15
Sous la di ec ion de
Flo en MICHELOT e Simon COLLIN
P é ace de
Daniel Pe aya
La compé ence
numé ique en
con ex e éduca i
Rega ds c oisés
e pe spec i es in e na ionales
Sous la di ec ion de
Flo en MICHELOT e Simon COLLIN
La compé ence numé ique
en con ex e éduca i
Sous la di ec ion de
Flo en MICHELOT e Simon COLLIN
P é ace de
Daniel Pe aya
La compé ence
numé ique en
con ex e éduca i
Rega ds c oisés
e pe spec i es in e na ionales
Ca alogage a an publica ion de Biblio hèque e A chi es na ionales du Québec
e Biblio hèque e A chi es Canada
Ti e : La compé ence numé ique en con ex e éduca i : ega ds c oisés e pe spec i es
in e na ionales / sous la di ec ion de Flo en Michelo e Simon Collin.
Noms : Michelo , Flo en , 1982- édi eu in ellec uel. | Collin, Simon, 1982- édi eu in ellec uel.
Collec ions : Fo ma ion à dis ance (P esses de l’Uni e si é du Québec) ; 15.
Desc ip ion : Men ion de collec ion : Fo ma ion à dis ance = Dis ance Lea ning ; 15 | Comp end
des é é ences bibliog aphiques.
Iden i ian s : Canadiana 20240025369 | ISBN 9782760561465 (PDF)
Vede es-ma iè e : RVM : Technologies de l’in o ma ion e de la communica ion pou l’éduca ion. |
RVM : Connaissances en in o ma ique. | RVM : Technologie éduca i e.
Classi ica ion : LCC LB1028.43.C635 2024 | CDD 371.33/4—dc23
Ré ision
Michèle Beaudoin e Riham Alkhaka
Concep ion g aphique
Ma ie-Noëlle Mo ie
Mise en page
Flo en Michelo
Image de cou e u e
iS ock
Dépô légal : 4e imes e 2024
› Biblio hèque e A chi es na ionales du Québec
› Biblio hèque e A chi es Canada
© 2024 – P esses de l’Uni e si é du Québec
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N6146-1 [01]
C ha p i e
13
Me ali e a e Digi al Con en
C ea o s
Using Open Pedagogy and Me ali e acy o
Suppo In eg a ed Lea ning
T udi E. JACOBSON
Dimensions co e ed
P oducing con en ia digi al echnology; de eloping and mobilizing in o ma ion
li e acy; collabo a ing ia digi al echnology; mobilizing digi al echnology o
pe sonal and p o essional empowe men
Keywo ds
Me ali e acy; open pedagogy; me acogni ion; lea ne as p oduce
School le els co e ed
Pos seconda y educa ion
Summa y
The challenge o implemen ing he Digi al Compe ency F amewo k (DCF) lies in
p o iding consis en oppo uni ies o lea ne s o become compe en in he a eas
i encompasses. While indi iduals migh gain some amilia i y wi h a subse o he
wel e dimensions in sca e ed classes o on hei own, hey need o be in oduced
o hese sub-compe encies in a hough ul, in eg a ed, and suppo i e manne . This
chap e will ocus on ou o he DCF’s dimensions, wi h one o hem, P oducing
Con en ia Digi al Technology, as he ounda ion o his analysis. I examines wo
pedagogical app oaches, open pedagogy (OP) and me ali e acy, explo es he
connec ions be ween hem and he ou DCF dimensions, and sugges s hei
po en ial alue in p o iding a lea ning en i onmen ha can suppo in eg a ed
lea ning. The chap e concludes wi h an example om one o my own cou ses, in
which s uden s lea n how o con ibu e con en o Wikipedia. This o e iew om
p axis p o ides a sense o wha s uden s migh lea n and accomplish when elemen s
highligh ed in he DCF, me ali e acy, and open pedagogy a e combined. This
app oach sugges s ha s uden s may need sca olding o wo k success ully on
complex p ojec s ha add ess he goals o hese dimensions, sca olding ha can
be p o ided by he applica ion o me ali e acy in an OP en i onmen .
Résumé
La compé ence numé ique en con ex e éduca i
268
Le Cad e de é é ence de la compé ence numé ique (minis è e de l’Éduca ion e de
l’Enseignemen supé ieu [MEES], 2019 ; ci-ap ès « le Cad e »), comp enan
douze dimensions (sous-compé ences) d’impo ance capi ale, a é é élabo é en
enan « comp e des de niè es eche ches e p a iques inno an es en éduca ion »
(MEES, 2019, p. 8). Chaque dimension comp end deux exemples conc e s de la
açon don elle pou ai s’in ég e à une si ua ion pédagogique, l’un illus an ce que
e ai la pe sonne app enan e, e l’au e, la açon don un ins uc eu ou un
p o essionnel app op ié pou ai acili e le dé eloppemen de la dimension pa les
pe sonnes app enan es. Ces exemples cons i uen un poin de dépa pou géné e
des idées adap ées à ou e une sé ie de disciplines. Cependan , le dé i consis e à
ou ni aux pe sonnes app enan es des occasions cons an es de de eni
compé en es dans ces domaines. Bien que les pe sonnes puissen se amilia ise
a ec un sous-ensemble des douze dimensions dans des classes dispe sées ou pa
elles-mêmes, elles doi en ê e ini iées à ces sous-compé ences d’une maniè e
é léchie, in ég ée e encou agean e. En ou e, ce e in oduc ion doi epose su
des p a iques pédagogiques qui es en cons an es g âce à des ac i i és
d’app en issage é ayées. Idéalemen , les douze dimensions de aien ê e
eg oupées de maniè e à pe me e aux pe sonnes app enan es de s’imme ge dans
des expé iences holis iques à mesu e qu’elles se amilia isen a ec les sous-
compé ences e acquiè en de la con iance dans celles-ci. Le Cad e no e que les
compé ences peu en ê e combinées e que « le cad e doi pou oi s’adap e à
l’inno a ion echnologique » (MEES, 2019, p. 8). Il insis e égalemen su la na u e
indi iduelle e i é a i e du dé eloppemen con inu des compé ences (MEES, 2019).
he Digi al Compe ency F amewo k (DCF) includes wel e i ally impo an
dimensions (sub-compe encies) and was de eloped aking “in o accoun he
la es esea ch and inno a i e p ac ices in educa ion” (MEES, 2019, p. 8). Each
dimension includes wo conc e e examples o how i migh i in o a pedagogical
si ua ion, one illus a ing wha he lea ne would do and he o he how an ins uc o
o app op ia e p o essional migh acili a e lea ne s’ de elopmen o he dimension.
The examples p o ide a s a ing poin o gene a ing ideas sui able o a ange o
disciplines. Ye he challenge lies in p o iding consis en oppo uni ies o lea ne s o
become compe en in hese a eas. While indi iduals migh gain some amilia i y wi h
a subse o he wel e dimensions in sca e ed classes o on hei own, hey need o be
in oduced o hese sub-compe encies in a hough ul, in eg a ed, and suppo i e
manne . This in oduc ion should es on pedagogical p ac ices ha emain consis en
h ough sca olded lea ning ac i i ies. Ideally, he wel e dimensions would be
g ouped in ways ha allow lea ne s o become imme sed in holis ic expe iences as
hey gain amilia i y and con idence wi h he sub-compe encies. The DCF no es ha
compe encies can be combined and ha “ he amewo k mus be able o
accommoda e echnological inno a ion” (MEES, 2019, p. 8). I also s esses he
indi idual, i e a i e na u e o con inuous compe ency de elopmen (MEES, 2019).
The e a e wo pedagogical app oaches ha can p o ide he milieu o such in eg a ed
lea ning o ake place: open pedagogy (OP) and me ali e acy. Open pedagogy has he
po en ial o p o ide a consis en imme si e educa ional expe ience ha blends lea ning
oppo uni ies wi h eal-wo ld applica ions. Abs ac ions become i id h ough he
need o pu concep s in o p ac ice.
T
Chapi e 13 / Me ali e a e Digi al Con en C ea o s
269
This chap e will ocus on ou o he DCF’s dimensions ha I ha e ound o
combine well, wi h p oducing con en ia digi al echnology se ing as he ounda ion
o his analysis. I link ha dimension wi h h ee o he s: Collabo a ing ia Digi al
Technology, De eloping and Mobilizing In o ma ion Li e acy, and P io i izing Digi al Technology
o Pe sonal and P o essional Empowe men . Hega y’s concep ion o OP (2015) will be used
o in oduce he co e elemen s o OP, conside how OP migh help o achie e DCF’s
goals (labelled elemen s) and emphasize he impo ance o sca olding o his
po en ially un amilia and ini ially challenging ins uc ional app oach. Me ali e acy is
he hi d co e componen o he examina ion. Me ali e acy is an o e a ching li e acy
o oday’s online, collabo a i e in o ma ion en i onmen , bu i is mo e han ha . I
is also a model o becoming an e ec i e, e lec i e lea ne and pa icipan – in he
wides sense o he e m – in he in o ma ion en i onmen (Mackey & Jacobson, 2011,
2022). I sca olds bo h he DCF and OP while o e ing impo an new insigh s. A
he end o he chap e , all he elemen s conside ed he e a e explo ed in he se ing o
an unde g adua e cou se.
The DCF ocuses on digi al compe ency – “a se o skills necessa y o he
con iden , c i ical, and c ea i e use o digi al echnologies o achie e objec i es” – ha
is applicable o wo k, pe sonal li e, and ci ic se ings (MEES, 2019, p. 7). I iden i ies
pa icula a ibu es o digi al compe ency ha need o be de eloped: adap abili y o
new echnological inno a ions, he impo ance o digi al compe ency o p o essional
de elopmen and li elong lea ning, and i s con ibu ion o ci izens’ au onomy in
judging and using digi al echnologies (MEES, 2019).
The DCF es s on wo o he wel e dimensions: E hical Ci izenship and Technological
Skills (MEES, 2019). I is designed o accommoda e echnological inno a ion, allow
o he blending o compe encies, and be i e a i e in i s implemen a ion (MEES, 2019).
I is adap able o a a ie y o disciplines.
The ou amewo k dimensions ha a e emphasized in his chap e a e:
● 4. De eloping and Mobilizing In o ma ion Li e acy. This dimension mixes he
adi ional concep ion o in o ma ion li e acy in he sense o
bibliog aphic ins uc ion, being able o ind app op ia e sou ces and
o ganizing hose sou ces wi h newe componen s app op ia e o an
upda ed digi al ocus. These newe componen s include unde s anding
he e ec s o in o ma ion o e load and il e bubbles. This dimension
also di ec ly inco po a es me acogni ion: “Adap ing a e lec i e a i ude
owa d in o ma ion and i s uses, cognizan o he con ex in which i has
been p oduced and acqui ed as well as o he pu pose o which i is being
employed” (MEES, 2019, p. 16).
● 5. Collabo a ing ia Digi al Technology. This dimension includes indi iduals
looking o chances o collabo a e and co-c ea e h ough he auspices o
digi al pla o ms, using he mos app op ia e digi al collabo a ion ools,
and ha ing he abili y o wo k well wi h o he s (MEES, 2019).
● 7. P oducing Con en ia Digi al Technology. This dimension looks o
indi iduals o c ea e and/o co-c ea e digi al con en . I emphasizes he
need o selec he bes ools o he pu pose, and o ac e hically when
c ea ing con en (MEES, 2019).
● 9. Mobilizing Digi al Technology o Pe sonal and P o essional Empowe men . This
elemen o he compe ency in ol es being awa e o and able o use
app op ia e echnologies o in eg a e in o he wo k o ce, able o be adep
La compé ence numé ique en con ex e éduca i
270
wi h digi al echnology in one’s wo k o ca ee , and he abili y o s ay
cu en wi h de elopmen s in echnology. This las componen is aligned
wi h he abili y and desi e o be a sel -di ec ed lea ne (MEES, 2019).
Toge he , hese dimensions o he compe ency pain a pic u e o e ec i e lea ne s
as e hical, collabo a i e, in o med digi al in o ma ion p oduce s. This se o abili ies
and disposi ions do no necessa ily come easily o all indi iduals, and he DCF
conside s me hods o in oducing aspec s o he dimensions in o eaching and
lea ning si ua ions. I is i al ha he e be holis ic lea ning expe iences a he han
app oaching he dimensions as disc e e elemen s. The e a e many ways o de elop
ac i i ies and assignmen s o add ess combina ions o di e en dimensions. Howe e ,
s uden s may need sca olding o wo k success ully on complex p ojec s ha add ess
he goals o hese dimensions.
The digi al compe ency in ques ion
De eloping and Mobilizing In o ma ion Li e acy
1. In wha ways is in o ma ion li e acy mo e han simply a se o skills?
2. Wha does me acogni ion con ibu e o his li e acy?
Collabo a ing ia Digi al Technology
3. Why does me ali e acy emphasize collabo a ion in ou digi al en i onmen ?
4. Which o he me ali e a e lea ne oles play an impo an pa in collabo a ion?
P oducing Con en ia Digi al Technology
5. How does awa eness o he me ali e a e lea ne oles help indi iduals become
e ec i e in o ma ion p oduce s?
6. The lea ning domains o me ali e acy a e also impo an in becoming an e hical
in o ma ion p oduce . How does each domain componen s o me ali e acy?
Mobilizing Digi al Technology o Pe sonal and P o essional Empowe men
7. Wha elemen s o me ali e acy align wi h li elong lea ning?
8. How does edi ing Wikipedia ie oge he me ali e acy, li elong lea ning,
p oducing con en , and e ec i e in o ma ion use?
1 Backg ound
I augh a uni e si y-le el in o ma ion li e acy cou se om 2000 h ough 2021. The
cou se na u ally unde wen nume ous e isions du ing ha ime, wi h he inclusion o
co e componen s o me ali e acy (Mackey & Jacobson, 2011) being one o he p ima y
d i e s o change. I was i al o us ha s uden s expand hei concep ion o he
academic ocus o in o ma ion li e acy o he knowledge, abili ies, and sel -awa eness
needed o na iga e a wo ld d i en by in o ma ion (accu a e and no ) and collabo a i e
con en c ea ion. In 2019, I comple ely e ised he cou se, implemen ing key elemen s
o open pedagogy and me ali e acy o encou age s uden s o ake on he ole o an
in o ma ion p oduce in a collabo a i e en i onmen . P oducing in o ma ion ha only
Chapi e 13 / Me ali e a e Digi al Con en C ea o s
271
I would see did no in oduce s uden s o he eal-wo ld en i onmen in which hey
would be, o al eady we e, c ea ing con en . Ou goals we e o s uden s o ecognize
hemsel es as con en c ea o s and o become mo e e lec i e as hey did so, bo h
indi idually and collabo a i ely. I would like o cla i y ha al hough he DCF was no
explici ly a co e ounda ion o my cou se (I augh in New Yo k S a e), he ou
amewo k dimensions speci ically included in his chap e p o ided he backbone o
he cou se, as is e iden in hese goals.
While he de ails o his cou se, p o ided a he end o he chap e , a e pa icula
in ha he ocus is Wikipedia edi ing, his model o in eg a ing elemen s om he
DCF, me ali e acy, and OP migh be combined in a numbe o di e en ways
applicable o a a ie y o disciplines. Mo e in o ma ion is p o ided in he OP in he
P axis sec ion o his chap e . The o he DCF dimensions may also be conside ed in
he ligh o me ali e acy and OP bu we e no he ocus o he cou se.
2 Me ali e acy’s Connec ions wi h he Digi al Compe ency
F amewo k
Me ali e acy enhances lea ning expe iences o de elop digi ally compe en ci izens in
wo ways. Fi s , me ali e acy is a pedagogical model ha empowe s lea ne s as
in o ma ion p oduce s in collabo a i e digi al en i onmen s (Mackey & Jacobson,
2022). The goals and lea ning objec i es o he app oach emphasize he oles and
cha ac e is ics ha lea ne s ake on as hey de elop a me ali e acy mindse . The second
pu pose is he sca olding ha i p o ides when OP is used. I helps lea ne s o become
awa e o hei esponsibili ies and he po en ial a ailable o hem – no jus in a
lea ning si ua ion bu in li e mo e b oadly. I also in ol es ou lea ning domains, each
o which plays an impo an ole in lea ning.
Me ali e acy e ol ed om in o ma ion li e acy a a ime when in o ma ion li e acy
was s ill cha ac e ized as skills-based, as de ined in he In o ma ion Li e acy Compe ency
S anda ds o Highe Educa ion (Ame ican Lib a y Associa ion, 2000). Concep ions o
in o ma ion li e acy a ound 2010 did no in eg a e mul iple in o ma ion o ma s no
conside he impac o he e ol ing aspec s o he social Web. Me ali e acy ecognizes
ha “[i]n o ma ion is no a s a ic objec ha is simply accessed and e ie ed. I is a
dynamic en i y ha is p oduced and sha ed collabo a i ely” (Mackey & Jacobson,
2011, p. 62). Compa e he ollowing cha ac e iza ion o me ali e acy wi h he DCF’s
ocus on he ou dimensions o lea ne s being conside ed in his chap e : “[ ]his is an
impo an shi in emphasis om consume o p oduce ha challenges lea ne s o no
only acqui e hese ib an o ms o con en bu also c ea e hem ac i ely as indi iduals
and in collabo a ion wi h o he pa icipan s” (Mackey & Jacobson, 2022, p. 3).
Be o e explaining he componen s o he me ali e acy model in mo e de ail,
conside hese quo es om unde g adua e s uden s in a cou se, desc ibed in mo e
de ail la e in he chap e , ha combined in o ma ion li e acy, me ali e acy, and OP.
The cou se p ojec was o enhance a Wikipedia a icle. The lea ning cu e was s eep,
as s uden s only had se en weeks o become amilia wi h he wo li e acies and he
ex ensi e Wikipedia ules be o e applying hem in mos public en i onmen s. This
s uden quo e illus a es how me ali e acy in o med he OP p ojec :
Me ali e a[c]y is kind o like lea ning abou how we lea n. In oday’s age o
echnology, me ali e a[c]y ies o gi e us a amewo k ha helps us [ o]
La compé ence numé ique en con ex e éduca i
272
unde s and ou sel es as lea ne s and [. . .] o na iga e he e e -changing
landscape ha is in o ma ion sha ing and lea ning. This idea is some hing
ha ac ually helped us when i came o inding in o ma ion o ou a icles
as well as edi ing hem. By being awa e o mysel as a lea ne , I was able o
look ou side o mysel as jus a s uden and see ha I am also a esea che ,
a pa icipan , a ansla o , a eache and a p oduce o in o ma ion. As a
esul , I was mo e awa e o wha my oles we e and how I lea n and was
able o comp ehend hings easie . This helped me wi h my a icle because
I was able o ha e a be e unde s anding o he in o ma ion I was eading
o looking o and comp ehend i be e . (De in Ogden, pe sonal
co espondence, Feb ua y 26, 2021)
The au ho o his quo e is awa e o himsel as a me ali e a e lea ne . His
knowledge o he a ied oles impac s his unde s anding o he esponsibili ies in his
OP lea ning si ua ion. Seeing onesel in all hese oles ans o ms s uden s – hey no
longe a e p ima ily inhabi ing he ole o s uden . Thei ou side esponsibili ies p opel
hem in o oles hey may con inue o inhabi h oughou hei li es. I is clea om
his s uden ’s wo ds ha me ali e acy is no only a subjec o s udy bu also a
suppo i e s uc u e du ing he lea ning expe ience.
A second s uden ecognizes ha he con en he is c ea ing is imp o ed by he
quali y o he esea ch p ocess and ha he e is alue in lea ning as he c ea es
meaning ul con en . He also no es a mind shi based on an unde s anding o
me ali e acy and in o ma ion li e acy.
The mos exci ing pa abou going h ough he weeks is jus enjoying he
p ocess o c ea ing new in o ma ion. I has been exci ing o go h ough he
ex ensi e p ocess o inding legi ima e sou ces, inding whe e an a icle
needs he mos wo k, ecei ing/gi ing eedback h ough pee e iew, and
ul ima ely, jus ying o p oduce he bes con en possible on a opic. I is
always exci ing o lea n new hings as well. P e iously, I had no known he
exac e m o he hings I do on a daily basis in my e e yday li e
(in o ma ion li e acy and me ali e acy). Being awa e o hese e ms and
unde s anding he implica ions, i is exci ing o ake on in o ma ion om a
whole di e en pe spec i e. (Benjamin A iles, pe sonal co espondence,
Feb ua y 27, 2021)
I is insu icien when s i ing o digi al compe ence ha one simply c ea es
in o ma ion. One mus p oduce quali y in o ma ion. While c ea ing in o ma ion
suppo s lea ne s o gain digi al compe ence, lea ne s mus p oduce quali y
in o ma ion, especially o open spaces such as Wikipedia. They mus also e lec on
he oles and esponsibili ies ha all au ho s, ega dless o o ma , ha e, conside ing
hei own mo i a ion, hei audience, hei app oach, and mo e.
The DCF ecognizes ha i is no jus a ma e o wha one knows (cogni i e
lea ning domain) and is able o do (beha iou al). I acknowledges he need o lea ne s
o eel con iden in wha hey a e doing. This aligns wi h he a ec i e, o eeling,
lea ning domain emphasized by me ali e acy. The inclusion o li elong lea ning as a
goal upholds he posi ion ha lea ne s need o assess wha hey do and do no know
and wha hey need o know beyond hei cu en abili ies and knowledge. This is a
componen o he e lec i e o me acogni i e lea ning domain. These ou lea ning
domains – a ec i e, beha iou al, cogni i e, and me acogni i e, a e all key o
me ali e acy, as a e lea ne oles, cha ac e is ics, and lea ning goals. Combined, hey
Chapi e 13 / Me ali e a e Digi al Con en C ea o s
279
assignmen s, ideas o echnological pla o ms, and b oade p ac ices. I encou ages
g ow h and sel - e lec ion by ins uc o s. I also encou ages c ea i i y by ins uc o s as
hey adap sha ed OERs o mee he needs o hei own cou ses and s uden s (Hega y,
2015). All o hese app oaches p o ide a s onge lea ning expe ience o s uden s.
This OP a ibu e acili a es many o he DCF’s dimensions, pa icula ly p o iding
addi ional conc e e examples ha could be adap ed in a a ie y o eaching con ex s.
I also p omo es a Collabo a i e Se ing and Communi y and will s eng hen Pe sonal and
P o essional Empowe men and, om beyond he ou dimensions unde conside a ion,
Inno a ion and C ea i i y.
Connec ed Communi y. Hega y no es ha “a connec ed communi y is no only
essen ial o collabo a ion and sha ing esou ces bu also i is an indica ion o a
pa icipa o y cul u e,” one ha equi es social media o ano he echnological sys em
(2015, p. 9). The idea o collabo a ion is common in OP, he DCF, and me ali e acy.
The DCF dimension is labelled Collabo a ing ia Digi al Technology. I encou ages
collabo a ion h ough he obus use o digi al en i onmen s and u he emphasizes
de eloping in e pe sonal skills o se e he communi y. I also highligh s co-c ea ion.
Me ali e acy’s Collabo a i e and Ci ic Minded cha ac e is ics and he Collabo a o ole
mi o s he DCF’s emphasis on he Pa icipa o y cha ac e is ic ha aligns wi h Hega y’s
Pa icipa o y Cul u e a ibu e. This connec ed, collabo a i e communi y needs o be
buil ca e ully and equi es ca e o he People, Openness and T us a ibu e g ouping.
Lea ne -Gene a ed OP. Lea ne -Gene a ed OP is buil on he idea o allowing lea ne s’
choice, “opening up he p ocess o empowe s uden s o ake he lead, sol e p oblems,
and wo k collec i ely o p oduce a i ac s ha hey sha e, discus, econ igu e, and
edeploy” (Hega y, 2015, p. 9). Encou aging s uden s o engage in such ac i i ies
helps o p epa e hem o he DCF’s Mobilizing Digi al Technology o Pe sonal and
P o essional Goals. This dimension add esses digi al echnology au onomy in he
wo kplace, o mee ing p o essional aspi a ions, and o li elong, con inuing educa ion
(MEES, 2019).
I is na u al ha he DCF’s lens is mo e na owly ocused on digi al compe ence.
The goal o OP encompasses p oblem-sol ing, decision-making, and con en c ea ion.
This wide scope is a c i ical a ea o me ali e acy. Goal 4 add esses de eloping
lea ning s a egies o mee one’s own goals. The e a e nine lea ning objec i es wi hin
his goal, and hey encompass all ou lea ning domains. These wo examples om
me ali e acy objec i es connec well wi h an emphasis on Lea ne -Gene a ed OP
a ibu e. They p o ide e idence o me ali e acy’s wide lens:
i. alue pe sis ence, adap abili y, and lexibili y in li elong lea ning (M);
ii. adap o new lea ning si ua ions while being lexible abou he a ied
app oaches o lea ning (A, B).
I eache s we e o use open pedagogical p ac ices in hei cou ses, hey would be
empowe ing s uden s in a manne ha exceeds ha o he DCF. Me ali e acy p o ides
he sca olding ha allows lea ne s he space o g ow and ail a imes. A me acogni i e
lea ning objec i e om goal 4 is e y poin ed abou his: “Recognize ha lea ning is a
p ocess and ha e lec ing on e o s o mis akes leads o new insigh s and disco e ies”
(Jacobson e al., 2018). This me acogni i e objec i e leads o he las o Hega y’s open
pedagogical a ibu es, which she labels Re lec i e P ac ice (since Pee Re iew was
inco po a ed in o People, Openness and T us o my pu poses).
La compé ence numé ique en con ex e éduca i
280
Re lec i e P ac ice. The impo ance o e lec ion is ound in OP, he DCF, and
me ali e acy. In he ou dimensions o he DCF conside ed in his chap e , his
lea ning domain is lis ed as an elemen o he dimension De eloping and Mobilizing
In o ma ion Li e acy, which asks ha lea ne s adop “a e lec i e a i ude owa d
in o ma ion and i s uses, cognizan o he con en in which i has been p oduced and
acqui ed a well as o he pu poses o which i is being employed” (MEES, 2019, p. 16).
Me ali e acy places e lec ion h oughou i s model, wi h i being inco po a ed in o 11
lea ning objec i es ou o 34. I is also a cha ac e is ic o be e lec i e, pa icula ly in
ega d o lea ning and in o ma ion. Fo example, om goal 1, which conce ns
e alua ion, one objec i e is “Re lec on how you eel abou in o ma ion o an
in o ma ion en i onmen o conside mul iple pe spec i es” (Jacobson e al., 2018).
5 Open Pedagogy in P axis
The Digi al Compe ency F amewo k includes conc e e examples o implemen ing he
wel e sub-compe encies. Each o hese includes one example in a lea ning con ex
and one in a eaching con ex . These examples na u ally ocus on he dimension unde
conside a ion. Howe e , i is impo an no o compa men alize each scena io and
each dimension. They need o be iewed holis ically wi h lea ning oppo uni ies whe e
he di e en sub-compe encies come oge he , a model ha is o be ound in he idea
o a me ali e a e lea ne (Mackey & Jacobson, 2022).
Ree es, He ing on, and Oli e (2022) conside au hen ic, cons uc i is s uden
ac i i ies ha in ol e a complex ask ha is he ocus o he cou se a he han a
supplemen o i . Based on a e iew o educa ional heo y and esea ch, hey de ine
en cha ac e is ics o au hen ic ac i i ies. Ins uc o s migh conside hese
cha ac e is ics in he ligh o open pedagogy, sca olded by me ali e acy, as hey a e o
alue when designing lea ning oppo uni ies ha add ess he DCF.
i. ha e eal-wo ld ele ance
ii. a e ill-de ined
iii. a e complex, equi ing a sus ained pe iod o ime
i . p o ide s uden s wi h he chance o apply di e en pe spec i es,
using a a ie y o esou ces
. p o ide he oppo uni y o collabo a e
i. p o ide a chance o e lec
ii. can be in eg a ed and applied ac oss subjec a eas and lead beyond
domain-speci ic ou comes
iii. a e seamlessly in eg a ed wi h assessmen
ix. c ea e polished p oduc s aluable in hei own igh
x. allow compe ing solu ions and di e se ou comes
(Ree es, He ing on, and Oli e , 2002)
While hei pape does no speci ically e e ence open pedagogy, he o e lap in
cha ac e is ics and goals be ween au hen ic ac i i ies and OP’s enewable o non-
disposable assignmen s is high. Se aphin e al. de ined non-disposable assignmen s
(NDAs) as an ac i i y ha :
• s uden s a e asked o engage in as pa o an o ganized cou se
• p omo es s uden lea ning h ough he comple ion o he assignmen
Chapi e 13 / Me ali e a e Digi al Con en C ea o s
281
• a o ds assessmen o s uden s’ lea ning o cou se objec i es
• p o ides impac o alue ou side o he adi ional s uden - eache dyad
(Se aphin e al., 2019)
They also no e o he equi emen s. NDAs equi e in o ma ion collabo a ion and
exchange, ongoing communica ion, and sha ing beyond he eache . They ci e esea ch
ha indica es ha NDAs enhance in insic mo i a ion, sel -e icacy, and sel - egula ed
lea ning (Se aphin e al., 2019). The OP li e a u e p o ides a numbe o examples o
lea ning oppo uni ies ha inco po a e many o he en elemen s o au hen ic
ac i i ies. These cou ses mo e away om assignmen s mean solely o he eache ’s
eye o enewable assignmen s mean o he bene i o a la ge g oup (Jhangiani, 2017).
NDA OP assignmen s can ake many o ms, a numbe o which add ess some o
all o he ou DCF dimensions included in his chap e . While his lis p o ides a ange
o examples o NDAs used in psychology cou ses, hey migh be adap ed o cou ses
in a wide ange o subjec s:
• deba e
• YouTube ideo
• podcas
• Twi e in og aphic
• public p esen a ion o a s uden ’s esea ch indings o he public using
one o a numbe o pla o ms
• se e as a esea ch consul an o a communi y o ganiza ion
(Se aphin e al., 2019)
Ka z and Van Allen p o ide a amewo k o designing non-disposable
assignmen s. They p o ide an example o a p e-OP assignmen ollowed by a
edesigned e sion (Ka z & Van Allen, 2020).
Included he e is an example om one o my own cou ses, in which s uden s lea n
o con ibu e con en o Wikipedia. The e a e a numbe o Wikipedia- ela ed OP
a icles ha co e a ange o disciplines, s uden le els, and app oaches. This o e iew
gi es a sense o wha s uden s migh lea n and accomplish, bu many o he app oaches
wi h and beyond Wikipedia o e mul i ace ed lea ning si ua ions ha will add ess
mul iple dimensions o he DCF.
Nume ous a icles ha e been abou using Wikipedia edi ing in OP lea ning
si ua ions (Aiba e al., 2015; Ball, 2019; Bilansky, 2016; McKenzie e al., 2018; O egon
S a e Uni e si y e al., 2022). The e a e a numbe o easons o his. Wikipedia:
• is amilia ;
• is omnip esen ;
• p o ides unlimi ed oppo uni ies o con ibu e o collec ed knowledge;
• engages s uden s in an online communi y;
• is seeking mo e di e si ica ion in he w i e s and he scope o be a mo e
balanced sou ce;
• allows s uden s au onomy in a icle selec ed.
I also has a mixed epu a ion, p o iding he oppo uni y o s uden s o lea n o
assess se e al ca ego ies o in o ma ion, ha which hey a e disco e ing as hey engage
in esea ch o hei a icle, ha which hey ind in Wikipedia, and ha which hey a e
La compé ence numé ique en con ex e éduca i
282
c ea ing o he use o o he s. And e y impo an ly, he Wiki Educa ion p og am is
a ailable o pos -seconda y educa o s in Canada and he US. This p og am
(h ps://wikiedu.o g/) has c ea ed a help ul pla o m, aining modules, and a
dashboa d ha helps o make such pa icipa ion possible o educa o s and s uden s
alike.
The cou se I augh was equi ed o philosophy majo s and o e ed unde he
auspices o he In o ma ion Li e acy Depa men o he Uni e si y a Albany Lib a ies.
I was aken p ima ily by senio philosophy majo s and a smalle numbe o junio s
and senio s om o he disciplines. The cou se was online, asynch onous, and las ed
jus se en weeks. I was challenging o s uden s o lea n abou co e elemen s o
in o ma ion li e acy, me ali e acy, and Wikipedia edi ing in such a as -paced cou se.
Howe e , he componen s we e closely aligned, which allowed s uden s o see he
holis ic na u e o he cou se. Table 2, “In o ma ion Li e acy, Me ali e acy, and a Non-
Disposable Assignmen in an OP Cou se,” p o ides an o e iew o how he pieces i
oge he and build o he inal assignmen .
Table 2
In o ma ion Li e acy, Me ali e acy, and a Renewable Assignmen in an OP Cou se
Cou se
componen
Me ali e acy
In o ma ion
li e acy
Wikipedia
Impo ance o
in o ma ion
E alua ion o
in o ma ion online
esou ce
In o ma ion has
alue ame
Quali y esea ch
Online u o ials o
inc ease
capabili ies
Wikipedia aining
Assuming new
oles
Ques ions
connec ed o oles
In o ma ion
c ea ion as a
p ocess ame
O e coming
unease wi h new
oles
A ec i e lea ning
domain
Wikipedia edi ing
Wikipedia aining
In o ma ion e hics
Gi ing c edi online
esou ce
Plagia ism 101
u o ial
Wikipedia aining
Pee e iew
Indi idual c ea ion
o online esou ce
Wikipedia aining
Publica ion o new
con en
lea ning domains
Wikipedia
esou ces
Re lec ion on
lea ning
Me acogni i e
lea ning domain
In o ma ion has
alue discussion
e isi ed
Connec ions and
e lec ions
discussion
The syllabus also con ained he ollowing ex o in o m s uden s o some o ou
expec a ions.
I ha e designed his cou se a ound he ollowing cou se and pe sonal a ibu es:
• cul i a ing a g ow h ( a he han a ixed) mindse ;
• enhancing cu iosi y, inqui y, and pe se e ance;
• accep ing challenges;
• encou aging “no -ye ness”.
In o he wo ds, making space o lea ning oppo uni ies ha
Chapi e 13 / Me ali e a e Digi al Con en C ea o s
283
• p omo e c ea i i y and explo a ion;
• allow connec ions and pe sonaliza ion.
The e a e componen s o hese desi ed a ibu es alluded o in he DCF, bu
because hese i ems a e no speci ic o he digi al en i onmen , hey a e b oade in
scope han he wel e DCF dimensions. Howe e , o he elemen s o he cou se do
connec mo e di ec ly wi h one o mo e o he DCF dimensions, as seen in able 3.
Table 3
Digi al Compe ency F amewo k Aligned wi h OP Cou se Con aining a Renewable
Assignmen
Cou se Componen
DCF Dimension
Impo ance o in o ma ion
De eloping and Mobilizing In o ma ion Li e acy
Quali y esea ch
De eloping and Mobilizing In o ma ion Li e acy
Assuming new oles
Mobilizing Digi al Technology o Pe sonal and
P o essional Empowe men
O e coming unease wi h
new oles
[Me ali e acy as Sca olding]
Wikipedia edi ing
Collabo a ing ia Digi al Technology
De eloping and Mobilizing Technological Skills
In o ma ion e hics
Exe cising E hical Ci izenship in he Digi al Age
Pee e iew
Collabo a ing ia Digi al Technology
Communica ing ia Digi al Technology
Publica ion o new con en
P oducing Con en ia Digi al Technology
Re lec ion on lea ning
De eloping and Mobilizing In o ma ion Li e acy
The s uden s app ecia ed he oppo uni y o lea n mo e abou Wikipedia, o
de e mine how much hey should use i , and how o make his de e mina ion. They
ound he elemen s connec ed wi h me ali e acy and in o ma ion li e acy o elucida e
hei cou se p ojec and add dep h o i . I was impo an o hem ha hey had some
choice in selec ing a opic o wo k on. This allowed s uden s o assume he eache
ole because hei opic choice was one abou which hey had some knowledge.
Th oughou he cou se, he e we e discussions in which s uden s we e equi ed o
e lec on hei lea ning p ocess, including he domains and he oles hey had been
in oduced o.
This is bu one example o how me ali e acy and open pedagogy migh wo k
oge he o ad ance a selec ion o DCF dimensions. I shows, hough, ha a ca e ully
designed cou se s uc u e and a endan lea ning ac i i ies using hese lea ning models
ha e he po en ial o mee he compe ency app oach ha d i es he F amewo k, while
a he same ime going e en u he . When ins uc o s in oduce i ea ly in a cou se, i
helps lea ne s o e lec on hei con ibu ions as digi al con en c ea o s, esea che s,
and collabo a o s, and o g ow in o hese new oles ha a e cen al in open pedagogical
en i onmen s and in hei li es as ci izens.
Conclusion
The goals o he Digi al Compe ency F amewo k a e no able no jus o s uden s, bu o
all lea ne s. Reaching s uden s is he mos easible way o impac ing la ge numbe s o
people, and hose who a e able o pu hese new abili ies in o p ac ice ea ly in hei
li es. OP o e s many bene i s o lea ne s in hei ques no only o knowledge bu
La compé ence numé ique en con ex e éduca i
284
also o he mindse and abili ies o succeed in a wo ld ha demands luency in online
and collabo a i e en i onmen s. The e may be some epida ion in engaging wi h hese
new expec a ions. Me ali e acy is poised o p o ide he sca olding needed o OP and
he DCF h ough i s goals and lea ning objec i es, lea ne oles, cha ac e is ics, and
ou lea ning domains. Helping lea ne s o de elop a me ali e acy mindse and he
ools o be sel -di ec ed lea ne s, wi h and beyond he use o digi al echnologies, is a
powe ul way o de elop e hical and esponsible ci izens.
T udi E. Jacobson: How does digi al compe ency play a ole in my p o essional
li e?
I ha e gone h ough he same jou ney ha I ask my s uden s o unde ake. I ha e
long collabo a ed in p o essional con ex s, which pe haps no all s uden s ha e
done, bu new echnologies ha e s eamlined and expanded such collabo a ions
and p o ided g ea scope o new ways o c ea e and sha e con en . I would no
ask my s uden s o con ibu e o Wikipedia i I had no al eady lea ned how o
ackle his new ype o collabo a ion. My me ali e a e oles and he lea ning
domains I encoun e ha e expanded, jus as I ask s uden s o e lec on hese same
hings. I wan o make su e ha I engage in li elong lea ning, and hus, I ha e o
ecognize wha he s umbling blocks migh be o me.
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