Abstract:

In this paper, we apply Instructional-design theories and case study methodology to examine the design and actions of facilitators in a cMOOC (Connectivist Massive Online Open Course). We verified that the Instructional-design project, combined with the actions of the facilitators, applied successful strategies based on transliteracies to reduce transactional distance.

The concept of transliteracy encompasses the concept of digital literacies because it comprises skills to deal with technologies and, moreover, it focuses the meaning-making and movement within complex informational contexts, observing the fluency of movement across information fields, e.g. while we surf the web.

In the object analyzed, the environment design, the interaction design and the informational structure of the course applied a networked informational flow. Due to this, parts of the content has spread to other spaces such as institutional sites, sharing platforms, the Twitter microblog, student blogs etc. This informational flow required students to practice transliteracy by clicking on hyperlinks, visiting pages, producing and sharing connections, and returning to online course spaces.

However, the fluency of this movement was not limited to the students. Based on concept of transliteracies, we examine the movement within the network spaces of the course, focusing on the transit of facilitators. The investigation identified that the informational structure configurations and the facilitators conduct attenuated the transactional distance. Connected Courses employed transliteracies to reshape the three key elements of transactional distance: predetermined course structure, student autonomy, and dialogue with tutors.
Firstly, we verified that, while environment design and informational structure has become more open, flexible, and less predetermined, it resulted in greater student autonomy. The student was free to move between content, to explore the affordances of the interfaces involved, to discover and suggest new connections to peers, stimulating an authentic learning experience.

Secondly, the tutor-student interaction design included a proximal conduct of the educator. Regarding the dialogue, the transliteracies were applied by the facilitators in a systematic project of exchange with the participants, crossing the forum platforms, Twitter, Blogs and virtual spaces. Facilitators were constantly visiting student blogs, replying to posts, commenting on posts, they also shared student-led content on the course's official blog and on the communicational channel on Twitter. Besides they also interacted, answering and tagging / calling students in Twitter conversations.

This attitude of the facilitators resulted in a redirection of the interactive flow between tutor and student. This tutor motion, which leaves the course's official platform and moves towards the student's direction, seeking for them, interacting on more informal platforms, It’s a movement that softens the educational hierarchy. This tutor motion towards the student highlights the contribution and participation of students, so it is successful in stimulating engagement and reducing the transactional distance between the parties.

The results show that the open design, the spread informational structure and the transliteracy of tutors had beneficial effects to favor the sense of belonging, involvement with the course, student engagement, stimulating greater participation and delivery of activities.

Keywords:

Instructional design, MOOCs, transliteracy, transactional distance, tutoring.