Next Article in Journal
Widening Participation in Higher Education
Previous Article in Journal
Mapping the Complexities of Effective Leadership for Social Justice Praxis in Urban Auckland Primary Schools
Previous Article in Special Issue
Exploring Elements That Support Teachers Engagement in Online Professional Development
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2016, 6(1), 12;

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

Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign, 1310 S. 6th St., Champaign, IL 61820, USA
Department of English, East Carolina University, Bate Building 2201, Mailstop 555, Greenville, NC 27858, USA
National Writing Project, 2105 Bancroft Way, Berkeley, CA 94720, USA
School of English Studies, Kean University, 1000 Morris Avenue Union, NJ 07083, USA
Author to whom correspondence should be addressed.
Academic Editor: James Albright
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)
Full-Text   |   PDF [446 KB, uploaded 18 March 2016]   |  


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

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

Share & Cite This Article

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.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics



[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top