Information and digital literacy in education via the digital path

MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire knowledge presented by the teacher in a rather passive learning mode. Such design neglects the principles of active and engaging learning (c.f., Margaryan, Bianco, & Littlejohn, 2014). Task-centred instructional design models offer meaningful tasks and learning experiences that follow active learning principles. Up till now, implementations of task-centred MOOC designs are, however, scarce.