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/
Mostrar mensagens com a etiqueta PPE. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta PPE. Mostrar todas as mensagens
sexta-feira, 5 de março de 2010
quinta-feira, 21 de janeiro de 2010
Annotated bibliography - Transparency in Cooperative Online Education
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).
segunda-feira, 18 de janeiro de 2010
Annotated bibliography - Transparency in Cooperative Online Education
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.
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
domingo, 10 de janeiro de 2010
Annotated bibliography - Transparency in Cooperative Online Education
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
___________________________________________________
* 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
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.
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
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.
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
Supporting Transparency between Students
Christian Dalsgaard1
1 Aarhus University/Department of Information and Media Studies, Aarhus, Denmark in this link
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.
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
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
The personal presentations are developed to support NKI’s learning philosophy for online students:
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 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
Morten Flate Paulsen
Norwegian Information Technology College, mfp@nki.no, www.nki.no/pp/MFP
Annotated bibliography - Transparency in Cooperative Online Education
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.
- 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.
Annotated bibliography - Transparency in Cooperative Online Education
Visualizing Student Profiles through NKI’s Online Catalogue and Student Network
Check out this SlideShare Presentation:
The apresentation are importante to NKI because provides:
Check out this SlideShare Presentation:
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;
- Inappropriate content
- Copyright issues
- Criticism from dissatisfied students
- Students who expose too much personal information
Annotated bibliography - Transparency in Cooperative Online Education
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.
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.
Annotated bibliography - Transparency in Cooperative Online Education
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:
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
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:
--- people are more likely to cooperate if they see information about each other.
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.
--- 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
terça-feira, 15 de dezembro de 2009
One-question interview on Online Teaching Techniques
Jane Hart
MónicaSorry 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
segunda-feira, 14 de dezembro de 2009
One-question interview on Online Teaching Techniques
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
Scott B. Johnson
One-question interview on Online Teaching Techniques
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
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
António Dias de Figueiredo
Dear Mónica,
My reply to your 'interview'.
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?
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.
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
My one-question interview was:
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.
"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.
sexta-feira, 11 de dezembro de 2009
Learner experience projects
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:
Subscrever:
Mensagens (Atom)