My Space

Aqui vai

2011-02-28T14:41:00.001-08:00

Aqui vai
Upload feito originalmente por monica Hannu

Sesame Street: Song: There's An App For That

2010-11-13T03:30:00.000-08:00

Podcaste

2010-11-10T13:02:00.001-08:00

Realizado por mim na formação: Blogues na Educação.

Web 2.0

2010-11-09T11:15:00.000-08:00

Realizado por mim na formação: Blogues na Educação.

2010-11-08T11:47:00.000-08:00

Realizado por mim na formação: Blogues na Educação.

Mobile Learning e as suas diferenças com o e-learning

2010-11-02T13:35:00.000-07:00

Muitos de nós já ouvimos falar no termo e-learning nesta última década, no entanto a termo aprendizagem móvel não tem sido tão divulgado e utilizado. O e-learning não é um sinonimo da aprendizagem móvel.

Mas então o que é o e-learning?

O e-learning tem vindo a definir qualquer forma de difusão do conhecimento educacional através da Internet. Isso faz com que o e-learning um subconjunto da formação de base tecnológica. Ele também incorpora uma série de actividades de aprendizagem realizadas na Internet, onde a aprendizagem móvel faz parte.

Mas então o que é a aprendizagem móvel?
A aprendizagem móvel é a capacidade de obter ou fornecer conteúdo educacional através dos dispositivos de bolso pessoais, ou seja, PDAs, smartphones e telemóveis (entre outros). A aprendidizagem móvel está neste momento na sua infancia em termos tecnologicos e pedagogicos, muitas são as dúvidas e questões. Como resultado, ainda há controvérsia entre os defensores das tecnologias moveis da forma como a aprendizagem deve ser definida: em termos de dispositivos e tecnologias, em termos de mobilidade dos alunos e da mobilidade da aprendizagem, e em termos da experiência dos alunos de aprender com dispositivos móveis. (Traxler, 2007)

Quinn Clark, professor, escritor e especialista em educação a distância, define a aprendizagem móvel como a intersecção da computação móvel (a aplicação de portáteis sem fios e dispositivos de comunicação) e o e-learning (aprendizagem facilitadas e apoiadas pela uso de tecnologias da informação e comunicação).

Mas então qual a diferença entre o e-learning de aprendizagem móvel ?

E-learning pode ser em tempo real ou auto-estudo, também conhecido como aprendizagem "síncrona" ou "assíncrona". Além disso, o e-learning é considerada "amarrado" (ligado a alguma coisa) e apresentado de maneira formal e estruturada.
Em contraste, aprendizagem móvel permite uma aprendizagem realizada com o seu próprio ritmo; sem estar amarrado a nada; informal na sua apresentação;

Os dispositivos móveis são considerados por muitos como uma extensão natural do e-learning. (Ellis, 2003).

e-learning

e-mail to e-mail;
localização privada;
tempo de acesso que se demora a chegar ao site

m-learning

em qualquer lugar, em qualquer altura;
mensagens instantâneas;
sem limitações geográficas;
acesso rápido ao site onde existem os conteúdos de aprendizagem

Benefícios do m-Learning nas salas de aulas

2010-10-31T14:13:00.000-07:00

Benefícios do m-Learning nas salas de aulas
As universidades e faculdades estão utilizando M-Learning para ajudar os alunos na realização de tarefas, fornecimento de informações, orientações e experiências de aprendizagem quando e onde é necessário.

    * Coloca formação e suporte ao desempenho que o trabalho efectivo.
    * Permite aos alunos novas habilidades ou conhecimentos para ser aplicado imediatamente
    * Permite a formação do estudante, quando ela é necessária
    * Permite o uso de meios ricos quando apropriado
    * Cria uma comunidade prática
    * Conexão e sincronização de formação contínua para sistemas back-end

The Future of Learning is Mobile

2010-10-24T10:28:00.000-07:00

The Future of Learning is Mobile

O futuro (ou será presente?;)) passa pela:
Aprendizagem através da utilização de dispositivos moveis (PDA, MP3, telemóveis, etc );
Aprendizagem enquanto estamos em movimento (carro, comboio, avião);
Aprendizagem através das tecnologias web moveis (twitter, facebook, flickr, blogues);
Tudo está relacionado com a mobilidade dos estudantes (na praia, no café, numa rua, no aeroporto, etc).

The Future of Learning is Mobile

View more presentations from James Clay.

Maças com o Illustrator

2010-10-21T17:28:00.001-07:00

O meu primeiro trabalho com o Illustrator

Segurança na Internet

2010-10-17T12:30:00.001-07:00

Procurando avisar as pessoas de que fornecer informação sobre a localização da sua casa em alguns serviços, e noutros informar os contactos sobre se estavam ou não presentes no local, não seria boa ideia, 3 holandeses - os Forthehack - criaram o site Please Rob Me, onde se listavam "oportunidades" de casas vazias, boas para roubar.

Mobile Learning Help Students in the classroom

2010-10-17T12:21:00.000-07:00

This short video clip produced by Chanel 4 in Columbus, OH shows how mobile learning is impacting the children in St Marys, OH.

Educating the Mobile Generation | A 21st Century Education Film Series

2010-10-17T10:52:00.000-07:00

In this film, Soloway and Norris take a road trip through Texas and Louisiana to see firsthand how mobile devices are being used in schools.

CLOUD COURSE

2010-09-17T01:20:00.000-07:00

O google lança um sistema de gestão de cursos online chamado Cloud Course. O sistema é open source, e integra as ferramenta já criadas pelo google como calendário e gestão de listas.

Será que se pode comparar ao LMS - Moodle?

Monica Velosa e Vera Martins no seu melhor

2010-09-13T15:37:00.000-07:00

Eu e a minha Grande Amiga Vera Martins no nosso melhor. Recebemos uma taça pelo bom comportamento ....

M-Learning

2010-09-12T09:43:00.000-07:00

“The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.”

V Mostra Canina nos jardins do Lido, Funchal

2010-09-07T02:04:00.000-07:00

A Chica da Silva da Quinta do Cardo sentada ao pé do troféu ganho na V Mostra Canina (2010) para o 3º classificado Jovem. (a Yura ainda fez concorrência e foi-se aguentando quase até ao final :-) )

Labradoras na sua brincadeira

2010-09-02T03:33:00.000-07:00

A menina Dama Yura da Quinta do Cardo e Chica da Silva da Quinta do Cardo

Nas suas brincadeiras...veja o vídeo:

Meninas na brincadeira

2010-07-19T17:11:00.000-07:00

A menina Dama Yura da Quinta do Cardo e Chica da Silva da Quinta do Cardo

Nas suas brincadeiras...veja o vídeo:

La Routine Quotidienne / Daily Routine

2010-06-15T03:49:00.001-07:00

Trabalho realizado pelas alunas da escola Básica 2º 3º Ciclos Cónego João Jacinto Gonçalves de Andrade, do Curso de Educação e Formação

La Routine Quotidienne / Daily Routine

2009-2010

Open publication - Free publishing - More rou

Les élèves du cours Employé(e) d’étages

2010-06-10T09:49:00.000-07:00

Trabalho realizado pelas alunas da escola Básica 2º 3º Ciclos Cónego João Jacinto Gonçalves de Andrade, do Curso de Educação e Formação – 1ère année

2009-2010

Open publication - Free publishing - More cef

Meninas

2010-06-05T04:54:00.000-07:00

A menina Dama Yura da Quinta do Cardo e Chica da Silva da Quinta do Cardo
A comer um osso...veja o vídeo:

Make the best use of your learning platform

2010-05-29T13:26:00.000-07:00

Does your school have access to a learning platform, but you are not sure how to best make use of it?

How do I get started?
What are the main benefits?
What challenges might I face?
What about staff training?
What about technical support?
What about e-safety?
What about children who don’t have home access?
Doesn't it increase staff workload?
Why should I bother to develop the learning platform?
How do you afford it?

Get more inspiration - visit Extending learning on the Next Generation Learning website.

From this site - Becta Schools

Apresentação

2010-05-28T02:15:00.001-07:00

Caos web2 0

View more presentations from Mónica Velosa.

2010-05-25T14:26:00.000-07:00

Este é o resultado da recolha online de testemunhos do percurso efectuado pelos seus estudantes: do que foi, está a ser, e dos desafios para o futuro de um estudante do MPeL. Estes testemunhos foram obtidos através duma e-Entrevista elaborada para este objectivo pela comissão organizadora da conferência myMPeL2010.

Cada aluno tentou nesta e-Entrevista responder às seguintes questões:

1 - Sendo o MPeL um curso a distância, em classe virtual, como descreve a experiência que teve?

2 - Quais os maiores constrangimentos que sentiu como aluno do MPEL? Como os ultrapassou?

3 - Que conselho deixa para os alunos/futuros alunos de MPEL? Conclua o seu testemunho com 3 palavras que, na sua opinião, caracterizem o MPEL.

Testemunho da Mónica Velosa - link

2010-05-01T08:53:00.001-07:00

2010-05-01T08:35:00.001-07:00

2010-04-30T15:06:00.000-07:00

A Iª Conferência do Mestrado em Pedagogia do Elearning -myMPeL2010- é uma iniciativa da Coordenação do Mestrado no quadro do Departamento de Educação e Ensino a Distância [DEED] da Universidade Aberta. Tem como principal objectivo proporcionar um espaço de reflexão, diálogo e partilha entre toda a comunidade do curso - professores, estudantes, ex-estudantes, especialistas em pedagogia do elearning - bem como com investigadores e profissionais no campo do elearning.
Mas, esta conferência pretende ser o reflexo de uma visão do que é ensinar online, do que é aprender online no momento actual.
Sendo um curso que decorre totalmente online, a organização desta conferência pretende ser também o testemunho de um percurso efectuado totalmente online, uma reflexão dos seus protagonistas do que foi, do que está a ser, e dos desafios para o futuro.
Em nome da organização da conferência, sejam bem-vindos!
Lina Morgado

Faça a sua inscrição online: http://mpel.crowdvine.com/

Pierre Lévy valorizando a EaD

2010-04-29T09:17:00.001-07:00

Educação

2010-04-22T16:00:00.001-07:00

Educação

2010-04-22T15:59:00.001-07:00

2010-04-22T15:57:00.001-07:00

2010-04-16T09:24:00.001-07:00

Using wikis to promote quality learning in teacher training

View more documents from Steve Wheeler.

Teach With and audience

2010-04-16T09:15:00.001-07:00

EdCrowd is a new network for teachers in which they can share ideas, lesson plans, and other resources.

Labradoras na Praia

2010-04-08T03:32:00.000-07:00

A menina Dama Yura da Quinta do Cardo e Chica da Silva da Quinta do Cardo
Foram na semana passada à praia...veja o vídeo:

Trabalho Final MICO

2010-03-05T07:22:00.000-08:00

ESte é o resultado do meu trabalho final de MICO - http://mico.ensinoinf.net/

Final Report

2010-03-05T07:20:00.000-08:00

I have developed this site to share with everyone the work done during the semester in PPEL, a course of the Master’s degree in pedagogy of e-learning at the Open University. The topics spoken here are: Cooperative online education, online teaching techniques and Transparency in online education.

Link - http://finalreport.ensinoinf.net/

Avaliação em Ambientes Online

2010-03-02T14:44:00.001-08:00

Avaliação

See more presentations by pedropimenta | Upload your own PowerPoint presentations

Suspeitos do costume

2010-02-28T02:49:00.001-08:00

Características essenciais do aprendente no ensino a distância

2010-02-26T10:32:00.001-08:00

Check out this SlideShare Presentation:

Características essenciais do aprendente no ensino a distância

View more presentations from Luis Borges Gouveia.

Avaliação em Ambientes Online

2010-02-19T07:35:00.001-08:00

Trabalho realizado no âmbito da Unidade Curricular de Concepção e Avaliação em E-learning, do Mestrado em Pedagogia do E-learning, da Universidade Aberta. José Carlos Figueiredo / Mónica Velosa / Paulo Simões / Sandra Brás"

CAEL on Prezi

Twitter

2010-02-03T15:31:00.001-08:00

Check out this SlideShare Presentation:

Twitter

View more presentations from José Carlos.

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-21T15:15:00.000-08:00

This is an excellent video created by my colleagues in the master's degree in pedagogy of e-elearning. This video shows how all the activities throughout this Masters were carried out with transparency. Students at the Open University has a profile that allows colleagues to show your data (email, twitter, network partners belonging, etc.). This profile creates transparency, in turn Transparency means that students are visible to each other as potential partners and resources. (This is important for the cooperation).

Student/Advisor Relationship

2010-01-18T15:51:00.001-08:00

Student/Advisor Relationship

View more documents from Antonio Dias de Figueiredo.

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-18T12:44:00.000-08:00

Internet Censorship or transparency

Is there transparency in the Internet present in all countries?

As we can see in this video, in many countries some of the tools of Web 2.0 (eg facebook) are blocked by their governments. Thus, the transparency we have been talking throughout this unit, offered by Web 2.0, does not reach all people.

In the link

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T10:33:00.000-08:00

We can see that the students are divided into groups depending on how many courses they have completed your studies at NKI:

* Experienced Student (5);
* Senior Student (10);
* Fellow Student (15);
* and Senior Fellow students (20 );

Initially we can see the group of students that the student belongs, email, zip code, the Starter in your school. In this case we have a Senior Fellow Student student who has completed 36 courses at the NKI. We can see the Open Source web development of the student and this bagrunn.
________________________________________________________________

Senior Fellow Student: Per-Olav Hansen
E-mail address: pero-ho_AT_online.no
ZIP code and Postal code: 1739 CASTLE HAUGEN
Started in Your School: 25 April 2004

I've registered at the following online study and online courses and totals completed 36 courses at the NKI Site Study:

Open Source web development:

* Learn to learn
* PHP programming
* MySQL database
* Linux operating system

Works by Unger Factories AS.

My bagrunn:

Craft certificate as automatic Iker, after qualifying as automation techniques by NKI. Moreover, I have taken internet aplikasjoner + java1. Continuing now with four new courses: Datatbaser2, data communications, java2 and introduction to programming.

Started now on Open Source Web developments
___________________________________________________

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T10:23:00.000-08:00

The central characteristic of social networking sites is a combination of personalization and socialization. This combination has a potential to facilitate transparency between students.

Transparency means that students are visible to each other as potential partners and resources. (This is important for the cooperation)

Transparency between students means that they have insight into each other’s work, thoughts, and productions. Students can work individually and simultaneously contribute to the learning of other students. Right now this is what we are doing in this activity. Each one does his research but then will share with the class. The class will be able to view the reflections that each of us did during the research and what each one wrote about each site found. Here we share information and contribute to learning from each other.

Christian Dalsgaard - Institute of Information and Media Studies, University of Aarhus, Helsingforsgade 14, 8200 Aarhus N, Denmark, cnd@imv.au.dk. - in this link

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T10:04:00.000-08:00

Social comparison theory argues that in the often competitive environment of the classroom, students compare themselves with other (and usually higher achieving) students. This comparison has both positive and negative results encouraging self-evaluation, striving for better performance and (perhaps negatively) by comparing ourselves with lower performing peers (downward comparison) to enhance one’s perception of self. The article also notes the negative consequences of intense social comparison, that can do much to further diminish the self-efficacy of less able performers.

This comparison has both positive and negative results encouraging self-evaluation, striving for better performance and (perhaps negatively) by comparing ourselves with lower performing peers (downward comparison) to enhance one’s perception of self. The article also notes the negative consequences of intense social comparison, that can do much to further diminish the self-efficacy of less able performers.

Again it seems obvious that without transparency, learners in distance learning contexts can not compare their performance with others, possibly resulting in anxiety and less opportunity for effective self-evaluation, self-enhancement and self-improvement. The individualized nature of some forms of distance education however may be useful for both high and low achievers who may find such comparisons either depressing or ego inflating to the degree that performance and or motivation is impaired.

http://terrya.edublogs.org/2009/01/26/social-software-related-reviews/

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T09:27:00.000-08:00

Supporting Transparency between Students

In this case study we can see that it is possible to make students visible through their writings and questions, primarily through weblogs and, to some extent, through social bookmarking.

Students’ thoughts, opinions and understandings were brought into class. Because weblogs
are created and managed by the students themselves, they gain ownership of the weblog. This means that they decide how to use it. This kind of ownership is more difficult to achieve with a discussion forum created by a teacher within an institutional LMS. This personal nature of weblogs might be the reason why students also wrote posts that did not directly relate to the assignments.;)

In that sense, weblogs encourage empowerment, because they are open to individual or personal writings of students.

However, the study showed that the personal writings on the weblogs were limited. Whereas the weblogs were used for group work and primarily for writings of direct relevance to the entire class, it was obvious that the students used social bookmarking first and foremost as a personal tool. From the point of view of transparency, the problem with the employment of social bookmarking in the case study was that they were not read very much by other students. Also, students’ answers in the questionnaire indicate that a weblog was not the most suitable tool to support their collaborative group work.

Although the weblogs supported transparency, they did not fully support the collaborative work of the students. The case study has shown that use of digital media for transparency can support empowerment of students and inspiration among students in a course. First of all, students used the writings of fellow students for inspiration. Secondly, students were made more visible in
the course through their weblogs. This meant that they had influence on the content of the seminars.

However, the conclusions of the case study also pose a challenge to support of transparency and empowerment. The challenge is to create a balance between personal tools and tools for collaborative group work that are also suitable for transparency between students.

Christian Dalsgaard1
1 Aarhus University/Department of Information and Media Studies, Aarhus, Denmark in this link

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T09:08:00.000-08:00

Principles for Improving Online Transparency, Quality

Harris and her associates concluded that there were a few basic principles for institutions that really want to be transparent.

- Make distance education a central element of your mission;
- Accountability to stakeholders;
- Responsiveness;
- Faculty competence;
- Institutional integrity;
- Excellence in student services;
- Integrity in marketing;
- Curricular quality.

http://www.facultyfocus.com/articles/distance-learning/more-principles-for-improving-online-transparency-quality/

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T08:47:00.000-08:00

The personal presentations are developed to support NKI’s learning philosophy for online students:

NKI Distance Education facilitates individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other.

NKI introduced the presentations to make students more visible, and thus make it easier to take into account, their personal qualities and individual characteristics as suggested by (Grepperud and Rønning 2007:159).

- NKI’s presentation scheme makes students more visible to other students, teachers and the world.

- The transparency makes it easier to provide students with individual service adapted to their personal needs.

- The presentations show the human being behind the e-mail address and student ID.

- Ten out of hundred presentations show that the students chose online education due to particular needs and challenges.

- Many presentations show that students appreciate NKI’s flexibility and opportunity to find learning partners.

Facing twelve hundred online students
Morten Flate Paulsen
Norwegian Information Technology College, mfp@nki.no, www.nki.no/pp/MFP

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T08:20:00.000-08:00

Transparency in Cooperative Online Education

- Transparency is important for cooperative online education.
Transparency will contribute to the existence of cooperation

- People can cooperate more easily if they know something about each other and have access to some common information and services.

- Cooperation will benefit when general and personal information related to the learning and the learners is available directly or indirectly to the learning community.

- Transparency implies that users to a certain extent gain insight and are visible, but it is important to find a suitable transparency level.

- The theory hypothesizes that transparency is an important driver for improved quality, and that it has the following three positive effects on quality:

1. Preventive quality improvement;

because we are prone to provide better quality when we know that others have access to the information and contributions we provide;

2. Constructive quality improvement;

because we may learn from others when we have access to their data and contributions

3. Reactive quality improvement;

because we may receive feedback from others when they have access to our data and contributions

- Transparency may reduce the amount of low quality contributions and make high quality work more accessible as paragons for others.

IMPORTANT:

- It is important to realize that transparency must be handled carefully with regard to privacy issues.
- The users must be confident that privacy is well taken care of.
- They should be able to choose their preferred privacy level and understand how this choice controls how much of their personal data and contributions that will be available to others.

Morten Flate Paulsen
Cooperative Online Education

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T07:42:00.001-08:00

Visualizing Student Profiles through NKI’s Online Catalogue and Student Network

Check out this SlideShare Presentation:

Visualizing Student Profiles through NKI’s Online Catalogue and Student Network

View more presentations from Morten Flate Paulsen.

The apresentation are importante to NKI because provides:

Better service since we see the human behind the e-mail addresses and student IDs;
More cooperation since students know more about each others;
Improved information to prospective students;

But problems may arise and NKI need to know overcome them, eg:

Inappropriate content
Copyright issues
Criticism from dissatisfied students
Students who expose too much personal information

NKI handles these issues by asking readers to report inappropriate content to an e-mail address.

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T03:37:00.001-08:00

George Siemens: "Let me explain. When someone decides to share their thoughts and ideas in a transparent manner, they become a teacher to those who are observing. Social technology – such as Twitter, blogs, Facebook – opens the door to sharing the process of learning, not only the final product."

I liked this statement that "when we make our learning transparent we become teachers." On this master I've come to learn from all my colleagues, so I think they are all my teachers. All my colleagues have contributed to the success of my learning. The exchange of ideas, discussion topics, the creation of shared work have been contributing to my learning success.

This entry was posted on Tuesday, April 28th, 2009 at 12:08 pm in this link.

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T03:15:00.000-08:00

Profiling Online Students in the NKI Distance Education.

In the NKI all users can choose to include their presentation in the open catalogue, by clicking the Global visibility checkbox in their user profile. This is a significant development which should be of interest to EDEN members for three reasons:

Firstly:

share information about their online course activities with family, friends and colleagues;
this presentation is used as an online CV to support job applications;

Secondly: (this is a big advantage for the NKI)

All the positive and trustworthy testimonials from current students and teachers will probably have a positive effect on NKI’s future course enrolments.

Thirdly:

the fact that so many serious, hard-working and successful students are willing to share achievements and experiences in an open, online catalogue is valuable for the field of online education.
Online student catalogues may help these students become more visible as a group that deserves more attention.

in link

Annotated bibliography - Transparency in Cooperative Online Education

2010-01-10T02:02:00.000-08:00

Here Morten Flate speks aboute the SESAM 6 – NKI’s current LMS that was created to stimulate students and teachers to produce, share and refine cooperative learning resources. Now they add features to make it more transparent. The advantages of the transparency in the online education are many.

For Morten Flate the transparency supports quality and cooperation. The transparency issues are complex and hard to explain in a short blog entry. So, Morten Flate have ventured to introduce this views in the experimental and extremely succinct cartoon format.

In this cartoon we can see that transparency:

- Improves quality in online education;
---Work sharing between students and teachers allows:

doing better work because we know others will see our work;
others may find errors in information produced by us;
we learn by seeing others' work;
we get feedback if others see ours work.

- Promotes cooperation in online education;
--- people are more likely to cooperate if they see information about each other.

Contribution to the EDEN President's blog on July 1, 2008 by Morten Flate Paulsen

in this link

Aportaciones de la tecnología a la e-Evaluación

2010-01-07T15:28:00.000-08:00

1. “Aportaciones de la tecnología a la e-Evaluación”

Avaliação da prática educativa virtual

Pontos fortes:

· flexibilidad horaria y espacial que asume el tópico de 24x7x365 - a flexibilidade de horário e de tempo;

· La información que se aporta al alumno en línea sobre la totalidad de

la secuencia didáctica que seguirá en un periodo de tiempo concreto y necesariamente programado.- a informação que se dá a um aluno no Ensino à Distância sobre a totalidade da sequência didáctica que será realizada num tempo concreto e programado;

· El ciberespacio, su acceso a él y todo lo que supone a nivel comunicativo e informativo.- o ciberespaço, como espaço de ensino e aprendizagem supõe o acesso a uma grande quantidade de informação e comunicação;

Pontos fracos:

· la flexibilidad horaria y espacial de acceso que existe una cierta inflexibilidad instruccional, en tanto que al final la docencia se convierte en un cúmulo de tareas con fechas de finalización e inicio. - uma certa inflexibilidade instrucional, na qual a docência acaba por se converter num conjunto de tarefa com datas de início e de fim, sem grnade relação interna entre si;

· el retorno cualitativo que se da a los trabajos realizados en línea en cuanto al ajuste que realiza el profesor u otros … - o retorno qualitativo que se verifica dos trabalhos realizados na rede, porque o contributo dos professores e dos alunos, ainda que cheios de possibilidades de aprendizagem, acabam por ser um ponto débil;

· los criterios de evaluación y de comunicación de resultados- Os critérios de avaliação e de comunicação de resultados;

· asimismo la interacción del profesor y el alumno que tienen sobre el contenido- a interacção do aluno e do professor sobre os conteúdos é outros dos aspectos frágeis do ensino em contextos virtuais;

· el alumno va ejecutando tareas y teniendo resultados de ellas pero consigue con cierta dificultad una idea de conjunto de la materia y de su progresión en ella.- uma certa sensação que o aluno tem de se sentir enganado, pois vai realizando tarefas e sendo avaliado, mas tem dificuldade em ter uma visão de conjunto da matéria e da sua progressão.

Tipos de Influências da avaliação

Algumas das influências e efeitos mais notáveis da avaliação no processo de ensino/aprendizagem:

· Motivacional: o simples facto de o aluno saber que vai ser avaliado coloca-o mais desperto para aprender e colaborar nas tarefas – motivação externa; (Pág. 4)

· Consolidação: certa influência de consolidação, pois ao avaliar, se bem programada esta avaliação, ajuda o aluno a consolidar a matéria apreendida; (Pág. 5)
Antecipatório: influência de carácter antecipatório no processo de ensino/aprendizagem. A avaliação exerce o poder de moldar o processo de ensino/aprendizagem. Ao saberem a

· forma como vão ser avaliados os alunos podem depois adaptar a forma como vão estudar. (Pág.5)

Caixa de texto: Caracterização da TurmaCaixa de texto: “Aportaciones de la tecnología a la e-Evaluación

Conceito multidimensional sobre a avaliação

· De uma forma geral podemos dizer que a avaliação é reconhecida mas não conhecida. (la evaluación se reconoce pero no se conoce)

· A avaliação pode ser entendida como:

o Avaliação da aprendizagem;

§ É a avaliação que nos dá como resultado;

Nota: A avaliação não é somente a avaliação da aprendizagem, mas também é a avaliação para a aprendizagem.

o Avaliação para a aprendizagem

§ A principal motivação é a retroalimentação (dialogo entre o professor e o aluno). (Pág. 6)

Nota: Mas não será só considerado estas duas dimensões, consideramos também a avaliação como aprendizagem e a avaliação a partir da aprendizagem.

o Avaliação como aprendizagem

§ Esta dimensão contempla a própria aprendizagem da dinâmica avaliativa enquanto análise e reflexão das próprias práticas educativas levadas a cabo pelos alunos.

o Avaliação a partir da aprendizagem

§ Aprender é conectar com o conhecimento novo que acedemos pela primeira vez com o conhecimento que já possuímos.

Contributos das TIC

· Avaliação automática (Pág. 7)

As vantagens da evolução automática são tão evidentes como as suas limitações. O maior ganho desta prática tem a ver com a visualização imediata das respostas correctas, o que é muito importante para os alunos, mas também para os professores porque a sua acção de retroalimentação apoia-se aqui.

· Avaliação Enciclopédica (Pág. 8)

As vantagens deste tipo de avaliação vai ser diferente se estivermos perante alunos ou professores. Para os alunos esta uma forma de avaliação bastante boa e que vem favorecer os alunos (com a internet é fácil obter informação. Nota: O plagio é um problema que está associado a este tipo de avaliação.

· Avaliação colaborativa (Pág. 8)

A tecnologia vem permitir a avaliação de produtos colaborativos e também do processo de criação dos mesmos. Isto é mau para os alunos que querem trabalhar de forma individual.

· Processo de avaliação (Pág. 10)

Temos a tendência em fazer confusão entre avaliação e instrumentos de avaliação através dos quais se recolhem os dados avaliáveis, e também confundir avaliação com a classificação que merece as referidas aprendizagens.

· Feedback virtual como direito e como dever

Os alunos têm direito a melhorar as suas próprias produções a partir do próprio desenho da avaliação e isso também acarreta deveres para eles.

O feedback virtual abre campos a uma necessária revisão e chama a atenção dos alunos sobre a qualidade dos seus contributos. Há que distinguir entre participação e interacção.

BARBERÀ, E. (2006) “Aportaciones de la tecnología a la e-Evaluación”. RED. Revista de Educación a Distancia, Año V. Número monográ

"Avaliação em processos de educação problematizadora online"

2010-01-06T12:39:00.000-08:00

1. O modelo “bancário” de educação a distância
Processo de desenvolvimento da inteligência
- Associacionismo empirista;
- inspira métodos pedagógicos que valorizam a transmissão (pelo professor, o “emissor”) e a reprodução (pelo aluno, o “receptor”).
- Inatismo e na maturação interna;
- educação problematizadora.
- Construtivista;
- Com a entrada da informática no processo educacional, o linguajar tecnicista vulgariza-se. Educandos passam a ser tratados como “usuários” e o próprio processo educativo ganha uma nova marca: e-learning.
- o aprendizado não se resume à simples introjecção de mensagens - pode-se concluir que um curso online que se limite apenas a oferecer textos seqüenciais e testes de averiguação do que foi “retido” nega ao aluno a sua intervenção no próprio conhecimento.

2. Educação dialógica e problematizadora
- o construtivismo piagetiano volta-se para a produção, para a criação.
- formar é muito mais do que treinar o aluno em certas destrezas. “ensinar não é transferir conhecimento, mas criar as possibilidades para a sua produção ou sua construção”;
- Uma educação problematizadora
- Nega o acto de transferir, narrar ou transmitir conhecimentos aos pacientes educandos.
- Organizar-se em torno da visão do mundo dos educandos. Urge trabalhar esses conteúdos não como pacote que se entrega aos alunos, mas como atividade deliberada, que busca soluções para problemas contextualizados e relevantes na vida dos educandos.
- A avaliação passa a ser constante, que se extende por todo o curso. Em vez de avaliar-se meramente produtos finais (como um teste), acompanha-se todo o processo construtivo do educando. Da avaliação pontual da “retenção” de conteúdos, para um acompanhamento contínuo da aprendizagem.

3. Construção social do conhecimento e avaliação online
- Devemos sempre pensar na forma como se dá o aprendizado humano;
- A capacidade cognitiva do ser humano precisa apenas de ser exercitada;
- Segundo Piaget (2002), a aprendizagem não é uma actividade simplesmente individual e o conhecimento se dá na acção. Para ele, as operações mentais são acções, de uma forma interiorizada e coordenada com outras ações do mesmo tipo. Porém, - adverte que “essas operações não são absolutamente apanágio do indivíduo isolado e presumem, necessariamente, a colaboração e o intercâmbio entre os indivíduos”;
- a cooperação é um instrumento indispensável para a elaboração racional (o trabalho de grupo é assim fundamental em todo o processo de educação, a discussão leva a um aumento do conhecimento de nós próprios) - isto não significa a eliminação do trabalho particular;
- motivar as discussões e debates na educação a distância, a produção de trabalhos coletivos ganha enorme valor na construção cooperada do saber;
- A contribuição de todos os elementos de um grupo são partes fundamentais e essenciais na construção da aprendizagem;
- aprendizagem é mais efectiva quando, os alunos trabalham em conjunto em certo problema - “defrontam-se com conflitos ou dificuldades e se envolvem em argumentações, contra-argumentações e negociações para produzirem uma solução conjunta”.
- A vida colectiva é indispensável para o desenvolvimento humano, dado isto existe a necessidade da criação uma “comunidade de trabalho”;
- a Internet vem criar comunidades de aprendizagem que vão permitir a interacção entre os seus intervenientes;
- Avaliação:
- a avaliação não deve ficar apenas a cargo do professor;
- os trabalhos dos educandos devem ser partilhados e avaliados no grupo, mesmo que no final quem informe a nota seja o educador, isto permite a troca de ideias que vão contribuir para uma melhor avaliação;
- As formas de melhor avaliar um aluno passam pelas resenhas críticas, pelas reflexões criticas e não pelos testes de escolha múltipla;
- A publicação continua dos trabalhos na Web vai permitir comentários aos mesmos, provocando assim a discussão entre os alunos;
- As intervenções problematizadoras vão promover uma aprendizagem ao aluno e uma tomada de consciência;
- com a intensificação das interacções entre os alunos, que passam a conhecer e intervir no trabalho de seus colegas, abre-se a possibilidade para que a intervenção problematizadora seja horizontal;
- o processo de aprendizagem de cada educando pode ser acompanhado de perto a partir dos chamados diários de bordo, ou mesmo os blogs adaptados ao contexto educacional;. São estas ferramentas que vão permitir um registo na Web da caminhada de cada aluno;
- O diário de bordo vem desta forma permitir uma avaliação constante por parte do professor e mediar o diálogo com o educando, este assume uma importância ainda maior quando é aberto para a visualização de todos os colegas;
- Os chats, as listas de discussão e os fóruns vão contribuir para um aumento das relações cooperativas;
- Passamos a ter com a Internet o educando-pesquisador-autor;
- Uma forma de avaliar os projectos de aprendizagem passa pela criação de portfólios, (que podem ser disponibilizados no site do educando ou do grupo), reunindo todos os seus trabalhos, reflexões, descobertas, contribuições, etc. “O registro em portfólio auxilia na própria autoavaliação, com a vantagem de ajudar o aluno a desenvolver sua autocrítica, a ampliação da consciência do seu trabalho, de suas dificuldades e das possibilidades de seu desenvolvimento”;

Conclusão

Para o desenvolvimento de cursos online problematizadores e dialógicos, a interacção mútua deve ser valorizada e o trabalho autoral e cooperativo dos alunos fomentado.

A avaliação deve ser contínua, levando em conta todas as actividades desenvolvidas na rede.

Todos os trabalhos escritos, os relatos nos diários de bordo (ou blogs), os debates em chats, listas de discussão, fóruns, entre outros serviços, bem como as contribuições de links e textos para a biblioteca do curso a distância devem ser acompanhados e avaliados pelo educador. Ou seja, os aprendizes passam a ter o seu trabalho reconhecido durante toda a duração do curso a distância.

O próprio curso ganha com esse tipo de avaliação, pois quanto maior for a participação e contribuição dos educandos nas discussões e nos projectos alheios, mais eles enriquecem o processo educacional do grupo.

PRIMO, Alex (2006) “Avaliação em processos de educação problematizadora online”. In: Marco Silva; Edméa Santos. (Org.). Avaliação da aprendizagem em educação online. São Paulo: Loyola, v. , p. 38-49. http://www6.ufrgs.br/limc/PDFs/EAD5.pdf

Different Christmas Story

2009-12-18T03:27:00.000-08:00

Different Christmas Story

View more presentations from José Carlos.

Podem votar...here

One-question interview on Online Teaching Techniques

2009-12-15T12:32:00.000-08:00

Jane Hart

Mónica

Sorry for the delay in replying

Your question is rather long! I hope this is a sort of answer. In my opinion there is no one perfect teaching technique for all occasions – it will depend on the topic, context, learners and many other imponderables. If you take a look at my Guide to Social Learning – I look at different ways of using technologies for different learning contexts. http://c4lpt.co.uk/handbook/

Finally “does the quality of an online course depends on the teaching technique that is used by the e-teacher?” I think it is far more than the teaching technique. in an online course one of the key factors is the personality of the teacher him/herself. In my opinion, if s/he is inspirational this will be much more important than the technique that is used.

Hope this is of use
Jane

One-question interview on Online Teaching Techniques

2009-12-14T13:29:00.000-08:00

Scott B. Johnson

Monica,

I am honored to have been included among your distinguished subjects for your inquiry. I have a few comments in these regards. First, I must comment that the growth of available knowledge is certainly growing, but humans have not increased in their capacity and growth limits according to the same exponential rates as the data.

More to the point, I believe that the techniques as described in Paulsen’s Online Report comprise a exhaustive but not mutually exclusive taxonomy of interaction strategies. The ION site lists many specific strategies and other esteemed colleagues provide endless lists of such techniques. Key to the question here is not whether there is a specific, perfect technique but what are the most likely to be successful techniques for any given individual? Forgive my evasiveness but without a more detailed and specific definition of what we’ll consider perfect, there can be no answer. Anyone but the most profoundly disabled will be able to learn under a variety of conditions to varying degrees of success. The question for the practitioner as well as the theoretician is to identify the set of “likely to lead to a standard of success” strategies available in the current environment and compatible with the present instructional objectives. Consequently, there is likely going to be an increase in the chances of successful learning when we combine likely strategies – that combination again will be determined more by the characteristics of the individual learner than the instructor.

Quality courses will package a series of most-likely-to-succeed strategies in the context of a sensible set of learning goals. How the individual teacher/facilitator handles him/herself in the process of speaking to the class as whole, within-class groups, and individuals become part of the learners experience that extends beyond the design of the course. In other words, even an extremely well designed course can be diminished significantly by an uncommitted, overworked, or incompetent teacher. Conversely, an excellent teacher’s ultimate success in facilitating the learning for one or more people in a class will be somewhat limited by the overall design and structure of the course in which they work. An excellent teacher can improve a bad course’s results but will not likely make it an excellent course by teaching it alone. If given the opportunity, the excellent teacher might rebuild a badly designed course but will only succeed if enough time and support resources are available.

I hope that my responses and thoughts contribute toward your class discussion and your own personal understanding of online learning. I invite you to stay in touch. I took the liberty of extending a Facebook friend invitation and have bookmarked your blog – looks interesting.

Scott B. Johnson

One-question interview on Online Teaching Techniques

2009-12-14T13:28:00.000-08:00

Morten Flate Paulsen

Dear Mónica,

Since I came up with this challenge, I expected, and deserved, to get a one-question-interview from the class :-)

First of all, I definitively don't think that there is a perfect teaching technique. I belive in using several techniques to make courses more varied and interesting. The techniques should be chosen according to target group, subject and task. You can for example seldom use the same many-to-many techniques in a self-paced course as you do in a group-paced course. Therefore, I wanted to develop a toolbox of useful teaching techniques when I started to gather information about online teaching techniques. A toolbox that could help teachers and course designers to develop better online courses.

I am however especially fond of many-to-many techniques for two reasons. Firstly, they often generate a lot of cooperative work which I like so much, and secondly, they can reduse the teacher workload to a resonable level. The many-to-many tecniques used in this course have also shown in an excellent way that the word "many" does not only mean the students in class, but also a large extended group of people "out there" that are interested in our work and provide input to our learning experience.

My framework of techniques is by no means exhaustive, and I would be delighted if someone expanded it - especially with reagard to the new opportunities provided by web 2.0 applications. There should be many interesting many-to-many techniques that could be develop around these services. I do think, the social bookmarking service and the face-book group you have developed in this course are examples of innovative teaching techniques.

Finally, I would like to point out that in PPEL2009, I've had the role as both course designer and teacher. At NKI, we distinguish between these two roles. The course is designed by a project group, and when the course is completely developed, we engage a tutor to teach the course.

I hope that you find my answer useful and that you have enjoyed the one-question-interview experience.

You are welcome to share my answer in your class and use it in your blog.

All the best from Morten Flate Paulsen

One-question interview on Online Teaching Techniques

2009-12-14T13:21:00.000-08:00

António Dias de Figueiredo

Dear Mónica,

My reply to your 'interview'.

An online teacher has the possibility to choose between a set of teaching techniques, for e.g. One-alone Techniques, One-to-one Techniques, One-to-many Techniques and Many-to-many Techniques, as mentioned in The Online Report on Pedagogical Techniques for Computer-Mediated Communication, written by Morten Flate Paulsen.

Do you know other that I have not mentioned here?

As a contextualist in my visions about learning and teaching (Figueiredo & Afonso, 2006), I confess I do not feel at ease with strict classifications of both learning and teaching. Of course, classifications are useful to facilitate the initial structuring of our thoughts and the framing of our debate with other people, but I do not find it useful to try to explore them to the minute detail. In issues as complex as teaching and learning, I tend to favour the views of Mol and Law (2002), who prefer to resort to open lists, cases and walks where traditional approaches would choose classificatory systems, examples and maps.

In your opinion is there a perfect teaching technique?

No. There is no perfect teaching technique. Teaching is just a means to achieve an end, which is learning, and no means can be judged independently from the ends in view. The measure of the adequacy of a teaching technique is, thus, the degree of its success in promoting the desired learning. Learning, in turn, depends on the personal characteristics of the learner (or learners), on what is to be learned, and on the context (or ecosystem) where the learning takes place. No Swiss army knife technique exists to cover all the possible combinations of that challenge. In fact, the learning requirements of different learners are often, not just different, but contradictory.

Or is the joint use of some of them that is going to enhance education?

I would not use the expression ‘joint use’, but rather ‘organic combination’, assuming a mutual interpenetration between the techniques and room for creativity in putting that combination to practice. Teaching techniques should not be seen as mechanical intermediaries in the learning process, but rather as mediators, which transform, translate, and modify (Latour, 2005, 39). This means that the combination of two or more techniques can be much more than the sum of the techniques.

To what extent do you consider that the quality of an online course depends on the teaching technique that is used by the e-teacher?

The quality of an online course depends on an array of many factors, including the teaching techniques. It should be stressed, however, that online courses are not the mere transposition of traditional face-to-face courses to the online medium. In this sense, it is not correct to talk about “the teaching technique used by the e-teacher”. In many online courses the teaching techniques are established for specific learners, for specific topics, or for specific courses. They are established by a design team and conceived for the whole ecosystem of the course, and they are not handled solely by the e-teacher. In fact, in many online courses there is no such figure as the e-teacher.

References

Figueiredo, A. D., & Afonso, A. P. (2006). Context and Learning: A Philosophical Framework. In A. D. Figueiredo and A. P. Afonso (Eds.), Managing Learning in Virtual Settings: the Role of Context, pp. 1-22. Hershey, PA, USA: Information Science Publishing.

Latour, B. (2005). Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford University Press, USA.

Mol, A., & Law, J. (2002). Complexities: An Introduction. In Law, J. & Mol, A. (Eds.). Complexities: Social Studies of Knowledge Practices. Duke University Press.

Best wishes for your course.

Regards

António Dias de Figueiredo

My one-question interview was:

2009-12-14T13:19:00.000-08:00

My name is Monica Velosa and I am from Portugal, specifically Madeira Island. I am doing a Masters in Education e-Learning in the Open University (Universidade Aberta).

Currently, I am attending the discipline of Pedagogical Processes in Elearning, taught by Professor Morten Flate Paulsen. He proposed to his students the following activity:

"Make a one-question-interview with either an online teacher or an author of one of the articles in your annotated bibliography.
The question should be related to online teaching techniques, teacher workload or online assignments. "

Thus, I would be very pleased if you could ask the question I have considered to be pertinent.

Question:

We all live in a Society of Information and commmunication increasingly dominated by Technology, where the growth of individual knowledge is progressing at a crazy pace. Society is more and and more influenced by the outcome of the interaction of each of us with the world and with the new Technologies.

In this new society, it is essential to enhance and update the school, creating conditions for the stundents' success, consolidating the role of Information and Comunication Technology as a key resource for learning and teaching in this new era.

An online teacher has the possibility to choose between a set of teaching techniques, for e.g. One-alone Techniques, One-to-one Techniques, One-to-many Techniques and Many-to-many Techniques, as mentioned in The Online Report on Pedagogical Techniques for Computer-Mediated Communication, writed by Morten Flate Paulsen.

Do you Know other that I have not mentioned here?

In your opinion is there a perfect teaching technique? Or is the joint use of some of them that is going to enhance education?

To what extent do you consider that the quality of an online course depends on the teaching technique that is used by the e-teacher?

Thank you for the time spent.

Learner experience projects

2009-12-11T05:05:00.001-08:00

The learner experience projects have used a range of research methods but all have taken a holistic approach to technology use. They are not so interested in how technology is being used on one module, or in one part of the institution, as in how learners interact with technology throughout their learning week and learning year. Also there is a focus on what technology means to learners, with many methods that feature learners talking about how they learn with technology.

Links to methods assets

We have produced a set of recipe cards for different types of data collection methods, particularly well suited to evaluations of learners' experiences of e-learning:

interview plus
telephone interviewing
technology card sort (cards.doc, cards.pdf)
talking walls
email interviewing
audio logs
nested narratives

New Tools for Personal Learning

2009-12-07T12:36:00.001-08:00

Check out this SlideShare Presentation:

New Tools for Personal Learning

View more presentations from Stephen Downes.

Tools of the Trade #oebjh

2009-12-07T09:27:00.001-08:00

Check out this SlideShare Presentation:

Tools of the Trade #oebjh

View more documents from Jane Hart.

Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses

2009-11-26T15:17:00.000-08:00

The "Seven Principles of Good Practice in Undergraduate Education" served as a practical lens for our team to evaluate four online courses in an accredited program at a major U.S. university. Using the seven principles as a general framework for the evaluation gave us insights into important aspects of online teaching and learning.

A comprehensive report of the evaluation findings is available in a CRLT technical report (Graham, et al., 2000).

By Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy

in The Technology Source Archiv

Activit 1 - Online teaching techniques

2009-11-26T14:48:00.000-08:00

This site is a great resource for teaching online. Here we can find tips and tricks for designing course content, facilitating and teaching online, developing learning objects, assesssment ideas, and tutorials for Blackboard, just to name a few.

We can see de Pedagogy, the Online Cours Design, the Learning Objects, the Blackboard, the WebCT, the Tools and the Resources.

This site provide best practice strategies for online instruction; therefore, we are asking that you rate each suggested strategy or idea by clicking on a stars below each item, 5stars becoming abest practice suggestion.

Inovar em educação, educar para a inovação

2009-11-26T07:27:00.000-08:00

Próxima conferênciaWebsite http://www.edu.desafios.ie.ul.pt/

O Futuro da Educação perante as Novas Tecnologias

2009-11-24T13:38:00.000-08:00

O Futuro da Educação perante as Novas Tecnologias

Por A. Dias de Figueiredo
Departamento de Engenharia Informática
Universidade de Coimbra

Resposta, enviada por correio electrónico, às perguntas da jornalista Paula Banza, da revista Forum Estudante. Só parcialmente reproduzida na revista.

Actividade 1 - Teaching Techniques Online

2009-11-23T10:48:00.000-08:00

Top 100 Tools for Learning 2009
as at 15 November 2009
from Jane Hart

This FINAL list has been compiled from the Top 10 Tool Contributions of 278 Learning Professionals worldwide. We can see this list in this presentation Top 100 Tools.

It is mainly due to technological developments that we live in a society increasingly networked.This trend is also contributing to a change in education. We are dealing with students who want more than a traditional education. Teachers need to be aware of the set of tools that are emerging day by day. These tools are enabling new teaching techniques.

Activit 1 - Online teaching techniques

2009-11-22T14:18:00.000-08:00

Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, online educators should design activities that address their modes of learning in order to provide significant experiences for each class participant. In designing online courses, this can best be accomplished by utilizing multiple instructional strategies. Teaching models exist which apply to traditional higher education learning environments, and when designing courses for the online environment, these strategies should be adapted to the new environment.

Instructional Strategies for Online Courses

The online learning environment allows educators and students to exchange ideas and information, work together on projects, around the clock, from anywhere in the world, using multiple communication modes. Given the advantages and resources of this rich learning environment, how can multiple instructional strategies best be utilized for online learning? Just as in the traditional classroom, instructional strategies are most effective when employed specifically to meet particular learning goals and objectives. Effective course design can begin with asking and answering the key question: what are the major learning goals and objectives for this course? Once these goals and objectives have been identified and clearly articulated, the question of which learning strategies, activities, and experiences to employ can be addressed.

Online learning can employ any of the strategies discussed here. Much of the power of learning via the Internet lies in its capacity to support multiple modes of communication including any combination of student-student, student-faculty, faculty-student, faculty-faculty, student-others, others-students, etc. Taking into account the varied learning styles of learners and providing opportunities for self-directed and collaborative learning, educators can facilitate powerful, effective courses geared to achieve specific learning goals and outcomes using the vast resources and capacities of online learning.

Actividade 1 - Teaching Techniques Online

2009-11-22T01:25:00.000-08:00

A short presentation with great information...see - Stephen Downes

Here we can see Communities of Educators Online, which are formed in different Web 2.0 services, for example: flickr, google reader, facebook, ning, plaxo, google groups.
We do not want our classrooms to be like classrooms, this creates a new challenge for teachers.

The challenge for educators across the nation has become how to design and develop a teacher corps and school structure that allows for a school that operates in a completely different manner than the classrooms we experienced in our own.

There are different levels of interactivity: Communication - individualism, Cooperation - mesh, or network, Collaboration - unity, or whole.

Which level prevails in web 2.0 - Learning in a Mesh, Interacting in the Network, Interactive content, Personal Learning Environments, Personal Learning Landscape, the PLE Function in Social Media, the PLE aplications.

We see one set of tools that will enable teachers to apply different teaching techniques , the new office 2.0 of students:

Bookmarking - delicious, Calendar - Google Calendar, Contacts - LinkedIn, CRM - Salesforce, Databese - Dabble, desktop - Homepage, scribd Document Management, Email - Gmail , Feed Reading - Google Reader, Presentation - Zoho Show, Spreadsheets - Google Spreadsheet, Weblog - Word Press, Documents - Google Docs, Drawing - Gliffy, Grup Management - Ice Core, Mind Mapping - MindMeister, Photo Editor - Picnik, Photo manager - Flickr, Web Conferencing - Vyew, Webcasting - Ustream.tv. All these services / tools belong to the users, are likely to be shared, which will facilitate the work of teachers and students.

If the teacher chooses a cooperative education, students will have a set of tools that support this form of education, for ex.: Yahoo Pipes, Google Gears, gRSShopper ....

Supporting Educational Communities - The idea of providing services, 19 of the top 20 software applications used by educators are free.

Actividade 1 - Teaching Techniques Online

2009-11-22T00:20:00.000-08:00

This site offers numerous advantages for the teacher, in that it allows you to have access to a diverse range of material considered essential for the planning of lessons and, consequently, to student learning, such as lesson plans, written exercises, exercises understanding and other materials. It also allows interactive activities. In addition, the teacher can also communicate with other educators and share ideas.

Actividade 1 - Teaching Techniques Online

2009-11-21T15:43:00.000-08:00

I really enjoyed this article, so I decided to read it. This article talks about Web 2.0, describes what it is, their technologies / services and the implications of using these technologies in education. There are a number of Web-based services and applications that demonstrates the foundations of the Web 2.0 concept, and they are already being used to a certain extent in education. For example: blogs, wikis, multimedia sharing services, content syndication, podcasting and content tagging services.

In this article we read that the functionality of each of these services, web 2.0, and realize the advantages of its use in education. I completely agree with these advantages, and I share the idea that the use of these tools in education are a powerful tool for teachers and students. The usefulness of these tools in education are many.

As we have seen, there are a number of technology services that are often posited as representing the Web 2.0 concept in some way. In recent months, however, there has been an explosion of new ideas, applications and start-up companies working on ways to extend existing services. Some of these are likely to become more important than others, and some are certainly more likely to be more relevant to education than others.

With the use of wikis, students work together to interpret texts, author articles and essays, share ideas, and improve their research and communication skills collectively44. Wikis provides the opportunity for students to reflect and comment on either their work or others, wikis can be useful writing tools that aid composition practice, and that blogs are particularly useful for allowing students to follow stories over a period of time and reviewing the changing nature of how they are commented on by various voices.

These services (wiki, blogs, ...) allows the application of pedagogical techniques reported by Morten Paulsen in The Online Report on Pedagogical Techniques for Computer-Mediated Communication.

Technology & Standards Watch

What is Web 2.0?

Ideas, technologies and implications for

education

Paul Anderson

Actividade 1 - Teaching Techniques Online

2009-11-20T14:26:00.000-08:00

In this article we see the definition of Computer Mediated Communication (CMC) and

pedagogical techniques. Computer Mediated Communication (CMC) is the transmission and reception of messages using computers as input, storage, output, and routing devices. CMC includes information retrieval, electronic mail, bulletin boards, and computer conferencing.

Pedagogical techniques are defined as a manner of accomplishing teaching objectives. According to the techniques prescribe how student interaction with learning resources, the techniques are classified as one-alone techniques, one-to-one techniques, one-to-many techniques, and many-to-many techniques. In this context we view each teaching method associated with a technical education and a teaching paradigm.

There are four major CMC-devices/paradigmas: information retrieval systems, e-mail systems, bulletin board systems, and computer conferencing systems. The techniques are organized according to the four communication paradigms used in computer-mediated communication. Each paradigm correspond to the four methods: one-online, one-to-one, one-to-many, and many-to-many. They use teaching techniques to accomplish teaching objectives. The techniques introduced in this article are organized according to the four communication paradigms used in CMC. These teaching techniques can be performed through the use of Web 2.0.

Paulsen, M. F. Online Education and Learning Management Systems: Global E-learning in a Scandinavian Perspective (www.studymentor.com)

Actividade 1 - Teaching Techniques Online

2009-11-20T06:44:00.000-08:00

With the evolution of technology, students in all world are Increasingly becoming familiar with using social networking and other interactive web services such as Facebook, MySpace, Flickr and YouTube. This phenomenon has important implications for the educational institutions Increasingly students expect such services - or at least aspects of such services - to be mirrored in the delivery of courses.

In this podcast here, JISC's Lawrie Phipps and Dave White speak about Web 2.0 and its implications for and its future uses within education. They explain what impact the technologies, associated with the name Web 2.0, are having on education and research and how institutions can harness them meaningfully and effectively in support of their students.

I share the same idea of Dave White on Web 2.0, "The key thing from my point of view is that it's about getting people together, and communicating, and collaborating, and sharing.." We see the growth of social networks, people tend to join a group with a common interested. And it will be from that union, which will establish a communication and knowledge sharing. For example right now I belong to the group Mestrado em Pedagogia do E-learning in diigo and with this group I share and acquire new knowledge.

Definindo, avaliando e promovendo o sucesso de um curso em E-Learning

2009-11-18T10:02:00.000-08:00

No âmbito do Mestrado Pedagogia do E-Learning da Universidade Aberta aqui fica mais um trabalho de grupo feito por mim, pelo José Carlos Figueiredo, pela Paulo Simão e pela Sandra Brás denominado “Definindo, avaliando e promovendo o sucesso de um curso em E-Learning” e que resulta da leitura e reumo do texto original “Defining, Assessing, and promoting E-learning Sucess: An information systems perspective”.

Activity 4 - Discussion - self-paced learning

2009-11-12T09:00:00.001-08:00

Good

In fact the discussion is lively! But there is one contribution that I liked to give and beginning with this question: When making a self-paced learning, each learner is not likely to align with those who are at a pace similar to yours and with similar interests?
Otherwise you see, with all the provision of Web 2.0 tools, each one tends to add to those who are closest to their interests and objectives. Despite the endless possibilities, we select a few. Why? Could it be because we are naturally inclined to participate in groups such as our natural environment, and factors in isolation tend to be us uncomfortable?
Further, the self-paced learning is very good, but has limits. In self-learning makes sense, but it has limitations: lack of motivation, lack of help from the inter-action, and something very important, the peer review. Here we can see that the self-paced can not be taken to the extreme, but understood within its limits.
Finally, when the girls talk about the advantage of self-paced learnig, so I realized, come to recognize that the group is essential. Could it be that the e-learning will increasingly focus on the rhythm of the group, but recognizing and valuing the individuality of each participant? Otherwise, the learning will seem a self-study.

[] L

Hi Luís!

We believe in the need of getting connected but that does not necessarily imply that the learner needs to follow a group-based learning pace. The learner learns through connections, possible by the rise of web 2.0 tools but still, this is done at his own pace. he doesn't have to be integrated in a group where all the members have the same timings and deadlines in order to learn through connections.

Why do you say there's a lack of motivation when doing a self-paced learning course? we have come up to some advantages of this kind of courses to the learner's motivation in previous posts. These kind of courses, for sure, lack interaction, but interaction with peers, not with material or the teacher. In fact these learners get much closer to the teacher and the teacher is able to give the support according to the learner's needs, taking into account only that learner.
Which doesn't happen when a teacher has to support a group with different kinds of learners. So how can you value individuality this way? If the groups are taken into account as a whole and not as the parts (meaning the learners) that form it?

And not speaking of conflicts that may occur within the group, even segregation. One individual can feel intimidated or not comfortable with asking questions or sharing his knowledge with the others? how can this lead to a successful learning path if each learner doesn't solely focus on his own learning?

The girls!

Activity 4 - Discussion - self-paced learning

2009-11-12T08:57:00.000-08:00

Hello Marco!

We are replying to your last post but we decided to continue the dicussion under the topic discussion so we don't end up with a lot of open topics.

Reading your post makes us wonder about some of the things you mention.

You say that the facilitator may provide information about how the participants will work as a group... that is a very passive way of organisation for the learners. And then you add that the role of the facilitator may change in order to correspond to the group's purposes and goals... but are the group goals (when it comes to learning and skills development) the goals of each learner in their individuality?? We don't think so!

"The consensus among group theorists is that smaller groups, those of six or less, tend to be more cohesive and productive than larger groups." So you are basically saying that the fewer we are, working together, the best are our achievements. In that way, we dare to say that one learner on his own works much better and is more successful than if that same learner is part of a group.

Another thing: "we consider that group members regularly meet to study together"... it means that all of them need to adjust their lives, their priorities according to everybody else's availability. we see a lot of dependence there which is not the purpose of online education!

"The group tries to ensure that all members clearly understand the important points". So, even if 1 of them already understood all the points, that fast-paced learner has to wait until the other colleagues get there as well! how does that improve the learning process and keeps the motivation on a high level?

the girls!!! :)

Activity 4 - Discussion - self-paced learning

2009-11-12T08:55:00.000-08:00

Good night Ladies,

Thank you for starting the discussion and for giving us a few good arguments to defend group paced learning...

First all, quantity is not quality. We can not measure the relevance of our posts by the quantity.... The match ends only when the referee blows the whistle.
So if you say 2-0, we must say...wait and see...

Second. How can you defend self-paced learning when we are doing a great and typical group paced learning activity? If this discussion was self-paced how many weeks could last this activity. Would it be as effective as we are doing? We don't believe it could work as well...

Third. You say that "students should be responsable for their own pace" and that "no one is making any pressure with deadlines". People learn with each other, in group. Teacher should set deadlines or otherwise a course that should last 6 months could last 2 years. How many teachers could deal with this clasroom ?

Finally. We must agree. "the new means of communication brought many possibilities to online distance education". The problem of self-paced is interaction. It doesn't promote group working. People can, as you say, "download", "fulfill their assignments", "access to a bigger amount of information", but what about interaction. How can they build their knowledge in a group ? For example, by now, George Siemens and Stephen Downes are giving the Second Edition of the course "CCK - Connectivism & Connective Knowledge". All the content, since the beggining of the course is on the net. It's true that is a course that can be made at our own pace, but if don't interact with the others learners in group paced learning, we are exclusive passive learners. We won't be able to contribute to build colective knowledge.

Men rules...

Hello dear Paulo!

Alright... You are making group-based learning look very pretty but it is not that perfect!

You are right, quantity is not quality but someone had to start! ;-)

Second, yes, we are doing the activity in group because we are a team and we decided to do it that way. And because of this specific experience we can say that group paced learning is very difficult to do. We have been suffering all the the effects of doing the activity this way. It is not easy at all! We have to meet, talk, discuss, use collaborative tools so in the end we have a post that we are all happy with. Whereas if we were doing this same activity individually, each of us working at our own pace, our advances would be way quicker, we could look for information, read it, pick the interesting parts and then write a post without discussing it with the other team members. So the rhythm of this discussion would flow faster. but we like difficult paths so we decided to do it in group! :)

Third, if a learner is motivated enough to follow a self-paced course, they won't take ages to finish it! If they do take that long time, it means they really made the right choice because they couldn't follow a course with strict deadlines and structure. You are applying the word "classroom" here... but if we are talking about self-paced learning we can't say that! if 2 learners can start the course at the same time and finish it in different timings then it shouldn't be called classroom in the traditional meaning of that word. Also because learners can have the possibility of starting the course whenever they want to... so, are we talking about classrooms here? Isn't it self-paced? because the way group-based works is very difficult to start a course if we suddenly see it and want to do it but... :( sadly it has already started... and we need to wait for next year's schedule... Does this waiting process bring any motivation to someone that was so excited about learning new things?

And you talk about the teachers dealing with self-paced learners... and dealing with so many different learners, at the same time, with so many different paces and learning styles? Isn't that difficult?

Fourth, "show me the proves" :) People can learn individually, without having to be in a group. The tools that Internet provides allow us to do that. More and more we have the possibility of staying home and learn with no limits! Someone that embraces a self-paced learning course doesn't want to be ruled by the teacher's pace. And just because you learn at your own pace it doesn't mean you are passive! it is exactly the opposite! You are VERY active in your learning process: having to choose you path, selecting material, doing research and being more and more independent. You end up having an even more active role in your own learning process than if you were doing it in a group. You get more involved and this brings along motivation and interest for what you're doing.

Last, "Men rules"... only in your tiny limited world }-]

Activity 4 - Discussion - self-paced learning

2009-11-12T08:52:00.001-08:00

Hi again!

In self paced learning the teacher plays an important role: he guides the learner allowing him to take the most important decisions of his pathway. Also, the technological tools that are available (as we mentioned in our previous post) give the learner more flexibility in choosing his own path.

George Siemens (2004)* in his theory of Connectivism talks about the use of social tools that not only give the learners the possibility of being independent, and doing things at the pace they choose to do, but those tools also allow the learner to get connected to other people, to learn from and with them. The learner learns by searching information but also through connections. This way, the learner is promoting a continual learning path, not only getting new information but, the most important, knowing how to search for information in the network society. The contacts the learner gets will allow him to continually update his knowledge. This leads to more motivation and the learner ends up being more focused in the learning process.

From the teacher/tutor perspective, in a self paced learning course, more attention can be provided to those learners who need it, being able to adjust the process to the needs of each of them.

Some distance education courses combine traditional methods with online courses, but self-paced courses bring out students autonomy and independence. This way, students may start their activity at different times, following their own pace, towards their interests, in order to follow a learning path and develop certain skills. Anderson, Annad and Wark (2005) ** summarize this idea with the following flowchart:

Figure 1: A proposed model of learner paced learning support

The Ladies

Ladies 2 - Gentlemen 0 :-D

PS - Again, we wrote this post together using the same tools mentioned in the previous one.

* In Siemens, George (2004). Connectivism: A Learning Theory for the Digital Age. Available at http://www.elearnspace.org/Articles/connectivism.htm

** In Andersen, T; Annand, D & Wark, N. (2005). The serach for learning community in learner paced distance education: Or, 'Having your cake and eating it, too!'. Australasian journal of Educational Technology, 21(2), 222-241. Available at http://www.ascilite.org.au/ajet/ajet21/anderson.html

Activity 4 - Discussion - self-paced learning

2009-11-12T08:50:00.000-08:00

Hello Gentlemen! :)

In distance education nowadays we hear a lot of discussion about self-paced learning or group based learning. There are some authors that defend that the distance students should evolve at their own pace and some others refer to a group of people, also referred to as peers, as a means to share expertise, experience in order to improve the learning process and make it more effective.

In our way of looking at distance learning, we undoubtedly trust the success of distance learning to the self-pace progression of every student.

Self-paced learning is directed by the individual, by each student in order to meet their personal learning goals. And don't think that when we talk about self-paced learning we are referring to individualized learning. Although both have the same meaning there are differences:

- in self-paced learning the student is who controls the pace of the learning process. For instance, 2 students may start a course on the same day but then, following their own study rhythms, they may finish it in different dates.
- in individualized learning, the learning process is individual, but it doesn't mean that it evolves according to the pace of the student: there might be some steps or points that the student has to reach at a certain time, specified in the course structure. Although the learning process is individual, the learning pace may be controlled by the teacher or tutor.

So, we consider that distance students should learn according to their own pace, as they are not dependent on a structure or pace specified by someone else (for instance, the teacher or tutor). They have their own lives and can organise themselves taking into account all their activities (work, family, studies). Students also feel more responsible for their learning process, because they know it depends on them and that no one is making any pressure with deadlines.

An important advantage is also the high level of interaction provided by this method. Students face a high degree of reflection and challenge in forums, discussions with a strong benefit that comes from learning from each other and not only from the tutor. Then, there are no distraction, but a high level of motivation, because these methods are applied at advanced stages and students are very focused on doing their tasks.

Another point to take into account is that in the last couple of years, the advances in technology and, therefore, the new means of communication brought many possibilities to online distance education. By learning at their own pace, students have the possibility to download learning materials, such as, videos, slides and so on in order to fulfill their assignments. All these materials are available at anytime, which implies that the students can look for them every time they want/need. The advance of technology brings without any questions the freedom, the context and the possibilities that self-paced learners need in order to accomplish their goals and being able to have access to a bigger amount of information in a short time period.

These are some basic aspects of self-paced learning, which we decided to start the discussion with.

Best regards,
The Ladies' team ;)
Maria Martins, Mónica Velosa, Sandra Brás and Sónia Valente

PS - this first post was written in group using gtalk and googledocs.

Activity 4 - taking part in a discussion on issues related to cooperative freedom in the discussion forum

2009-11-09T10:34:00.000-08:00

Debate on self-paced versus group-paced progression - Link

by Joaquim Lopes

learning objects - review - Cooperative Freedom by monicavelosa

2009-11-09T10:28:00.000-08:00

Mónica choose a different way to emphasize some points on cooperative learning. After a dialogue with a friend, Sandra, the author starts to explain the Hexagon of cooperative freedom, synthesizing that it combines individual freedom with meaningful freedom. Then, prof. Morten talks about several theories of distance education – authors like Moore, Peters, Holmberg are reminded –, to end referring that freedom is as important as cooperation, for Distance Education student. Prof. Morten also says that Cooperative Freedom has six points: time, space, rhythm, media, access and curriculum.
With a very informal tool, the theory of Cooperative Freedom is presented by the authors, Mónica and Helena, pointing out some essential ideas.
I think that, since toonlet is a very synthetic way of communication, only some aspects of the theories are mentioned. Though both works refer the same theory, these toonlets present a different approach; the first one imagine a possible conversation between students to emphasize how collaboration is important to students. In addition, one can also state that this work points out that community members must be urged and stimulated to contribute to the community and benefit from it. The second work chooses another approach, mentioning authors that systematized fundamental ideas on distance education and then explaining six points of freedom.

When I choose these two learning objects, I did it because I found out that this tool is very interesting. The students that present theory of Cooperative Freedom do it explaining important aspects of this learning theory. I also chose these works because they emphasize different views, on cooperative freedom. Both learning object present cooperative learning in a very clear and concise way, meeting the purpose of this unit, activity 3, and I enjoyed reading both.
Congratulations to Mónica and Helena for your work

Lurdes Martins - Link

learning objects - review - Cooperative Freedom by monicavelosa

2009-11-09T10:20:00.000-08:00

Hi, Mónica
I have just read your work and I liked it a lot. You used “toonlet” which I find very attractive because it allows you to explain a concept by means of very powerful cartoon-tool idea. I think it was a good choice because you were able to be very effective in explaining the theory of cooperative freedom. This way catches the attention and you were synthetic and organized in the presentation of the concept.

Well done,
Pedro Teixeira - Link

UNIT 1 – ACTIVITY 3: Review on two learning objects

2009-11-06T11:46:00.000-08:00

UNIT 1 – ACTIVITY 3: Review on two learning objects

1º Learning Object: “Cooperative Freedom v4”

by Rosalina Nunes

LINK: http://www.youtube.com/watch?v=emeApKvbQ0o

2º Learning Object: “Cooperative Freedom 0001”

by Pedro Teixeira

LINK : http://www.youtube.com/watch?v=AwwAMecipjM

I selected these two objects due to their concision. I would first like to congratulate my colleagues for their work. I think they did two good learning objects on the Theory of Cooperative Freedom. The purpose of them is to answer the question "Cooperative Freedom - what is it?”

The first object:

The first object is simple in its content and structure. This object is divided into

four parts:

1. It refers to adult learners demands in online education such as::

a) Individual flexibility

b) Freedom and

c) belong to Learning community.

2. States that cooperative learning allows the addition of these features.

3. Indicates how to have cooperative learning.

4. Tells us who is Morten Flate.

Rosalina is careful to associate some images that are related with written words and fundamental freedom in the theory of cooperative freendom. One thing to improve would be detail further the definition of the theory of cooperative freedom. Rosalina in her learning object makes no reference to the distinction between individual learning, collaborative learning and cooperative learning. She only states that students seek certain features in online learning.

The importance, in my opinion, of such distinction is due to the fact that many people confuse collaborative learning with cooperative learning. Hence it is essential to find out the difference between both. It is essential to understand that difference so we can fully understand the theory of cooperative freedom.

The Second Object:

I really enjoyed the learning object made by Pedro Teixeira, since he was able to explain the theory of cooperative freedom in a simple but complete way. Pedro starts explaining the different forms of learning and explains each one in a simple and accurate way. Therefore, the video enables those who are viewing it to tell the difference between cooperative and collaborative learning. After getting notion of those concepts, people watching the video will be able to understand the difference between them and also that the addition of them is not easy. Despite not being easy, as Peter well tells us, that arrangement is made possible through a learning environment that can offer simultaneously individual flexibility, freedom and the possibility of belonging to a learning community.

I have to mention the good fitting of images in the texts referred to therein. A possible improvement is the colors chosen. Green and orange is a little blurry for anyone viewing the video.

Again, congratulations to colleagues for the work accomplished.

Mónica velosa

Cooperative Freedom

2009-11-06T09:43:00.000-08:00

Cooperative Freedom by monicavelosa

ou aqui.

2009-10-25T17:32:00.000-07:00

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

2009-10-25T09:14:00.000-07:00

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

2009-10-25T01:43:00.000-07:00

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

2009-10-22T10:31:00.000-07:00

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

2009-10-19T09:49:00.001-07:00

A minha primeira história by monicavelosa

Video

2009-10-19T09:46:00.001-07:00

Veja este vídeo --... by monicavelosa related [twitter.com]

2009-10-19T08:41:00.000-07:00

Mobile Learning

2009-09-02T06:56:00.001-07:00

MP3 e telemóveis em aulas de português
Em quase todas as salas de aula é proibido o uso dos telemóveis e mp3, mas nas aulas de Português de uma professora de Braga acontece exactamente o oposto.

Comunicação Mediada por Computador - parte 1

2009-07-29T15:24:00.001-07:00

Introdução - Mobile learning

2009-07-24T03:12:00.000-07:00

O desenvolvimento das Tecnologias de Informação e Comunicação (TIC) têm contribuído para uma grande alteração da sociedade em que vivemos. Essas alterações são irreversíveis. Estamos perante uma sociedade que é cada vez mais dominada pela tecnologia, onde todos são, directa ou indirectamente, dependentes da interacção do Homem com as TIC [1]. Perante isto, novas respostas têm de ser encontradas. Estas tecnologias, que têm dominado o mundo, vieram desenvolver duas realidades diferentes, a informação e a informática. A fusão destas duas realidades contribuiu para o aparecimento das redes computacionais, com destaque para a Internet. A partir do momento em que surgiu a Internet com todos os recursos da Word Wide Web, não pararam de surgir e de se expandir novos caminhos para o acesso à informação (telemóveis, MP3, MP4, pagers, etc). Estes equipamentos vão contribuir para a integração das pessoas na sociedade da informação [2].

Perante todas estas alterações, os jovens estão a alterar, cada vez mais o seu comportamento, os seus interesses, os seus objectivos. A educação convencional já não é apelativa para os novos estudantes na medida em que eles já não conseguem ficar parados muito tempo a assistir a uma aula expositiva. Diante deste facto, é preciso que a educação acompanhe as mudanças. Os novos jovens estão cada vez mais atraídos pelas tecnologias móveis e estas vêm facilitar a comunicação e a criação de redes sociais entre eles [3]. Desta forma, é importante, tendo em conta a elevada taxa de expansão destes dispositivos, fazer uma reflexão e investigação à volta das suas potencialidades no contexto educativo. Isto, dado que estamos perante um novo conceito de aprendizagem, o mobile learning ou aprendizagem móvel. A aprendizagem móvel vem permitir aos professores realizar revisões de pequenas unidades; actualizar informações; enviar informação aos encarregados de educação; leccionar as aulas na sua totalidade, etc. O acesso a banda larga ainda tem um custo elevado para determinadas famílias, ao contrário do telemóvel fazendo com que todos os jovens hoje em dia tenham um desses dispositivos que lhes é dado pelos pais. Esta é uma das vantagens da utilização do telemóvel como instrumento de aprendizagem.

Quando falamos em tecnologias móveis muitas vezes pensamos em telemóveis, todavia, essa categoria pode ser classificada uma variedade de dispositivos móveis, por exemplo: desde um simples MP3 (utilizado para ouvir musicas/voz) até algo bastante sofisticado SmartPhone (telefone com múltiplas funções). Hoje em dia os telemóveis não são apenas utilizados para estabelecer comunicações orais. Agora existem os telemóveis de última geração (3G) que carregam ficheiros MP3, têm rádios, acesso à Internet, gravam, permitem fazer o download de vídeos, etc. Ou seja, este é um dispositivo móvel que permite entretenimento, aprendizagem, trabalho nesta nova sociedade actual.

Começamos por definir Mobile Learning na secção 1. Depois falamos um pouco das características dos objectos de aprendizagem no Mobile Learning na secção 3. Na secção 4 nós referimos algumas ferramentas criadas para dispositivos móveis. Na secção 5 falamos do Mobile Learning em Portugal. No final, analisamos o cenário do Mobile Learning a nível Europeu e internacional.

Referências

[1] Menezes, Célia, Moreira, Fernando, In the pursuit of M-Learning – First steps in implementing podcast Among K12 students in ESL - VI Conferência Internacional de TIC na Educação, 2009, pág 91 – 92

[2] Consolo, angeles, Mobile Learning: O aprendizado do século XXI - VI Conferência Internacional de TIC na Educação, 2009, pág 215 - 217

[3] Consolo, Adriane, Silva, Maria, Mobile Learning: A utilização de games Educacionais nos dispositivos moveis - VI Conferência Internacional de TIC na Educação, 2009, pág 1319 – 1321

Artigo escrito no âmbito da Unidade Curricular de EaD,

por Mónica velosa

2009-07-21T14:02:00.000-07:00

Mestrado em Pedagogia do E-Learning da UAb, espaço dedicado à disciplina de Comunicação Educacional. Aqui temos uma visita guiada...Muito bonito...

Actividade 5 - Criar um REA em formato vídeo

2009-07-17T04:07:00.000-07:00

Tarefa - Criação de um recurso educacional aberto em formato vídeo, com cerca de 3 minutos, acompanhado de uma ficha descritiva que inclua:

designação
breve descrição
público-alvo
endereço onde está disponível
outras informações que entenda necessárias
planificação de uma actividade de aprendizagem online ou parcialmente online com base nele - detalhe da sua utilização numa situação de aprendizagem formal ou em contexto de formação

Resultado do trabalho aqui .