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Exploring Elements That Support Teachers Engagement in Online Professional Development
Article

Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC

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Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign, 1310 S. 6th St., Champaign, IL 61820, USA
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Department of English, East Carolina University, Bate Building 2201, Mailstop 555, Greenville, NC 27858, USA
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National Writing Project, 2105 Bancroft Way, Berkeley, CA 94720, USA
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School of English Studies, Kean University, 1000 Morris Avenue Union, NJ 07083, USA
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Educ. Sci. 2016, 6(1), 12; https://doi.org/10.3390/educsci6010012
Received: 30 October 2015 / Revised: 25 February 2016 / Accepted: 8 March 2016 / Published: 18 March 2016
(This article belongs to the Special Issue Web-Mediated Approaches to Teachers’ Professional Development)
The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678), a Google+ Community (n = 105), a Facebook Group (n = 19), a blog feed (n = 5), and a “make” repository (n = 21). Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others’ artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies—bursting, drifting, leveraging, and turning. Bursting and drifting characterize the paces and proximities of remixing while leveraging and turning are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning. View Full-Text
Keywords: teacher professional development; online; remix; MOOC; cMOOC; networks; connected learning teacher professional development; online; remix; MOOC; cMOOC; networks; connected learning
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MDPI and ACS Style

Smith, A.; West-Puckett, S.; Cantrill, C.; Zamora, M. Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC. Educ. Sci. 2016, 6, 12. https://doi.org/10.3390/educsci6010012

AMA Style

Smith A, West-Puckett S, Cantrill C, Zamora M. Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC. Education Sciences. 2016; 6(1):12. https://doi.org/10.3390/educsci6010012

Chicago/Turabian Style

Smith, Anna, Stephanie West-Puckett, Christina Cantrill, and Mia Zamora. 2016. "Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC" Education Sciences 6, no. 1: 12. https://doi.org/10.3390/educsci6010012

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