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.
segunda-feira, 30 de novembro de 2009
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
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