Assessments are central to metaliteracy • Peer Assessments scale for MOOC environment • Less instructor “control”; expanded learner empowerment
- 24. Learner comment “I am quite unhappy with the results I have been given from my fellow peers who have reviewed my assessments. I'm not unhappy with the overall results, but only that of the which states "Is the response will written, without spelling or grammar errors?"
- 25. 25 MOOC3: Empowering Yourself as a Digital Citizen https://www.canvas.net/browse/opensuny/courses/empowering-yourself-digital-citizen
Notes de l'éditeur
- Tom– its all about the book!
- 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
- Tom
- Do we want to login and show the initial video? -- leave this slide as is – then go to analytics, etc. YES! I think it would be great to play the intro video and log in. KS Agreed --
- If we pull up the course – I can go right into the analytics too. And do we then want to pull up recent Chronicle article about MOOCs – something like “beyond the hype” – the lasting impression of MOOCs?
- 140 different countries
- No YouTube, no badging etc. – no badging was a huge piece bc it was in the original vision for the course, and integrating badges presume the peer to peer piece ….. That we didn’t want to lose, but had to – so … new design decisions had to be made. Created clear, straight forward navigation Embedded images since video embedding not an option Peer assessments – 10% of grade Videos, readings, optional discussions, a few self-check quizzes Universal design and ADA compliance .... Design, pedagogy, obligations to learners of all orientations Multiple means of representation Multiple means of action/expression Multiple means of engagement Captions, ease of navigation PDFs With some of the assessments we gave learners choices
- If we want to show a video or talk about the videos… This is a nice video to show as well – it is not too long. I think we can talk here about the different video approached we used and how Coursera recommends NOT using YouTube etc…because of issues in some countries with access. KS We neeedn’t show all three videos – just the different approaches, and why … interviews, pecha kucha, animation, etc.
- To show contrast between TV studio videos and interviews with social media animations; even the videos with people were intended to disrupt the Coursera expectation of the Professor on campus or behind a desk; collaborative; connectivist?
- If we want to show a video or talk about the videos…
- Timeless…
- If we want to show a video or talk about the videos… We should talk about the interview/talking style one as well. Ronnie or Student Interview, the one with Trudi’s dad etc…KS
- Everything is open
- Pedagogy ... How to or if to respond to student feedback on course .. Acknowledge without being defensive, or apologetic for the design or content or due date decisions we made ... And that the content and the actual learning goals of the course mirror ... So in other words, if we are promoting the learning objectives of teacher as learner/ learner as teacher then we are almost obligated to acknowledge comments ... Yet there is also the concomitant MOOC pedagogy promoted by Coursera. Extension of a university versus on the connectivity of the learner(s) to the MOOC itself – and to the knowledge and meaning making therein ….. Can go right into peer assessments because it begs the meta teacher learner/learner teacher continuum -
- thoughts about peer review -- this is specific to MOOC land, and it might be interesting to pull out this piece for deeper scrutiny> Peer assessments in general are often problematic …. What does it mean to scale this kind of assessment? What is lost or gained? Assessments are fraught no matter who is doing assessment or what is being assessed
- Pedagogy ... Threads in discussion note issues with deadlines, being "penalized" for grammatical issues, challenges on peer review (see #5) Also deadlines and time zones – some quotes below we may want to reference: “Hi Course Instructors, I'm new to Coursera and this is my first course. As I'm from a different timezone (I'm in Singapore), I'm wondering if this would affect me, for instance submitting assignments on time.” “I need to share that this is the first time I come across a MOOC where peer evaluation is also done with regards to the grammatical correctness of responses (see first evaluation point on all responses)! Actually, due to the international non-English mother tongue participation, often the evaluation rubric is asking not to deduct points for grammatical issues - as long as the message is clear. I think that is more in line with the MOOC goals and hope you can consider it, considering also that this is not an English writing course :)” Another “I am quite unhappy with the results I have been given from my fellow peers who have reviewed my assessments. I'm not unhappy with the overall results, but only that of the which states "Is the response will written, without spelling or grammar errors?“ If we have time – we are researching motivation for taking a MOOC and then for completing and using this in conjunction with data on completion and success rates – comparing motivation and completion – if they intended to complete, did they? Segue way to this topic from peer assessment piece - can wonder how the various components we tried to pull in impact compeltion and motivation.