This article goes some way to show that it is possible to maintain the level of satisfaction of students in cooperative learning. Here visualize the evidence of student Elin Ulven Refsdal, who chose this mode because it has the features that best suited to what she was looking for the student Trude Nord even enjoying your individual flexibility, leaves aside their learning partners.

The existence of a learning partner is undoubtedly a great asset to the success of student learning. The partners will no doubt contribute to further progression and understanding of the topics to be studied.

The existence of these partners does not limit individual flexibility. The existence of the student profile is contributing to greater transparency and facilitates the choice of partners in learning by students.


Fonte:
Elearningeuropa.info

Autores da fonte:
Torhild Slaatto , Chief, Information and Communication, Norwegian Association for Distance and Flexible Education
Morten Flate Paulsen , Professor of Online Education, NKI Distance Education

Transparency in Cooperative Online Education

What is the pedagogical potential of social networks to support learning on-line cooperative?

According to the article written by Paulson and Dalsgaard social networks are contributing to greater transparency between the students.

But what is this transparency in a course online?

Transparency, which is spoken here by the authors as the ability to have a virtual learning environment to meet / have access to the actions of other students / teachers and also the profile of the same. Everyone is aware that they have access to the interests, thoughts, concerns, ideas, texts, references and assignments of their classmates and teachers.

But how is this transparency? How does it contribute to the success of cooperative learning?

With this transparency students and teachers will be able to follow / read all the work that is done by their peers and teachers in virtual learning environment. Thus making available the participants as resources for their learning activities. It remindes me of a feature that I share with all my classmates: delicious. All sites that are important to me in all the activities of my master's degree or work, are stored in this tool. By keeping these sites on my delicious account I can help a colleague in their individual work. This is a central aspect of cooperative learning, I am deep in my individual freedom, but working with my colleagues. The tools of Web 2.0 come and contribute much to the application of the Theory of Freedom of cooperation. These are the tools and the development of virtual learning environments (created thinking on this theory for example: SESAM) that allow to successfully apply this learning.

One way to increase transparency can be through social networks? Is that right?.

Belonging to a social network each person has a profile page where you enter your personal details, their interests, their research, their publications, their area of interest, etc.. These pages will be constantly modified and updated by its users. Any person belonging to that social network, you can follow all the activities that are held by their colleagues. This imposes a share or indirect communication or passive. Social networks allow for transparency that the forums do not allow. For example in the forum who habitually use in our virtual learning environment no one is aware of what I have done lately, my interests, etc., but who goes through my facebook is to knows more about me and my activities in recent days.

All my colleagues have their blog and usually I get a notification whenever any of them make a change, so I know what they are doing, what activities are involved and so on. We can observe that there is a great pedagogical potential of social networks in relation to transparency. It is important to talk about transparency since it is particularly relevant in the context of cooperative learning, students are working on related projects, but there is no collaboration. The challenge of cooperative learning is there is a possibility of sharing of resources / work among different colleagues, and this would not be possible we take advantage of resources / each other's work.

For example: In one of the courses each student will translate, in a first step, a page of two articles in English into Portuguese language. After the translation has been done we gather all the parts together. After the first stage each student will make a reflection on the document in general. It is with the addition of each part translated, I'll hold my reflection. Thus making possible the existence of cooperative learning in this online activity.

A major problem in collaborative learning online is where cooperation is not voluntary. The success of an online cooperative learning depends on student interest in learning this way. It is not the teacher who requires the students to use this way of learning, but motivates, spay the interest of both teacher and students for it. Students are seen in a cooperative community, as the resources - in the sense that will contribute to the online learning community in some way.

Social networks and Web 2.0 tools have contributed to the implementation of cooperative learning in online learning.

June – 2009
Transparency in Cooperative Online Education
Christian Dalsgaard
Aarhus University, Denmark
Morten Flate Paulsen
The Norwegian School of Information Technology, Norway

Individual, Collaboration e Cooperative

Many of the students who seek the possibility of a distance education do so because they need more freedom and flexibility in the learning process. The student with greater flexibility individual will be able to manage their time in their own way between the family, their learning, their friends, etc.. Not all students enjoy working in a secluded, there are many who enjoy the collaboration of a group (of belonging to a community of learning). As reported by Paulson, these two aspects are difficult to reconcile, but not impossible. In fact if we have an individual learning, we are also faced with a learning that contributes to greater flexibility on the part of students.

But does this flexibility allow inclusion in a learning community?
A teacher who idealizes an online course to provide individual learning to students, is aware or should be aware that he is denying students access to a learning community.

On the other hand, when teacher designing a collaborative learning is giving their students the opportunity to belong to a community of learning. This learning community has been somehow limited individual flexibility.

But then how collaboration limits the flexibility?
Students in collaborative learning make plans for collective progress. These plans promote cooperation among students, but will limit the flexibility.

But then I can not attend a course that allows individual flexibility and a learning community Online?

Paulson said it is possible through the combination of the Theory of Freedom Cooperative. But what is this theory? Requires the development of virtual learning environments that allow students to have individual freedom when integrated into online learning communities. This theory is, in contrary to previous theories, contributes to the convergence of individual flexibility and learning communities.


One of the great dilemmas of teachers in online courses is the same, I must promote flexibility through individual progress plans, or should promote the existence of learning communities? Which of these will contribute to greater cooperation?

It is indeed a big problem and a major decision. As a teacher I can not say which of these options will be the best. The student here has a role. The enforce a model of learning is not and never will be a good policy for the smooth progress of student learning. I, for example, in my school do not have a virtual learning environment that is able to implement what is theory. The decision by the NKI Distance Education about applying for individual progress and allow each student to have in your profile whether or not to be a cooperative learner, goes some way to contribute to the success of this venture of NKI Distance Education. Whether this is a motivated student in the learning mode, will undoubtedly be a successful student in that learning. The cooperative community is successful when it is constituted by people motivated and happy.

Fontes:
COGs, CLIPs and Other Instruments to Support Cooperative Learning in Virtual Learning Environments - Morten Flate Paulsen Professor of Online Educationa

Cartoon about the Theory of Cooperative Freedom by MorterFP 19 de Maio de 2008

O Hexágono da Teoria da Liberdade Cooperativa

No âmbito da unidade curricular Processos Pedagógicos em Elearning (PPE), do Curso de Mestrado Pedagogia em E-Learning (Universidade Aberta), criei este espaço que terá sempre a seguinte tag: PPE. Aqui irei colocar os produtos resultantes de cada actividade desenvolvida na Unidade Curricular.

Esta unidade curricular é leccionada pelo professor Morten Flate Paulsen

"Na educação on-line há um conflito de interesses entre os alunos, que preferem a aprendizagem individual, e educadores que promovem a aprendizagem colaborativa. Muitos alunos optam por estudar on-line porque eles querem ou precisam de educação, o indivíduo flexível: uma educação que lhes permite combinar trabalho, família e educação de uma forma manejável. Como eu descrevo na Cooperativa de liberdade, a minha teoria da educação on-line, eu acredito que é possível desenvolver ambientes de aprendizagem que suportam a flexibilidade individual e a aprendizagem cooperativa."

By Morten Flate Paulsen

A minha primeira história by monicavelosa

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