This document summarizes the WLA 2014 Mid-Winter Conference which focused on promoting access to open and online learning through metaliteracy. It provides details on keynote speaker Tom Mackey who discussed metaliteracy and how it empowers learners to participate in interactive online environments. The document also summarizes various MOOCs on metaliteracy offered through SUNY Empire State College that saw hundreds of registrants and engagement in online discussions and blogs.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
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.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
The driving goal for this Tier 3 IITG project was the integration of the Open SUNY Metaliteracy Badging System with Coursera’s MOOC platform. We proposed that merging these two innovative and flexible learning models would provide an exciting prospect to implement metaliteracy competencies across a wide and diverse audience. Coursera’s analytics also provided the opportunity to gather valuable data about the impact of the badging system on the learning experience, especially in regards to student motivation.
As we set out to build our MOOC, however, we encountered both technological and pedagogical barriers to our original course design. The first of these barriers was that full integration of the badging system in the way we had envisioned was not possible with Coursera's current functionalities.
The other barrier we encountered was related to the incompatibility of our original assessments with
the automated nature of MOOCs. The assessments we had designed for the badging system are mostly open-ended, reflective assignments that cannot be automatically graded, but rather must be reviewed by an instructor. While we wanted to maintain the integrity of the original assignments, instructor
grading of massive numbers of submissions was not possible. We decided to adapt the assignments to a peer-review model, which involved careful construction of rubrics and explicit instructions for student reviewers to follow as they graded their peers.
These challenges presented an important turning point in our project. Do we modify our content according to the platform, or do we push the limits of the platform in order to accommodate our content? Our ultimate solutions involved a little bit of both.
We discovered that Canvas, another major player in the MOOC world, provides tools that enable a more robust integration of the badging system. However, we didn’t want to give up the opportunity to host a MOOC on Coursera, due to their high profile in the MOOC arena, and their selection as the platform of
choice for SUNY. We decided to proceed with the creation of two MOOCs, which would be offered in succession on the two different platforms, and would allow us to take advantage of the unique strengths offered by each.
This panel will offer insights about the collaborative development and facilitation of both the Coursera and Canvas MOOCs and the extent to which we were able to integrate the digital badging system. We will discuss the process of deciding how to incorporate the Metaliteracy Badges, how determinations were made about video production and use, and the unanticipated challenges and strengths of this combined model that featured structured modules and competency based learning. We will also discuss
completion rates, and offer student feedback on both MOOCs. The development of MOOCs in both Coursera and Canvas presented the unique opportunity to compare the advantages and drawbacks of both platforms.
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Developing Metaliterate Learners: Transforming Literacy across DisciplinesTom Mackey
This was the opening keynote presentation by Tom Mackey and Trudi Jacobson for the SUNY "Conversations in the Disciplines" one-day conference focused on metaliteracy.
Empowering Yourself in a Connected World: Designing an Open SUNY Coursera MOO...Tom Mackey
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.
Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Le...Tom Mackey
Presented at the Conference on Learning Information Literacy across the Globe in Frankfurt am Main, Germany 10th of May 2019. Metaliteracy is examined as an empowering pedagogical framework that advances learners as informed consumers and original producers of information.
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean at CDL and Trudi E. Jacobson, Distinguished Librarian at The University at Albany.
Massive Open Online Courses and the New Game of Higher EducationBonnie Stewart
Explores the emerging - and diverging - models of Massive Open Online Course (MOOC) offerings, and how Connectivist MOOCs and Xmodel MOOCs such as EdX, MITx, Udacity et al reflect very different visions of the changing game of higher education.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
Crossing the Threshold: Envisioning Information Literacy through the Lens of ...Tom Mackey
Twitter is abuzz with comments about metaliteracy, threshold concepts, and frameworks. Information literacy is being reframed, reinvented, and reimagined in articles, books, conference presentations, and lively discussions in the field. What happened to the more traditional elements of information literacy and the iconic ACRL Information Literacy Competency Standards for Higher Education? Why are these alternative models appearing now, and what do they bring to the conversation? This collaborative keynote will provide an opportunity to learn more about these new models, and to reflect on how they might inform your teaching and your students’ learning. We will explore these developments by highlighting key aspects of our new book Metaliteracy: Reinventing Information Literacy to Empower Learners. Trudi Jacobson will also relate these questions to her work as Co-Chair of the ACRL Task Force that is shifting the original standards to a framework informed by a scaffolding of threshold concepts.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
Expanding Metaliteracy Across the Curriculum to Advance Lifelong Civic Engage...Tom Mackey
This presentation was for 2015 Summer Workshop at Cedar Crest College and explored the following: Metaliterate learners, who apply integrated competencies related to evaluating, consuming, and producing information in participatory environments, will be better prepared for college level learning and lifelong civic engagement. This workshop defined metaliteracy, discussed the four domains of metaliteracy and related learning goals and objectives, and examined how this approach has been applied in the curricular design of several innovative projects such as competency based digital badging and three MOOCs. Participants discussed ways to envisage opportunities to enhance students’ metaliteracy abilities, and to share these ideas with other attendees.
Metaliteracy and the Participatory Role of Learners in Today’s Social Informa...Tom Mackey
Participating effectively in today’s social information environment requires abilities and dispositions that encompass and extend beyond those required to engage in academic research. The open, participatory nature of social media requires learners to take on diverse roles, from critical consumer to informed producer and responsible sharer of information in dynamic and sometimes uncertain spaces. This collaborative and connected world also provides opportunities for learners to expand their roles as communicator, researcher, and teacher. In order to connect fully and successfully in this sphere, our students must understand and accept their potential contributions and responsibilities when consuming and creating information in an environment that is similarly fractured and divisive. They need to adapt to ever-changing technologies and must be prepared to ask critical questions about the information they encounter from formal and informal sources. General Education, in particular, is key to how we prepare students for this ever-shifting and dynamic socially connected world.
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
Developing Metaliteracy to Engage Citizens in a Connected WorldTom Mackey
This keynote at the University of Delaware's Faculty Summer Institute 2016 explored the theory of metaliteracy while illustrating practical applications in several projects developed by the Metaliteracy Learning Collaborative. This work included three Massive Open Online Courses (MOOCs) and a competency-based digital badging system. This presentation examined the Metaliteracy Learning Goals and Objectives as a flexible, adaptable, and evolving resource, and highlighted the influence of metaliteracy on the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education.
As a redefinition and reinvention of information literacy, metaliteracy is a framework for learning that emphasizes metacognition and the production of original and repurposed information in a participatory and connected world. Metaliteracy shifts the focus from consumer to producer of information, and from user to maker in collaborative makerspaces that are actual and virtual, networked, and social. Today’s complex information environments require an overarching literacy that emphasizes a comprehensive set of competencies to engage learners with a wide range of forms that are textual, aural, visual, virtual, digital, social, and technology mediated. The metaliterate learner has the ability to constantly reflect on social learning, expanding quantitative and qualitative reasoning, while engaging as an informed citizen capable of contributing to these spaces and to society in a productive and ethical manner. Metaliteracy supports our goals as educators to design curriculum that advances critical thinking, reading, writing, and creating, through multiple formats and settings.
Metaliteracy as an Empowering Model for Teaching Mobile and Social LearnersTom Mackey
Tom Mackey and Trudi Jacobson presented a collaborative keynote on metaliteracy at The University of Puerto Rico’s Mobile Learning Week event on Monday, March 20 at 10am eastern time. In a presentation entitled “Metaliteracy as an Empowering Model for Teaching Mobile and Social Learners,” Tom and Trudi will explored the theory of metaliteracy while illustrating practical applications that can be applied in a variety of teaching and learning situations. In today’s mobile media environments our learners are continuously engaged with information in a variety of forms using a range of technologies. Learners from around the world are texting, posting, and sharing documents they find online through a multitude of social media spaces and mobile devices. But how much of this information can be trusted?
Teaching Metaliteracy in the Post-Truth WorldTom Mackey
This presentation introduced metaliteracy and its critical role in today’s post-truth world. Trudi Jacobson and Tom Mackey presented Ideas for incorporating discipline-based teaching of metaliteracy, from the development of metaliteracy learning outcomes to the design of collaborative teaching and learning opportunities. Participants gained insights about how to promote metaliterate learning academically and through lifelong learning.
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
This presentation, "Transliteracy and Metaliteracy: Emerging Literacy Frameworks for Social Media" was part of the CMC11 MOOC offered by SUNY Empire State College, with Thomas P. Mackey, Interim Dean at CDL and Trudi E. Jacobson, Distinguished Librarian at The University at Albany.
Massive Open Online Courses and the New Game of Higher EducationBonnie Stewart
Explores the emerging - and diverging - models of Massive Open Online Course (MOOC) offerings, and how Connectivist MOOCs and Xmodel MOOCs such as EdX, MITx, Udacity et al reflect very different visions of the changing game of higher education.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
The Association of College and Research Librarians Virtual World Interest Group held a panel discussion on MOOCs and the impact on libraries, higher education, and information literacy.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
During the past year, the phenomenon of Massive Open Online Courses – or MOOCs – has been a trend du jour within academia. Framed by co-founder George Siemens as “the Internet happening to education,” MOOCs offer a lens through which to explore how escalating complexity and information abundance impact 21st century higher ed.
Alternately hailed and derided as a disruptive revolution in higher education, MOOCs make visible the fault lines emerging in contemporary academia. Because not only are networked practices encroaching on and expanding the boundaries of conventional educational institutions: so is neoliberalism.
In this keynote for #WILU2013, Dave Cormier and Bonnie Stewart trace a narrative path through the various ways MOOCs challenge institutional education models, focusing particularly on the digital, networked practices that MOOCs were originally intended to embody. They outline rhizomatic and networked models of learning, and the conceptual structures that underpin education as a massive, open, and online enterprise.
Slides for my keynote presentation at YRDSB Quest in Richmond Hill, Ontario, November 17, 2010.
Full video of the recording is found here: http://www.rogerstv.com/page.aspx?lid=237&rid=17&sid=3867&gid=73758
Advancing Metaliteracy in a Post-Truth World through the Design of a Global M...Tom Mackey
A team of educators from Empire State College and UAlbany present on an Open EdX MOOC, Empowering Yourself in a Post-Truth World. Based on lessons learned from prior metaliteracy MOOC implementations (connectivist, Canvas and Coursera), the MOOC prepares learners to be reflective, critical consumers and active, well-informed producers and participants in today’s connected yet divisive digital information environment.
Accelerating Metaliterate Learning with a Global MOOC and Digital Badging SystemTom Mackey
This interactive presentation invited attendees to provide feedback on a developing global MOOC entitled Metaliterate Learning in the Post-Truth World and metaliteracy digital badging system. Participants offered insights at a critical point in the development process, as we prepared the MOOC and digital badging content for spring 2019.
Fake News, Real Teens: Problems and PossibilitiesTom Mackey
This presentation is part of a panel held at the Albany Public Library in Albany, New York on Sunday November 4, 2018. It explore the emergence of false and misleading information in a post-truth world and how metaliteracy is a teaching and learning solution to empower individuals to be informed consumers and creative producers of information in a digital world.
Metaliteracy: Reflective and Empowered Lifelong LearningTom Mackey
This keynote presentation at La Universidad de Guadalajara "Second Encounter of Reading in Higher Education: Literacy in Everyday Life" defined metaliteracy in everyday experience and in academic settings, while exploring its importance in today’s multifaceted social media spaces. Tom Mackey and Trudi Jacobson examined how metaliteracy complements the literacy of reading and writing in new media environments, and extends information literacy beyond search and retrieval, to define a metacognitive perspective that prepares individuals to continuously reflect, adapt, persist, and participate in mutable information environments. The authors demonstrated metaliteracy learning projects, including a competency based digital badging system and Massive Open Online Courses (MOOCs) that map the metaliteracy learning goals and objectives to tangible and reflective learning activities.
Promoting Collaboration in Open Online ProgramsTom Mackey
As part of this year's Association for Continuing Higher Education (ACHE) Northeast Metropolitan Spring Conference, CDL Dean Tom Mackey presented, "Promoting Collaboration in Open Online Programs." This year's conference was sponsored by the Stony Brook School for Professional Development and took place on Friday, June 14, at Stony Brook University in Manhattan. The theme of this year's event was Distance Education: Access, Quality, Opportunities, and Cautions.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Promoting Access for All with Open and Online Learning
1. WLA 2014 Mid-Winter Conference
Promoting Access for All
with Open and Online
Learning #metaliteracy
Tom Mackey, Ph.D.
Dean
Center for Distance Learning
SUNY Empire State College
10:45-11:45
November 18, 2013
1
Gateway Center, Westchester Community College
5. Creators and Curators
• Creators: “54% of adult internet users post
original photos or videos online that they
themselves have created.”
• Curators: “47% of adult internet users take
photos or videos that they have found online
and repost them on sites designed for sharing
images with many people.”
http://www.pewinternet.org/Reports/2013/Photos-and-videos/Main-Findings.aspx
6. Social Media Update
2013
• “73% of online adults now use social
networking sites”
• “42% of online adults now use multiple social
networking sites.”
• “71% of online adults are now Facebook
users, a slight increase from the 67% of online
adults who used Facebook as of late 2012.”
http://www.pewinternet.org/Reports/2013/Social-Media-Update/Main-Findings.aspx
8. "Changing Course: Ten Years of Tracking Online Education in the United States”
“Over 6.7 million students
were taking at least one
online course during the
fall 2011 term, an increase
of 570,000 students over
the previous year.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
9. "Changing Course: Ten Years of Tracking Online Education in the United States”
“Thirty-two percent of higher
education students now take at
least one course online.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
10. "Changing Course: Ten Years of Tracking Online Education in the United States”
“Seventy-seven percent
of academic leaders rate
the learning outcomes in
online education as the
same or superior to those
in face-to-face classes.”
http://sloanconsortium.org/news_press/january2013_new-study-over-67-million-students-learning-online
12. 2012 Paris OER Declaration
“Bridge the digital divide by developing
adequate infrastructure, in particular,
affordable broadband connectivity,
widespread mobile technology and
reliable electrical power supply.”
“Improve media and information literacy
and encourage the development and use
of OER in open standard digital
formats.”
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/
Events/Paris%20OER%20Declaration_01.pdf
12
15. European Commission:
“More than one million or one in five 15-yearolds in Europe, as well as over 75 million
adults, lack basic reading and writing skills,
which makes it harder for them to find a job
and puts them at risk of social exclusion.”
“Focus on Literacy”
http://ec.europa.eu/education/focus/literacy_en.htm
24. “What, if anything,
can stop the
MOOC?”
Creative Commons
licensed picture at
Giulia Forsythe on Flickr
.
25. George Siemens at MOOC Research Initiative Conference 2013 #MRI13
Alec Couros: https://twitter.com/courosa/status/408248664738377729/photo/1
26. “After Setbacks, Online Courses Are Rethought”
Sebastian Thrun image by Stephen Lam/Reuters
http://www.nytimes.com/2013/12/11/us/after-setbacks-online-courses-are-rethought.html
28. “The starting point of connectivism is the individual.
Personal knowledge is comprised of a network,
which feeds into organizations and institutions, which
in turn feed back into the network, and then continue
to provide learning to individual. This cycle of
knowledge development (personal to network to
organization) allows learners to remain current in
their field through the connections they have
formed.”
George Siemens
Connectivism:
A Learning Theory for the Digital Age
http://www.elearnspace.org/Articles/connectivism.htm
30. Dr. Betty Hurley Dasgupta and Carol Yeager
First MOOC in SUNY System
31. Dr. Betty Hurley Dasgupta and Carol Yeager
Creativity and Multicultural
Communication
•
•
•
•
•
•
•
•
492 registered participants
14 Registered for credit
13 undergraduates and 1 grad student completed
111 registered participant blogs
996 blog posts
136 tweets
36 discussions
Facebook group started by participants
32. Dr. Betty Hurley Dasgupta and Carol Yeager
Creativity and Multicultural
Communication
• CMC11 continued for Independent Study credit and for
open participation (through 2013)
• New speakers & original recordings; Google+ Hangouts
• Several international, non CDL participants joined the
Google+ Hangouts
• 354 participants recently registered for the newsletter
• 33 students registered to the MOOC for credit since the
original offering
• 15-20 original participants continued to contribute
33. Dr. Betty Hurley Dasgupta and Carol Yeager
VizMath MOOC
http://math.cdlprojects.com/
34. Dr. Betty Hurley Dasgupta and Carol Yeager
VizMath MOOC
•
•
•
•
•
Only offered Fall 2012
88 registered participants (none for credit)
8 blogs registered with 4 blog posts
no longer active (stopped Dec 2012)
All presentation sessions are available on You Tube and
have had many viewings and downloads
http://math.cdlprojects.com/
39. “Metaliteracy promotes critical thinking
and collaboration in a digital age,
providing a comprehensive framework
to effectively participate in social media
and online communities.”
Thomas P. Mackey and Trudi E. Jacobson “Reframing Information Literacy as a
Metaliteracy” College & Research Libraries. January 2011 72:62-78.
http://crl.acrl.org/content/72/1/62.full.pdf
40. “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)
41. “Metaliteracy is not about introducing yet
another literacy format, but rather reinventing
an existing one, information literacy, the critical
foundation literacy that informs many others
while being flexible and adaptive enough to
evolve and change over time.”
Metaliteracy: Reinventing Information Literacies to Empower Learners
(Mackey and Jacobson, 2014 forthcoming book).
48. MOOC
•
•
•
•
•
554 registered participants
454 receiving 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
52. SUNY Complete
at Empire State College
• Data-driven outreach to SUNY students who
have stopped out with the aim of
reconnecting and completing their education
• Partnership with University at Albany
53. SUNY REAL
at Empire State College
• Lumina Foundation Grant
• Pilot a new scalable framework for Prior
Learning Assessment (PLA), open education,
and ePortfolios.
54. Online Programs Nominated for Open SUNY
MBA in Management
MBA in Management, Veteran's Pathway
MBA in Global Leadership
MA in Learning and Emerging Technologies
(MALET)
RN to BSN
MS in Nursing
BS BME Accounting
BS BME Human Resources Management
BS PAF Emergency Management
BS SMT Information Systems
From 2012 Paris OER Declaration: Emphasizing that the term Open Educational Resources (OER) was coined at UNESCO’s 2002 Forum on Open Courseware and designates “teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. Open licensing is built within the existing framework of intellectual property rights as defined by relevant international conventions and respects the authorship of the work”;
Recommend deleting slides 6-8
According to the latest PISA survey, the OECD's Programme for International Student Assessment.
David Wiley and Ken Thanos, Bringham Young University “Taking a Leap of Faith”
Tom
The topic did not draw the audience we had hoped and those that did participate were not as active as we would have hoped
The topic did not draw the audience we had hoped and those that did participate were not as active as we would have hoped
Tom
Tom
This is our visual model to explain Metaliteracy (pause)
We see this as a flexible, circular model that builds on information literacy with new technologies and competencies (pause)
Metaliteracy expands information literacy to include the ability to produce, share, and collaborate in open learning and social media environments (pause)
Metaliteracy also includes a central focus on metacognition, or the ability to think about one’s thinking.
Today’s learner moves through these spheres from any direction rather than a traditional linear manner
Tom
Tom
Tom
This is our visual model to explain Metaliteracy (pause)
We see this as a flexible, circular model that builds on information literacy with new technologies and competencies (pause)
Metaliteracy expands information literacy to include the ability to produce, share, and collaborate in open learning and social media environments (pause)
Metaliteracy also includes a central focus on metacognition, or the ability to think about one’s thinking.
Today’s learner moves through these spheres from any direction rather than a traditional linear manner
On behalf of Complete SUNY and OPEN SUNY, SUNY Empire State College is contacting stop outs to ask them to return to a SUNY college or university. During the pilot phase of the project, SUNY Empire State College and SUNY Albany will be the first two campuses that will participate. Will the help of the Complete SUNY Program Advisor, students will choose the best method of study (including online, face-to-face, and independent study) to complete their degree. As the program grows, we hope that students will continue to take advantage of SUNY Empire State College and SUNY Learning Network’s online resources to finish their education.
On behalf of SUNY REAL and OPEN SUNY, SUNY Empire State College is creating and piloting a framework to assess university-level learning regardless of where, when, or how it was acquired. Through a Lumina Foundation grant, this framework will be evaluated by assessing student learning gained through six Saylor Foundation open educational resources. The process will be using the principles and practices of prior learning assessment, open education, and eportfolios. Through a TAACCCT grant, SUNY Empire State College will be assisting communities colleges as they design policies, procedures, and practices for assessing, transcripting, and transferring prior learning assessment. Through these two initiatives, we hope to start building the foundation of SUNY REAL and OPEN SUNY.