domingo, 27 de dezembro de 2009
domingo, 13 de dezembro de 2009
terça-feira, 8 de dezembro de 2009
One Question to Gina Funaro
I’ m feeling lucky today. I’ve sent a message to the author I choose and received the answer right back. I used Facebook because it seemed the simplest and easiest way to contact the author of the article “Pedagogical Roles and Implementation Guidelines for Online Communication Tools”. This is de aswer by Gina Funaro and its on Facebook.
sábado, 5 de dezembro de 2009
Review of two learning objects
My review of two learning objects:
- Mónica & Sandra created a group on Facebook called “Online Teaching”. This was a very original idea because it’s possible to interact both with members of MPEL’03 and also with people with the same interests, but out this course. Facebook is a social network that’s also used as a professional toll and a quiet interesting one for students. I believe that there is very little research on educational and communicative value transmitted by Facebook, this might be a way to start a reflection on the this theme. Great idea!
- Paulo Simões & José Carlos Figueiredo organized a group, in the social bookmarking Diigo, which allows students of MPEL’03 to tag their web pages. It´s a very good idea because it´s a good way to organize information, share annotations or research features. Great idea!
This a slideshare on Diigo.
- Mónica & Sandra created a group on Facebook called “Online Teaching”. This was a very original idea because it’s possible to interact both with members of MPEL’03 and also with people with the same interests, but out this course. Facebook is a social network that’s also used as a professional toll and a quiet interesting one for students. I believe that there is very little research on educational and communicative value transmitted by Facebook, this might be a way to start a reflection on the this theme. Great idea!
- Paulo Simões & José Carlos Figueiredo organized a group, in the social bookmarking Diigo, which allows students of MPEL’03 to tag their web pages. It´s a very good idea because it´s a good way to organize information, share annotations or research features. Great idea!
This a slideshare on Diigo.
Diigo in Education
View more presentations from Jennifer Dorman.
segunda-feira, 30 de novembro de 2009
Our work ... with ISSUU
This is our work ( Marco Freitas, Teresa Fernandes & me ).
Our learning object (a newspaper) about online teaching techniques, in particular the "forum" and "role-playing".
We have designed the newspaper as a document of Word (Windows) and decided to publish it on ISSUU. This tool is very interactive and it seems that we are reading a true newspaper.
Our learning object (a newspaper) about online teaching techniques, in particular the "forum" and "role-playing".
We have designed the newspaper as a document of Word (Windows) and decided to publish it on ISSUU. This tool is very interactive and it seems that we are reading a true newspaper.
sexta-feira, 27 de novembro de 2009
Online teacher’s role
A personal view
Both teachers and learners have different learning styles and methods. Teachers have an important pedagogical role, being educational facilitators. But they also have a social role, creating a friendly, social environment ,promoting “human relationships” and the sense of group, so that learning becomes a successful process. Online teacher's workload has also a managerial and administrative compound that, as well as technical aspects, are essential to the success of online courses, because they can make the participation of the learner easier.
There are many pedagogical methods that can be selected by teachers, according to the learning community, the goals of the group or the course, so that participants believe in their online interactions.
Another important characteristic of an online tutor is flexibility. Being as flexible as possible is very important, so instead of presenting students a closed agenda, teachers may propose tasks attending to students proposals, interests, fulfilling their expectations and encouraging their participations.
Communication is also an important aspect and teachers may promote CMC, as well as private conversations. Sometimes, many-to-many teaching techniques – projects, role plays, discussions, forums, debates or student presentations- must be supported by approaches that promote and motivate learners participation. Teachers can also utilize one-online techniques- online publications, online software applications, online interest groups, interviews- and group assignments are appropriate to this media, but the facilitator can preview that an over-complicated design may not be applied to all students. So, teachers should develop questions and activities that relate to students' experiences and skills, but also giving them the sense of learning.
Both teachers and learners have different learning styles and methods. Teachers have an important pedagogical role, being educational facilitators. But they also have a social role, creating a friendly, social environment ,promoting “human relationships” and the sense of group, so that learning becomes a successful process. Online teacher's workload has also a managerial and administrative compound that, as well as technical aspects, are essential to the success of online courses, because they can make the participation of the learner easier.
There are many pedagogical methods that can be selected by teachers, according to the learning community, the goals of the group or the course, so that participants believe in their online interactions.
Another important characteristic of an online tutor is flexibility. Being as flexible as possible is very important, so instead of presenting students a closed agenda, teachers may propose tasks attending to students proposals, interests, fulfilling their expectations and encouraging their participations.
Communication is also an important aspect and teachers may promote CMC, as well as private conversations. Sometimes, many-to-many teaching techniques – projects, role plays, discussions, forums, debates or student presentations- must be supported by approaches that promote and motivate learners participation. Teachers can also utilize one-online techniques- online publications, online software applications, online interest groups, interviews- and group assignments are appropriate to this media, but the facilitator can preview that an over-complicated design may not be applied to all students. So, teachers should develop questions and activities that relate to students' experiences and skills, but also giving them the sense of learning.
Web 2.0 Potencial learning
A personal view
Web 2.0 has a growing potential in online learning. It is an open and permeable environment opening new portals to learners.
Both teachers and students can participate in the activities and integrate instruments already in use. Working with the same platforms, with the same tools, the participants have a very friendly and active environment. This way, teachers prepare, work or distribute units, allowing, also, students to develop and structure personal interests or knowledge. Simply by using tags, they make the contents more navigable. This is what is happening with our group MPEL’03, in DIIGO; the use of this tool, suggested by a student, and organized by two learners, allows individual engagement of every learner visible in a transparent way. With benefits to the group and individual learners, I would add.
This way, teachers show their presence in the learning environment, delivering resources, making suggestions, for instance moderating discussions or forums. With a regular feedback, tutors also have an important role monitoring, encouraging and motivating students in order to improve their participation and contributions.
A Web 2.0 learning environment can be implemented in a variety of ways and the decision of choosing a certain environment can depende upon individual experience, learning objectives or skills.
Another interesting tool utilized is blog. Blogging is more and more finding a space in online education, as well as in more traditional environments. Blogs are becoming more popular since the software is very friendly, removed a few technical barriers to write and publish online "journal". This format also encourages students to keep an update record of their thinking over time, bluilding a "digital portfolio". Blogs facilitate critical feedback; they enable readers to add comments - which could be from teachers, peers or even a wider audience. Edu-blogging are becoming more important in the learning process, creating a truly democratic learning space, providing an horizontal way of communication between teachers and students, mixing different voices and approaches.
Podcasting has also become a popular technology, because provides a wide range of digital contents to students and also the sense of audience to the contents presented. The educational potential of social software and services is increasing, being more utilized in the learning process.
Web 2.0 has a growing potential in online learning. It is an open and permeable environment opening new portals to learners.
Both teachers and students can participate in the activities and integrate instruments already in use. Working with the same platforms, with the same tools, the participants have a very friendly and active environment. This way, teachers prepare, work or distribute units, allowing, also, students to develop and structure personal interests or knowledge. Simply by using tags, they make the contents more navigable. This is what is happening with our group MPEL’03, in DIIGO; the use of this tool, suggested by a student, and organized by two learners, allows individual engagement of every learner visible in a transparent way. With benefits to the group and individual learners, I would add.
This way, teachers show their presence in the learning environment, delivering resources, making suggestions, for instance moderating discussions or forums. With a regular feedback, tutors also have an important role monitoring, encouraging and motivating students in order to improve their participation and contributions.
A Web 2.0 learning environment can be implemented in a variety of ways and the decision of choosing a certain environment can depende upon individual experience, learning objectives or skills.
Another interesting tool utilized is blog. Blogging is more and more finding a space in online education, as well as in more traditional environments. Blogs are becoming more popular since the software is very friendly, removed a few technical barriers to write and publish online "journal". This format also encourages students to keep an update record of their thinking over time, bluilding a "digital portfolio". Blogs facilitate critical feedback; they enable readers to add comments - which could be from teachers, peers or even a wider audience. Edu-blogging are becoming more important in the learning process, creating a truly democratic learning space, providing an horizontal way of communication between teachers and students, mixing different voices and approaches.
Podcasting has also become a popular technology, because provides a wide range of digital contents to students and also the sense of audience to the contents presented. The educational potential of social software and services is increasing, being more utilized in the learning process.
quinta-feira, 26 de novembro de 2009
Self-paced learning VS Group-based learning
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.
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.
terça-feira, 17 de novembro de 2009
Annoted Bibliography - Unit 2
A very good article intitlied "Implementing delivery methods by using pedagogical design patterns" by Line Kolås and Arvid Staupe ( from the Department of Computer and Information Science, Norwegian University of Science and Technology,Norway).
You can read it here.
Abstract:The goal of e-learning technology should in our opinion be to develop systems with a wide range of variation and many opportunities for both teachers and students when it comes to delivery methods and learning styles. We argue that the focus of e-learning design has been administration, content and media, and that pedagogical methods have not been prioritized. We present our thoughts about how to implement delivery methods by systematizing them into pedagogical design patterns that are implemented as wizards. The use of pedagogical design patterns will ensure that the pedagogy, not the technology, is the main focus in the design process.
My view -This article points out the fact that future e-learning needs to reflect the fact that there are many pedagogical methods and teachers have to be proactive developing their attitudes. Another important aspect concerns the use of tools in order to help instructional software designers to focus on pedagogical issues.
A paper from Maggie McPherson and Miguel Baptista Nunes named "The Role of Tutors as an Integral Part of Online Learning Support". You can read it here.
Abstract: this paper discusses the changing roles of tutors when engaging with e-learning. Understanding the importance of these roles and identifying necessary tutoring skills is paramount for the success of e-learning solutions. Since online tutors play a critical role in e-learning, as the main agents responsible for the delivery of the courses and the support of the learners, they must be equipped with an appropriate set of skills and attributes in addition to subject matter expertise.
My view - Among other ideas, the authors state that pedagogical or intellectual roles are very important for the e-Learning process. Teachers have an important role in this process, focusing forums on vital discussions, summarizing online discussions or debates… Online tutor may propose several tasks such as: opening the discussions, focusing on relevant content and issues, intervening in order to promote interest and productive conversation, guiding and maintaining students' involvement in discussions.
Interesting article on pedagogical roles performed by tutors. Twelve teatchers present the way they use tecnologies. This is an article intitled "Pedagogical Roles and Implementation Guidelines for Online Communication Tools".You can read it here.
Abstract: The goal of this study was to find out how twelve instructors teaching various Introduction to Humanities (IHUM) courses at Stanford University utilized an asynchronous discussion tool in the teaching of their sections. In addition, we were interested in their perceptions of the value the particular technology added to their students' learning and to their teaching. In other words, what pedagogical opportunities were afforded by the use of the technology?
My view - This is the real question: are students learning more? Learning better? Or are they learning in a different way? Are they achieving different skills? And teachers… how are they using the technology? Are they using the same techniques used in traditional classes? Are they using online teaching techniques?
An article intitled "The Online Learner: Characteristics and Pedagogical Implications" by Nada Dabbagh (George Mason University). You can read it here.
Abstract: This paper describes the emerging characteristics of the online learner and ensuing pedagogical implications and suggests that exploratory and dialogical online learning pedagogical models are most effective for supporting and promoting these characteristics.
A presentation from prof. Paulsen, "Online Education: Pedagogical, Administrative, and Technological Opportunities and Limitations" You can read it here
"This paper establishes a theoretical framework for online teaching systems that identifies elements of importance to the online teaching process and explains how they are related. The system environment is discussed with regard to constraints, demands, and choices. Within this environment, teaching methods, teaching devices, teaching techniques, and teacher functions are introduced together with learners, teachers, course content, and learning resources."
From Prof. Lina Morgado(2001) see it here
My reading - An article in Port. about the role of e-tutor. It also points out the idea that the introduction of new tecnologies in education can creat a tension
frequent between technology and pedagogy, or, in the words of Solomon (2000:1), between "The science of what can be done and the vision of what should be done." The potential and potentialities of ICT means that sometimes we enphasize its
relative role in the teaching-learning, becoming the starting point of education.
You can read it here.
Abstract:The goal of e-learning technology should in our opinion be to develop systems with a wide range of variation and many opportunities for both teachers and students when it comes to delivery methods and learning styles. We argue that the focus of e-learning design has been administration, content and media, and that pedagogical methods have not been prioritized. We present our thoughts about how to implement delivery methods by systematizing them into pedagogical design patterns that are implemented as wizards. The use of pedagogical design patterns will ensure that the pedagogy, not the technology, is the main focus in the design process.
My view -This article points out the fact that future e-learning needs to reflect the fact that there are many pedagogical methods and teachers have to be proactive developing their attitudes. Another important aspect concerns the use of tools in order to help instructional software designers to focus on pedagogical issues.
A paper from Maggie McPherson and Miguel Baptista Nunes named "The Role of Tutors as an Integral Part of Online Learning Support". You can read it here.
Abstract: this paper discusses the changing roles of tutors when engaging with e-learning. Understanding the importance of these roles and identifying necessary tutoring skills is paramount for the success of e-learning solutions. Since online tutors play a critical role in e-learning, as the main agents responsible for the delivery of the courses and the support of the learners, they must be equipped with an appropriate set of skills and attributes in addition to subject matter expertise.
My view - Among other ideas, the authors state that pedagogical or intellectual roles are very important for the e-Learning process. Teachers have an important role in this process, focusing forums on vital discussions, summarizing online discussions or debates… Online tutor may propose several tasks such as: opening the discussions, focusing on relevant content and issues, intervening in order to promote interest and productive conversation, guiding and maintaining students' involvement in discussions.
Interesting article on pedagogical roles performed by tutors. Twelve teatchers present the way they use tecnologies. This is an article intitled "Pedagogical Roles and Implementation Guidelines for Online Communication Tools".You can read it here.
Abstract: The goal of this study was to find out how twelve instructors teaching various Introduction to Humanities (IHUM) courses at Stanford University utilized an asynchronous discussion tool in the teaching of their sections. In addition, we were interested in their perceptions of the value the particular technology added to their students' learning and to their teaching. In other words, what pedagogical opportunities were afforded by the use of the technology?
My view - This is the real question: are students learning more? Learning better? Or are they learning in a different way? Are they achieving different skills? And teachers… how are they using the technology? Are they using the same techniques used in traditional classes? Are they using online teaching techniques?
An article intitled "The Online Learner: Characteristics and Pedagogical Implications" by Nada Dabbagh (George Mason University). You can read it here.
Abstract: This paper describes the emerging characteristics of the online learner and ensuing pedagogical implications and suggests that exploratory and dialogical online learning pedagogical models are most effective for supporting and promoting these characteristics.
A presentation from prof. Paulsen, "Online Education: Pedagogical, Administrative, and Technological Opportunities and Limitations" You can read it here
"This paper establishes a theoretical framework for online teaching systems that identifies elements of importance to the online teaching process and explains how they are related. The system environment is discussed with regard to constraints, demands, and choices. Within this environment, teaching methods, teaching devices, teaching techniques, and teacher functions are introduced together with learners, teachers, course content, and learning resources."
From Prof. Lina Morgado(2001) see it here
My reading - An article in Port. about the role of e-tutor. It also points out the idea that the introduction of new tecnologies in education can creat a tension
frequent between technology and pedagogy, or, in the words of Solomon (2000:1), between "The science of what can be done and the vision of what should be done." The potential and potentialities of ICT means that sometimes we enphasize its
relative role in the teaching-learning, becoming the starting point of education.
Web 2.0 tools and techniques
View more presentations from Mark Drechsler.
sábado, 14 de novembro de 2009
Poll: What is the group that is defending it's position better?
This is one of the group tasks that took place in Unit 1.
Poll: What is the group that is defending it's position better?
Poll: What is the group that is defending it's position better?
The ideal online course
A segunda actividade pretende caracterizar diferentes modelos de desenvolvimento/avaliação da qualidade de cursos online, com a finalidade de apresentar um modelo de avaliação. Fruto dessa análise e da discussão gerada.
Pretendeu-se desenvolver estas competências:
• Caracterizar diferentes propostas de desenvolvimento/avaliação da qualidade de cursos online;
• Propor e fundamentar um modelo de avaliação de cursos online.
Dividida a turma em grupos, os trabalhos foram apresentados, seguindo-se uma discussão geral na turma para identificar pontos convergentes e divergentes apresentados no conjunto dos textos. Por fim, foi proposto um modelo pela turma.
O nosso trabalho - Rosalina, Pedro, Luís e eu - sobre caracterìsticas de cursos online que, entendidas como ideais, ou como modelos a seguir, focam aspectos tão diversos como o guia de curso, interactividade entre alunos, com o professor e com os conteúdos, actividades, recursos, comunicação, bases teóricas e também questões práticas destes cursos.
Algumas conclusões pertinentes do grupo:
Um curso online é um curso baseado essencialmente na Internet, tirando o máximo partido das oportunidades oferecidas pela web. A educação à distância parece ser uma importante resposta para as necessidades do desenvolvimento profissional das diversas populações e para a aprendizagem ao longo da vida. Os cursos devem ir ao encontro dos alunos, tirando o melhor partido da sua disponibilidade de tempo, energias e focos de interesses e necessidades. Estamos a caminhar para um paradigma que podemos designar de «aprender sem distância», procurando estar no lugar certo, à hora certa. Nos cursos online, tem-se dado primazia à teoria constructivista. Hoje em dia, pelo conectivismo (G. Siemens), a aprendizagem é potenciada pelas conexões que se estabelecem, com os diversos factores da aprendizagem (aluno, professor, c Uma aprendizagem online eficaz, segundo Alley (2000), centra-se totalmente no desenho do projecto pedagógico, assumindo que o conhecimento é construído, sendo a aprendizagem mais eficaz se for o aluno a assumir a responsabilidade pela sua própria aprendizagem.
Oito aspectos que devem presidir à concepção e desenvolvimento do curso:
1. Comunicação e colaboração assíncrona (discussões em grupo);
2. Número limitado de inscrições (grupos de 20 a 25 no máximo;
3. Especialista em facilitar/motivar a colaboração e a discussão online (tutor, professor, formador);
4. Confiança entre os participantes (que deverão revelar comportamentos de honestidade e espírito de inter-ajuda);
5. Calendarização das actividades (calendarização de actividades com periodicidade semanal e preferencialmente seguir a mesma sequência);
6. Excelentes materiais e variados recursos pedagógicos que deverão abordar diferentes estilos de aprendizagem (encorajar os alunos/formandos a efectuarem pesquisas, trabalhos criativos e auto-reflexões);
7. Uma boa pedagogia conseguida através da definição dos objectivos relacionados com a actividade, avaliação contínua, assuntos adequados para discussão em grupo e estratégias de aprendizagem eficazes;
8. Garantia de qualidade - os cursos deverão ser revistos, monitorizados e avaliados relativamente ao design instrucional, concepção, distribuição e impacto). Anualmente deverá ser efectuada uma verificação dos cursos.
Para este tema, foram utilizados os seguintes recursos:
ACHTEMEIER, Sue D.; MORRIS, Libby, V.; FINNEGAN, Catherine L. (2003) "Considerations for Developing Evaluations of Online Courses". JALN 7, Issue 1.
http://www.edtechpolicy.org/ArchivedWebsites/Articles/ConsiderationsDevelopingEvaluations.pdfVolume
CARR-CHELLMAN, Allison & DUCHASTEL, Philip (2000) "The ideal online course". British Journal of Educational Technology, Vol 31, Nº3 (229-241).
http://www.personal.psu.edu/users/k/h/khk122/woty/F2FHybridOnline/Carr-Chellaman%202000.pdf
HERRINGTON, Anthony; HERRINGTON, Jan; OLIVER, Ron; STONEY, Sue & WILLIS, Jackie (2001) "Quality Guidelines for online Courses:The Development of an Instrument to Audit Online Units" In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.) Meeting at the crossroads: Proceedings of ASCILITE 2001 (pp 263-270).
TINKER, Robert (2001) "E-learning Quality: The Concord Model for Learning from a Distance"NASSP Bulletin, Vol. 85, No. 628, 36-46
HOLSAPPLE, Clyde. W. & LEE-POST Anita (2006) "Defining, Assessing, and promoting E-learning Sucess: An information systems perspective". Decision Sciences Journal of Innovative Education, Vol.4 Nº1 (pp 67-85)
Pretendeu-se desenvolver estas competências:
• Caracterizar diferentes propostas de desenvolvimento/avaliação da qualidade de cursos online;
• Propor e fundamentar um modelo de avaliação de cursos online.
Dividida a turma em grupos, os trabalhos foram apresentados, seguindo-se uma discussão geral na turma para identificar pontos convergentes e divergentes apresentados no conjunto dos textos. Por fim, foi proposto um modelo pela turma.
O nosso trabalho - Rosalina, Pedro, Luís e eu - sobre caracterìsticas de cursos online que, entendidas como ideais, ou como modelos a seguir, focam aspectos tão diversos como o guia de curso, interactividade entre alunos, com o professor e com os conteúdos, actividades, recursos, comunicação, bases teóricas e também questões práticas destes cursos.
Algumas conclusões pertinentes do grupo:
Um curso online é um curso baseado essencialmente na Internet, tirando o máximo partido das oportunidades oferecidas pela web. A educação à distância parece ser uma importante resposta para as necessidades do desenvolvimento profissional das diversas populações e para a aprendizagem ao longo da vida. Os cursos devem ir ao encontro dos alunos, tirando o melhor partido da sua disponibilidade de tempo, energias e focos de interesses e necessidades. Estamos a caminhar para um paradigma que podemos designar de «aprender sem distância», procurando estar no lugar certo, à hora certa. Nos cursos online, tem-se dado primazia à teoria constructivista. Hoje em dia, pelo conectivismo (G. Siemens), a aprendizagem é potenciada pelas conexões que se estabelecem, com os diversos factores da aprendizagem (aluno, professor, c Uma aprendizagem online eficaz, segundo Alley (2000), centra-se totalmente no desenho do projecto pedagógico, assumindo que o conhecimento é construído, sendo a aprendizagem mais eficaz se for o aluno a assumir a responsabilidade pela sua própria aprendizagem.
Oito aspectos que devem presidir à concepção e desenvolvimento do curso:
1. Comunicação e colaboração assíncrona (discussões em grupo);
2. Número limitado de inscrições (grupos de 20 a 25 no máximo;
3. Especialista em facilitar/motivar a colaboração e a discussão online (tutor, professor, formador);
4. Confiança entre os participantes (que deverão revelar comportamentos de honestidade e espírito de inter-ajuda);
5. Calendarização das actividades (calendarização de actividades com periodicidade semanal e preferencialmente seguir a mesma sequência);
6. Excelentes materiais e variados recursos pedagógicos que deverão abordar diferentes estilos de aprendizagem (encorajar os alunos/formandos a efectuarem pesquisas, trabalhos criativos e auto-reflexões);
7. Uma boa pedagogia conseguida através da definição dos objectivos relacionados com a actividade, avaliação contínua, assuntos adequados para discussão em grupo e estratégias de aprendizagem eficazes;
8. Garantia de qualidade - os cursos deverão ser revistos, monitorizados e avaliados relativamente ao design instrucional, concepção, distribuição e impacto). Anualmente deverá ser efectuada uma verificação dos cursos.
Para este tema, foram utilizados os seguintes recursos:
ACHTEMEIER, Sue D.; MORRIS, Libby, V.; FINNEGAN, Catherine L. (2003) "Considerations for Developing Evaluations of Online Courses". JALN 7, Issue 1.
http://www.edtechpolicy.org/ArchivedWebsites/Articles/ConsiderationsDevelopingEvaluations.pdfVolume
CARR-CHELLMAN, Allison & DUCHASTEL, Philip (2000) "The ideal online course". British Journal of Educational Technology, Vol 31, Nº3 (229-241).
http://www.personal.psu.edu/users/k/h/khk122/woty/F2FHybridOnline/Carr-Chellaman%202000.pdf
HERRINGTON, Anthony; HERRINGTON, Jan; OLIVER, Ron; STONEY, Sue & WILLIS, Jackie (2001) "Quality Guidelines for online Courses:The Development of an Instrument to Audit Online Units" In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.) Meeting at the crossroads: Proceedings of ASCILITE 2001 (pp 263-270).
TINKER, Robert (2001) "E-learning Quality: The Concord Model for Learning from a Distance"NASSP Bulletin, Vol. 85, No. 628, 36-46
HOLSAPPLE, Clyde. W. & LEE-POST Anita (2006) "Defining, Assessing, and promoting E-learning Sucess: An information systems perspective". Decision Sciences Journal of Innovative Education, Vol.4 Nº1 (pp 67-85)
segunda-feira, 9 de novembro de 2009
Annoted Bibliography
About self-paced learning, this is an article on alternative learning methods.
It can be read here.
It starts presenting self- paced learning and presenting also several exemples of sel-paced learning, giving also a brief aproach on avantages and limitations on this alternative learning method. Interesting for beginners, since is easy to read.
Another interesting article on self-paced learning from Jason F. Rhode, intitled "Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences" from the International Review of Research in Open and Distance Learning,Volume 10, Number 1,February – 2009.
Abstract:This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
An importante book from Terry Anderson is "Theory and Practice of Online Learning"
You can check a glimpse of the book here.
This is a revised version of the edition published five years ago. The author states that distance education emerged, for the last 20 years, from an individual pursuit to a learning supported by different medium.So, among other subjects, the author reflects on the disruptive effect of de Net on distance education. T. Anderson also explains the advantages of provinding the book open access free.
This book is neither academic on distance education nor a "guide" on this matter.
From the same author, you can see here another book intittled "E-learning in the 21st century: a framework of research and practice".
From J. Stephenson, the book " Teaching & Learning online: pedegogies for new tecnologies" provides de reader a general idea on online methods&tecnologies, from several authors around the world.
Interesting article from T, Anderson.
It can be read here.
It starts presenting self- paced learning and presenting also several exemples of sel-paced learning, giving also a brief aproach on avantages and limitations on this alternative learning method. Interesting for beginners, since is easy to read.
Another interesting article on self-paced learning from Jason F. Rhode, intitled "Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences" from the International Review of Research in Open and Distance Learning,Volume 10, Number 1,February – 2009.
Abstract:This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
An importante book from Terry Anderson is "Theory and Practice of Online Learning"
You can check a glimpse of the book here.
This is a revised version of the edition published five years ago. The author states that distance education emerged, for the last 20 years, from an individual pursuit to a learning supported by different medium.So, among other subjects, the author reflects on the disruptive effect of de Net on distance education. T. Anderson also explains the advantages of provinding the book open access free.
This book is neither academic on distance education nor a "guide" on this matter.
From the same author, you can see here another book intittled "E-learning in the 21st century: a framework of research and practice".
From J. Stephenson, the book " Teaching & Learning online: pedegogies for new tecnologies" provides de reader a general idea on online methods&tecnologies, from several authors around the world.
Interesting article from T, Anderson.
Self-paced learning
Definition- Teach-yourself method of learning that is initiated and directed by the learner.It's a learning method that provide a convenient alternative to the traditional classroom:
Reading a book to acquire new information about a topic.
Reading a book, listening to accompanying audiotapes and completing exercises in a workbook.
Reading a reference manual and watching a video.
Completing a computer-assisted learning (CAL) course that uses interactive computer modules for knowledge transfer and one-on-one work with the clinical trainer for skills transfer, first with models and then with clients.
It has several advantages:
Learners can learn information and skills when they need them.
Learners are not as dependent on the structure and pace established by the trainer.
Assuming control of the learning process is highly motivating for many learners.
Each learner has the same level of participation in the learning process. Participants are active rather than passive, and assume greater responsibility for their own learning.
Because most self-paced learning courses allow participants to begin and end a segment of the training course at any time, it is an efficient use of training time and resources.
Learning activities can be organized sequentially.
But is not a benefit for all:
Most participants have not learned this way before, so they may feel uncomfortable with learning on their own.
Participants may lack the necessary motivation to work independently.
Participants may have poor reading skills, especially when the language of the reference materials is different from their primary language. Because most self-paced learning approaches require reading, this can be a major limitation.
Participants may possess poor time management skills. Procrastination may make the self-paced learning process less effective than it can be.
Most trainers did not learn this way and therefore need training to become effective facilitators of self-paced learning.
Trainers may feel that they do not have time to manage a self-paced learning system.
It may be challenging and time-consuming to design and develop the appropriate learning materials, in either print or electronic format.
Reading a book to acquire new information about a topic.
Reading a book, listening to accompanying audiotapes and completing exercises in a workbook.
Reading a reference manual and watching a video.
Completing a computer-assisted learning (CAL) course that uses interactive computer modules for knowledge transfer and one-on-one work with the clinical trainer for skills transfer, first with models and then with clients.
It has several advantages:
Learners can learn information and skills when they need them.
Learners are not as dependent on the structure and pace established by the trainer.
Assuming control of the learning process is highly motivating for many learners.
Each learner has the same level of participation in the learning process. Participants are active rather than passive, and assume greater responsibility for their own learning.
Because most self-paced learning courses allow participants to begin and end a segment of the training course at any time, it is an efficient use of training time and resources.
Learning activities can be organized sequentially.
But is not a benefit for all:
Most participants have not learned this way before, so they may feel uncomfortable with learning on their own.
Participants may lack the necessary motivation to work independently.
Participants may have poor reading skills, especially when the language of the reference materials is different from their primary language. Because most self-paced learning approaches require reading, this can be a major limitation.
Participants may possess poor time management skills. Procrastination may make the self-paced learning process less effective than it can be.
Most trainers did not learn this way and therefore need training to become effective facilitators of self-paced learning.
Trainers may feel that they do not have time to manage a self-paced learning system.
It may be challenging and time-consuming to design and develop the appropriate learning materials, in either print or electronic format.
sexta-feira, 6 de novembro de 2009
Review on learning objects
1. Learning Object: by Helena Prieto - http://toonlet.com/archive?m=s&i=35296
2. Learning Object: by Mónica Velosa - http://toonlet.com/archive?m=s&i=34887
Both authors choose toonlet to present a theory: cooperative freedom.
Helena’s toonlet presents some aspects on cooperative learning: it starts to emphasize that no one can do anything alone. This way, individual freedom and cooperation are combined with an explanation that refers the importance of dividing tasks, as most works of this class point out. This work also states that “sharing knowledge improves the quality of work and learning gains.”
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
2. Learning Object: by Mónica Velosa - http://toonlet.com/archive?m=s&i=34887
Both authors choose toonlet to present a theory: cooperative freedom.
Helena’s toonlet presents some aspects on cooperative learning: it starts to emphasize that no one can do anything alone. This way, individual freedom and cooperation are combined with an explanation that refers the importance of dividing tasks, as most works of this class point out. This work also states that “sharing knowledge improves the quality of work and learning gains.”
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
sábado, 31 de outubro de 2009
Cooperative Learning & Transparency
Hi everyone:
My collegue Marco and I made this "Learning Object" as required by prof. Morten.
It's about cooperative learning, the advantages of this learning theory, emphasizing how important tranparency can be. Students should be stimulated to be visible as potential partners and resources for others. This way, transparency could be a huge cooperative resource, because people’s cooperation is supported on the knowledge about each other and on having access to some common information.
Hope you'll enjoy as much as we did.
Cooperative Learning & Transparency
My collegue Marco and I made this "Learning Object" as required by prof. Morten.
It's about cooperative learning, the advantages of this learning theory, emphasizing how important tranparency can be. Students should be stimulated to be visible as potential partners and resources for others. This way, transparency could be a huge cooperative resource, because people’s cooperation is supported on the knowledge about each other and on having access to some common information.
Hope you'll enjoy as much as we did.
Cooperative Learning & Transparency
A qualidade dos cursos online
Terminámos a tradução de dois textos, originalmente em inglês, sobre a qualidade dos cursos online e da sua avaliação.
Após a elaboração da tradução, segue-se uma fase de debate, no fórum, dos temas propostos.
Esta actividade avivou-me a memória, fazendo-me recuar ao momento inicial do Mestrado, recordando a identificação de um conjunto de cartacterísticas imprescindíveis ao estudante de cursos online:
- ter capacidade para partilhar a sua experiência, as suas dúvidas, mostrando abertura para as questões levantadas pelos colegas e experiências vividas pelos outros;
- capacidade de comunicar através da escrita; o estudante deve capaz de expor as suas próprias dúvidas;
- capacidade de reflexão e ponderação, assim como de aceitação das críticas construtivas;
- ser autodisciplinadao e estar auto-motivado para se comprometer,diariamente, com as actividades do curso online ;
- possuir e-skills necessárias ao curso online que frequenta;
- ter a percepção de que o curso online frequentado promove aprendizagens de grabde qualidade/valor.
Para esta unidade, utilizámos os seguintes recursos:
PENNA, Maria Pietronilla & STARA, Vera (2008) "Approaches to E-learning quality Assessment". http://isdm.univ-tln.fr/PDF/isdm32/isdm_pietronilla.pdf
WISENBERG, Faye & STACEY, Elizabeth (2005) "Reflections on teaching and Learning Online:Quality program design, delivery and support issues from a cross-global perspective". Distance Education Vol.26, Nº3, (385-404). http://casat.unr.edu/docs/Weisenberg2005.pdf
sexta-feira, 30 de outubro de 2009
Annotated Bibliography
With this post I aim to present an annotated bibliography for PPEL. This is a enrolment of some of the most interesting papers or essential articles that I read.
I also leave the links to online papers and a summary of each one, as well as a brief personal opinion on the article refered.
ARTICLE - Um Modelo conceitual para Aprendizagem
Colaborativa Baseada na execução de Projetos pela Web
AUTORES - Luisa Aleyda García González e Wilson Vicente Ruggiero (2008)
You can read this article here.
ABSTRACT - LMS systems today provide a network environment
to support interaction in a collaborative learning space.
However, there are few that explore how to design the group
instruction, and how to execute collaborative activities and how
to control the group interaction. This work has considered the
diverse group learning basic elements that support the success of
the group learning activities. Moreover, this work has integrated
and enhanced the procedure steps that support the creation and
execution of the project-based collaborative learning activities.
This paper describes these elements and procedures through a
conceptual model (MAC-BP).
Index Terms—Collaborative learning, E-learning, Learning
objects, Project-based learning.
This paper presents a guidelines
to users of distance education. It is also very usefull to teatchers when they need to use tecnologies.On the other hand, resources involving specific learning activities Web 2.0 and lack of studies on the theme of use educational objects and new applications are a motivation to read and produce thesis in the área.
This articles provides a guide for teachers when using collaborative and electronic learning based on the method of group projects, supported on a constructive perspective, organizing learning objects
involved in the process of collaboration with the purpose of being reusable.
ARTICLE - E-learning 2.0: new frontier for student empowerment
AUTORES - William Renner (2009)
You can read this article here.
This a paper that relates tradicional elearning to elearning 2.0. This article identifies essencial themes emerging on recent literature, relating these themes to individual, social and scholarly empowerment. This paper has a social constructivist perspective, applied to technology and learning in academy students.
ARTICLE - Computer-mediated communication in the undergraduate writing classroom: A study of the relationship of online discourse and classroom discourse in two writing classes
AUTHOR - Robert P. Yagelsky & Jeffrey T. Grabill (2002)
You can read this paper here.
ABSTRACT - This article examines the relationship between electronic discourse and face-to-face discourse in two undergraduate university writing classes in which computer-mediated communication (CMC) was employed to supplement regular in-class lecture and discussion. The study explores the potential influence of in-class discourse on the nature and rates of student participation in online discussions(...)
I found this article very intersting since i've doing some reading on use of tecnologies in online environments. I thinks that another important aspect os this paper is the comparison between online classes and face-to-face classes. It also points out the way that the tutor manages the uses of CMC technologies, the way he defines the structure of the course and students's perceptions of the importance of CMC technologies when learning. This study suggests that students' uses of CMC technologies is related also to their status as students envolved in a university course.
I've also found a paper, in portuguese, about the Theory of Cooperative Freedom , and other learning theories, that can be read here and a tranlation from Laurinda Leite of an article of Prof. Paulsen that you can read here.
I also leave the links to online papers and a summary of each one, as well as a brief personal opinion on the article refered.
ARTICLE - Um Modelo conceitual para Aprendizagem
Colaborativa Baseada na execução de Projetos pela Web
AUTORES - Luisa Aleyda García González e Wilson Vicente Ruggiero (2008)
You can read this article here.
ABSTRACT - LMS systems today provide a network environment
to support interaction in a collaborative learning space.
However, there are few that explore how to design the group
instruction, and how to execute collaborative activities and how
to control the group interaction. This work has considered the
diverse group learning basic elements that support the success of
the group learning activities. Moreover, this work has integrated
and enhanced the procedure steps that support the creation and
execution of the project-based collaborative learning activities.
This paper describes these elements and procedures through a
conceptual model (MAC-BP).
Index Terms—Collaborative learning, E-learning, Learning
objects, Project-based learning.
This paper presents a guidelines
to users of distance education. It is also very usefull to teatchers when they need to use tecnologies.On the other hand, resources involving specific learning activities Web 2.0 and lack of studies on the theme of use educational objects and new applications are a motivation to read and produce thesis in the área.
This articles provides a guide for teachers when using collaborative and electronic learning based on the method of group projects, supported on a constructive perspective, organizing learning objects
involved in the process of collaboration with the purpose of being reusable.
ARTICLE - E-learning 2.0: new frontier for student empowerment
AUTORES - William Renner (2009)
You can read this article here.
This a paper that relates tradicional elearning to elearning 2.0. This article identifies essencial themes emerging on recent literature, relating these themes to individual, social and scholarly empowerment. This paper has a social constructivist perspective, applied to technology and learning in academy students.
ARTICLE - Computer-mediated communication in the undergraduate writing classroom: A study of the relationship of online discourse and classroom discourse in two writing classes
AUTHOR - Robert P. Yagelsky & Jeffrey T. Grabill (2002)
You can read this paper here.
ABSTRACT - This article examines the relationship between electronic discourse and face-to-face discourse in two undergraduate university writing classes in which computer-mediated communication (CMC) was employed to supplement regular in-class lecture and discussion. The study explores the potential influence of in-class discourse on the nature and rates of student participation in online discussions(...)
I found this article very intersting since i've doing some reading on use of tecnologies in online environments. I thinks that another important aspect os this paper is the comparison between online classes and face-to-face classes. It also points out the way that the tutor manages the uses of CMC technologies, the way he defines the structure of the course and students's perceptions of the importance of CMC technologies when learning. This study suggests that students' uses of CMC technologies is related also to their status as students envolved in a university course.
I've also found a paper, in portuguese, about the Theory of Cooperative Freedom , and other learning theories, that can be read here and a tranlation from Laurinda Leite of an article of Prof. Paulsen that you can read here.
Social network & Cooperative Learning
You can read this paper here.
The authors of this articles purpose the theory that social network doesn’t always involve collaboration, dialogue or communication. Since the authors refer transparency as an important aspect of social networking, Dalsgaard and Morten (2009) discuss how social network and transparency may be used in cooperative distance education.
Supported on a socio-cultural perspective, cooperative learning is built on several ways to support flexibility of individual learning, so that learning within the community becomes easier. Dalsgaard and Morten (2009), presenting the theory of cooperative freedom, point out “the following three pillars:
1. voluntary but attractive participation,
2. means promoting individual flexibility, and
3. means promoting affinity to learning community. “
Also supported by social-cultural perspective, theory of cooperative freedom is an active process, students are interactive, being emphasized activities that are problem-orientated. Individual learning, though very flexible, doesn’t allow great interaction within the community. On the other hand, collaborative learning purposes participation in a learning group, but limits individual flexibility. Cooperative learning allows flexibility as well as working in the community, so learning in online environments combine individual freedom and the benefits of a learning communities.
Transparency in learning
You can read this paper here.
Reading this paper, I thought about an important issue for me, both as a teacher and a e-student. As a teacher, I think that this theme is very interesting, because this is one of “constraints” that other colleagues pointed out when using technologies, Web 2.0 included, for young students.
I am also interested in the theme as e-student because the issue of transparency, for me, in this context, means that transparency is being aware of different interests of students, goals, ideas, thoughts, adapted to individual aims, focusing on essential issues in education distance: flexibility, autonomy and self-learning.As the authors point out, transparency allows e-students to have an insight on other students work/actions/
The authors also refer that changes that took place in recent years, with the emergence of networks and the way this affect learning and social interaction. There is a way of social interaction – social net working – , but it yet to be understood the way how this net works support learning and what kind od relationships support learning.
Reading this paper, I thought about an important issue for me, both as a teacher and a e-student. As a teacher, I think that this theme is very interesting, because this is one of “constraints” that other colleagues pointed out when using technologies, Web 2.0 included, for young students.
I am also interested in the theme as e-student because the issue of transparency, for me, in this context, means that transparency is being aware of different interests of students, goals, ideas, thoughts, adapted to individual aims, focusing on essential issues in education distance: flexibility, autonomy and self-learning.As the authors point out, transparency allows e-students to have an insight on other students work/actions/
The authors also refer that changes that took place in recent years, with the emergence of networks and the way this affect learning and social interaction. There is a way of social interaction – social net working – , but it yet to be understood the way how this net works support learning and what kind od relationships support learning.
quarta-feira, 28 de outubro de 2009
The Hexagon Of Cooperative Freedom
This post aims to present a theory known as theory of Cooperative Freedom. This theory and Pro. Paulsen can be seen here
There are several theories on distance education and in1988, Keegan defined six important elements regarding Distance education:
• The separation of teacher and learner, which distinguishes it from face-to-face learning;
• The influence of an educational organization, which distinguishes it from private study;
• The use of technical media, usually print, to unite teacher and learner and carry the educational content;
• The provision of two-way communication so that the student may benefit from or even initiate dialogue;
• The possibility of occasional meetings for both didactic and socialization purposes; and
• The participation in an industrialized form of education which, if accepted, contains the genus of radical separation of distance education from other forms.
With the introduction of CMC, same changes on the roles of both tutors and faculties took place, as well as the profund distintion on presencial educationa and distance education or the emergence of a network of scholar, never kwnown before.
There are many theories on distance education, but Keegan (1988b) points out these three theoretical positions:
Theories of autonomy and independence – Moore identifies interaction between learner and instructor, structure as certain characteristics of course design, and autonomy as learner independence as main aspects of this theory; the author points out that many times courses aren’t designed or adapted to CMC;
Theories of industrialization – Peters concludes that the structure of distance teaching is determined to a considerable degree by the principles of industrialization and is still to be known the effects of mass education with CMC;
Theories of interaction and communication – Holmeberg states that interaction between the tutors, teatchers, authors and students comes both from pre-produced material and through writing or phone. Holmberg's theory focus on correspondence courses and one-to-one comunicaton, not mass communication.
The theory of cooperative freedom can be classified as a theory of autonomy and independence, as described above.
Main points:
Aims juvenile and adult students;
Values their experience;
Sel-directed,self-motivated students;
Values student’s experiencies, goals and achievements.
"Cooperative" indicates group interaction;
freedom is concerned with freedom from restraints, flexibility.
The theory of cooperative freedom suggests that, independent of motivational orientation, distance students need cooperation as well as freedom.
Cooperative freedom might be seen as a contradictory term, but it is an expression that points out the advantages of both group interaction and cooperation with freedom for the individual.
There are several theories on distance education and in1988, Keegan defined six important elements regarding Distance education:
• The separation of teacher and learner, which distinguishes it from face-to-face learning;
• The influence of an educational organization, which distinguishes it from private study;
• The use of technical media, usually print, to unite teacher and learner and carry the educational content;
• The provision of two-way communication so that the student may benefit from or even initiate dialogue;
• The possibility of occasional meetings for both didactic and socialization purposes; and
• The participation in an industrialized form of education which, if accepted, contains the genus of radical separation of distance education from other forms.
With the introduction of CMC, same changes on the roles of both tutors and faculties took place, as well as the profund distintion on presencial educationa and distance education or the emergence of a network of scholar, never kwnown before.
There are many theories on distance education, but Keegan (1988b) points out these three theoretical positions:
Theories of autonomy and independence – Moore identifies interaction between learner and instructor, structure as certain characteristics of course design, and autonomy as learner independence as main aspects of this theory; the author points out that many times courses aren’t designed or adapted to CMC;
Theories of industrialization – Peters concludes that the structure of distance teaching is determined to a considerable degree by the principles of industrialization and is still to be known the effects of mass education with CMC;
Theories of interaction and communication – Holmeberg states that interaction between the tutors, teatchers, authors and students comes both from pre-produced material and through writing or phone. Holmberg's theory focus on correspondence courses and one-to-one comunicaton, not mass communication.
The theory of cooperative freedom can be classified as a theory of autonomy and independence, as described above.
Main points:
Aims juvenile and adult students;
Values their experience;
Sel-directed,self-motivated students;
Values student’s experiencies, goals and achievements.
"Cooperative" indicates group interaction;
freedom is concerned with freedom from restraints, flexibility.
The theory of cooperative freedom suggests that, independent of motivational orientation, distance students need cooperation as well as freedom.
Cooperative freedom might be seen as a contradictory term, but it is an expression that points out the advantages of both group interaction and cooperation with freedom for the individual.
terça-feira, 27 de outubro de 2009
Processos Pedag. eLearning
Avançamos para mais uma etapa nesta UC. Tem sido leccionada em inglês e também este aspecto constitui um desafio para mim.
Após um momento inicial dedicado à pesquisa e estudo individual, partimos agora para uma tarefa a pares com o objectivo de produzir um "objecto de aprendizagem"/learning object, relacionado com a teoria de aprendizagem centrada na noção de liberdade cooperativa. A imagem apresenta aspectos fundamentais desta teoria.
Tal como já ocorreu em unidades curriculares anteriores, irei trabalhar com um colega de curso, com quem gosto muito de trabalhar: Marco Freitas. Temos uma metodologia de trabalho similar e é um colega muito cooperativo e responsável.
Início de UC: Ambientes Virtuais de Aprendizagem
Inicia-se hoje uma nova UC, orientada pela Coordenadora do Curso, Prof. Lina Morgado, e pela docente Angelina Macedo. Esta nova UC intitula-se Ambientes Virtuais de Aprendizagem.
Em honra e como recordação dos nossos tempos no SL, recordo o meu Maven, um pouco abandonado ultimamente...
Em honra e como recordação dos nossos tempos no SL, recordo o meu Maven, um pouco abandonado ultimamente...
Tradução em comunidade CAeL
A qualidade no ensino aprendizagem em contexto online: uma teia de factores
A primeira actividada teve como objectivo fazer a análise de perspectivas sobre a qualidade em e-Learning, enquadrada nas questões e nos factores a ter em conta quando se avalia a qualidade do ensino nos cursos online.
As competências a desenvolver foram as seguintes:
• Clarificar conceitos correlacionados com a qualidade em e-learning;
• Fazer o levantamento do conjunto de factores que determinam a qualidade dos cursos online.
Feita a leitura e apresentação global da turma do documento "Approaches to E-learning quality Assessment" e "Reflections on Teaching and Learning Online: Quality program design, delivery and support issues from a cross-global perspective", foram identificados individualmente por cada aluno factores responsáveis pelo sucesso/qualidade dos cursos online, seguindo-se uma discussão geral na turma sobre o tema.
O grupo MPEL'03 esteve a traduzir um interessante artigo de WISENBERG, Faye & STACEY, Elizabeth (2005), intitulado "Reflections on teaching and Learning Online:Quality program design, delivery and support issues from a cross-global perspective". Distance Education Vol.26, Nº3, (385-404). Disponível em:http://casat.unr.edu/docs/Weisenberg2005.pdf
O artigo é bastante interessante e destaco, particularmente, as referências às competências do e-professor e, ainda que os meus alunos não se inscrevam no nível etário abordado no estudo, não deixei de anotar algumas ideias interessantes e exequíveis.
Esta foi a minha reflexão:
Partindo de experiências educativas distantes (Canadá, Austrália e Europa), os autores reflectem sobre a qualidade dos cursos online, contribuindo, também, para a discussão em torno da qualidade da avaliação desses cursos, a qualidade do seu desenho, estrutura e os diferentes aspectos em que se enquadram estes cursos.
Nas participações anteriores já foram destacados aspectos fundamentais dos artigos, pelo que irei enfatizar apenas alguns pontos:
- numa aprendizagem suportada pelas tecnologias, emerge uma formação centrada na criatividade e colaboração, para assim responder às necessidades da Sociedade do Conhecimento;
- a interacção, a capacidade de comunicação, envolvendo todos os participantes e envolvendo os formandos nas actividades propostas pelos formadores;
- a criatividade, o dinamismo, a inovação do design, dos conteúdos;
- no artigo de Maria Pietronilla Penna et al. são apontadas a motivação para aprender e a percepção do que é facilitador ou limitador das aprendizagens dos estudantes.
A questão da qualidade do elearning é uma questão em aberto que necessita do contributo de equipas de design, assim comodo contributo de elementos das áreas da educação e do elearning e que precisa de ser investigada e pesquisada, promovendo a eficácia e qualidade dos cursos online.
Esta reflexão também gerou um feedback dos colegas, caso por exemplo do José Carlos :
Acho que referes aqui dois pontos muito importantes, que muitas vezes não são tidos em consideração. A questão do design e da criatividade na produção de materiais de apoio, é um factor essencial para contribuir para a motivação e empenho.
Todos nós quando começamos a visualizar uma apresentação, vídeo, ... ficamos mais ou menos "agarrados" em função do seu layout. Por vezes a simplicidade na produção destes materiais, funciona melhor, do que "n" gifts animados, como era moda, à alguns anos atrás, que apenas serviam para distrair.
Esta opinião também foi subscrita por diversos alunos; desta interacção entre alunos resulta um processo construtivo do conhecimento - deixo novamente a minha mensagem:
Também acho que a simplicidade dos materiais, funciona ... e numa utilização pedagógica, sendo o nosso público alvo muito jovem, a utilização de múltiplas representações - os tais "gifts" animados, música, som, cor, movimento - dispersa mais do que beneficia as aprendizagens.
Outros colegas - caso do Paulo Simões - increveram mensagens pertinentes para sintetizar questões essenciais sobre o tema:
Assim, de entre algumas das características apresentadas nos textos, julgo que importa destacar três factores principais:
• O grau de interacção;
• A comunicação assíncrona;
• O sentimento de pertença a uma comunidade de aprendizagem.
Para além destes, existem factores que considero secundários e que podem também potenciar o sucesso:
• O grau de motivação e disponibilidade dos alunos;
• O domínio da tecnologia;
• Uma abordagem Blended-Learning.
quarta-feira, 21 de outubro de 2009
Concepção e Avaliação em eLearning
Uma outra UC a frequentar no segundo semestre deste Mestrado é da responsabilidade da docente Professora Lúcia Amante e intitula-se Concepção e Avaliação em eLearning.
Aqui fica este registo inicial.
Na unidade curricular Concepção e Avaliação em Elearning, o estudante é enquadrado na problemática da concepção de cursos de e-learning à luz dos referenciais sobre o design instrucional e da análise de modelos de avaliação da qualidade no universo da formação online. O estudante deve aprender a definir princípios e processos de avaliação da formação em cursos online, identificando indicadores relevantes para a aferição da qualidade destes nas suas várias vertentes. Pretende-se ainda, por outro lado, analisar a problemática da avaliação mas na sua perspectiva pedagógica, designadamente a avaliação das aprendizagens em contextos de formação online, seus fundamentos, suas modalidades, instrumentos e estratégias.
Processos Pedag. eLearning
O blogue criado no âmbito do Mestrado em Pedagogia do eLearning irá integrar as UC do segundo semestre. Esta UC - Processos Pedagógicos em eLearning - será da responsabilidade de um docente estrangeiro, Morten Flate Paulsen, Professor of Online Education, Director of Development, NKI Nettstudier.
segunda-feira, 21 de setembro de 2009
Segurança na Net
Eis alguns vídeos sobre segurança na NET.
Aquilo que publicamos, acompanha-nos para sempre!
Mais um vídeo para reflectir!
E mais uma vez ... Think before you post!
Algumas regras.
Por fim, uma ligação com jogos e algumas actividades!
Aquilo que publicamos, acompanha-nos para sempre!
Mais um vídeo para reflectir!
E mais uma vez ... Think before you post!
Algumas regras.
Por fim, uma ligação com jogos e algumas actividades!
sábado, 5 de setembro de 2009
Recordando o SL ...
Ao actualizar o meu álbum no Flickr, recordei a apresentação no SL do Congresso do MPEL. Um Congresso sobre Comunicação Mediada por Computador. Foi uma experiência muito gratificante, mas ainda recordo os nervos ... aqui estou com a Luciana Grof e a Helena Prieto. Terminou com um verdadeiro salto radical!
sexta-feira, 21 de agosto de 2009
Abrantes
Sob um calor abrasador, vive-se mais Verão interminável. Também o trabalho tem sido interminável ... e a praia aqui tão perto!
Iniciam-se, hoje, as minhas férias! Finalmente! Faltam, apenas, alguns acertos num trabalho e, depois, virá o tão merecido repouso.
Tem sido um ano com muito trabalho, mas também muito compensador.
terça-feira, 11 de agosto de 2009
Educação e Sociedade em Rede - Trabalho
Na UC "Educação e Sociedade em Rede", são trabalhadas competências e disposições informadas e críticas em relação às formas educativas, perspectivadas através das transformações tecnológicas, sociais e culturais que marcam a sociedade contemporânea. Num roteiro de conteúdos centrado neste objectivo fundamental, foram abordadas diversas temáticas em fóruns assíncronos muito participados e em trabalhos individuais e em grupo.
domingo, 9 de agosto de 2009
Trabalho sobre Aprendizagem e Tecnologias
Na unidade curricular de Aprendizagem e Tecnologias, apresentaram-se reflexões sobre a utilização das tecnologias na educação, perspectivando-se a utilização de ferramentas de Comunicação Educacional e de multimédia, em cenários pedagógicos. Este é um trabalho sobre aprendizagem sustentada por uma ferramenta tecnológica, interligada com a aprendizagem da língua materna.
Finalmente um cheirinho a férias! Curtas ... é certo, mas merecidas. Este foi um ano muito exigente, muitas mudanças, uma verdadeira maratona de trabalho, mas também foi revigorante e rejuvenescedor. Sinto orgulho por ter chegado até aqui! O que virá depois, logo se verá ...
Regresso e partilho o símbolo da família. Este é o Lucky!
O nosso gato é todo preto, muito irrequieto, muito meigo para crianças e adultos. É intrépido e aventureiro, quando era mais pequeno fugia pelas janelas, porta, qualquer espaço que representasse liberdade ... agora está mais caseiro.
segunda-feira, 6 de julho de 2009
domingo, 19 de abril de 2009
Duas figuras de referência de EaD
Seleccionei esta primeira figura por ser é uma referência da EaD e pelo seu trabalho percursor nesta área: Charles Wedemeyer.
Charles Wedemeyer (1911-1999) foi investigador, autor, professor, administrador, filósofo e inovador no campo da educação aberta e da educação à distância. Desenvolveu a sua formação na Universidade de Wisconsin, tendo-se posteriormente associado ao U.S. Armed Forces Institute.Teve uma carreira académica distinta e foi o primeiro a obter o Doctorate of the Open University. Também é seu o primeiro curso em educação à distância no Department of Continuing and Vocational Education.
Autor de mais de 140 publicações e uma investigação de cinco décadas, vê o seu nome perpetuado, em 1987,, através da criação um prémio - Wedemeyer Award for Outstanding Practitioners in Distance Education – atribuído a trabalhos práticos ou teóricos sobre EaD.
É considerado um mentor e um inspirador não só das instituições ligadas à Ead como também dos investigadores e de todo os que podem, ainda no presente, beneficiar da sua visão pioneira.
A segunda figura que refiro, pelo seu papel nas pesquisas sobre o professor, é Gillian Kay Salmon . A sua pesquisa mais recente tem abordado o papel do professor ou do formador online, que é designado por e-moderador.
Tem desenvolvido pesquisas, modelos e teorias na área do elearning, relativamente ao papel e competências do professor (e-moderador) e sobre as potencialidades e problemas do ensino com actividades mediadas por computador (e-tivities) .
Gilly Salmon trabalha a tempo inteiro, como um membro académico do Centro de Informação e Inovação na Universidade Aberta da Open University Business School.
É professora na Universidade de Leicester e Head of Beyond Distance Research Alliance, University of Leicester, UK .
Conhecida pelas inúmeras publicações e apresentações, a sua publicação mais recente é “E-moderadora: a chave para o ensino e aprendizagem on-line".
Gilly Salmon trabalha a tempo inteiro, como um membro académico do Centro de Informação e Inovação na Universidade Aberta da Open University Business School.
É professora na Universidade de Leicester e Head of Beyond Distance Research Alliance, University of Leicester, UK .
Conhecida pelas inúmeras publicações e apresentações, a sua publicação mais recente é “E-moderadora: a chave para o ensino e aprendizagem on-line".
O que é para mim o Ensino à Distância?
A ideia inicial que possuo sobre Ensino à Distancia é que este é um processo de ensino- aprendizagem em que professor e alunos estão separados no tempo e no espaço, utilizando uma comunicação uni/bidireccional, mediado por tecnologias – particularmente a Internet. Como as tecnologias da comunicação virtual estão em constante evolução (redes de alta velocidade, videoconferência ), creio que a distância espácio-temporal é um aspecto que se tem diluído no EaD. Recordemos a esse propósito os encontros no SL que possibilitam uma comunicação on-line muito interactiva.
Penso também que o EaD é mais apropriado a adultos do que a crianças, adequado a um conceito de formação cada vez mais actual: a formação ao longo da vida profissional.
Como não tinha experiência anterior em relação a este tipo de aprendizagem, destaco algumas das suas potencialidades:
- a flexibilidade na gestão do espaço e do tempo;
- o e-estudante pode pesquisar os temas que mais lhe interessam, aventurando-se por áreas do conhecimento que estão em constante actualização, debatendo, participando em fóruns, blogs, num processo de aprendizagem independente, interactivo e autónomo;
- através dos recursos postos à disposição do aprendente, possibilita-se uma aprendizagem em que o aluno constrói e descobre através de um percurso colaborativo.
Penso também que o EaD é mais apropriado a adultos do que a crianças, adequado a um conceito de formação cada vez mais actual: a formação ao longo da vida profissional.
Como não tinha experiência anterior em relação a este tipo de aprendizagem, destaco algumas das suas potencialidades:
- a flexibilidade na gestão do espaço e do tempo;
- o e-estudante pode pesquisar os temas que mais lhe interessam, aventurando-se por áreas do conhecimento que estão em constante actualização, debatendo, participando em fóruns, blogs, num processo de aprendizagem independente, interactivo e autónomo;
- através dos recursos postos à disposição do aprendente, possibilita-se uma aprendizagem em que o aluno constrói e descobre através de um percurso colaborativo.
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