I decided to post here my review of my annotated bibliography. I think that either to repost, or review the original post, have pros and cons, so I decide to leave a single post only for one reason, it’s easier to follow.
I organize the post according to the three units proposed in the course and review the indications considering:
- Teacher’s suggestions;
- Colleagues suggestions;
- My own way to make it more appealing.
UC Pedagogical Processes in E-Learning is supervised by Professor Morten Flate Paulsen and we are working on the Theory of Cooperative Freedom.
Unit 1: Cooperative freedom
ARTICLE - Um Modelo conceitual para Aprendizagem
Colaborativa Baseada na execução de Projetos pela Web in IEEE-RITA Vol. 3, Núm. 1, Mayo 2008 [http://webs.uvigo.es/cesei/RITA/200805/uploads/IEEE-RITA.2008.V3.N1.A6.pdf] accessed 30 October 2009
Authors - Luisa Aleyda García González e Wilson Vicente Ruggiero (2008)
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.
What I point out: 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 article 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, presentede at EDU-COM 2006 [http://blogs.usyd.edu.au/elearning/elearning2.pdf] accessed 30 October 2009
Authors - William Renner (2006)
What I point out: 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.
I've also found a paper, in portuguese, about the Theory of Cooperative Freedom , and other learning theories, that can be read here, a translation from Laurinda Leite of an article of Prof. Paulsen . In ACÇÃO DE FORMAÇÃO AF22 SISTEMAS DE ENSINO A DISTÂNCIA ORIENTADOS PARA A INTERNETaccessed 30 October 2009
Unit 2: Online Teaching Techniques
Web 2.0 tools and techniques
View more presentations from Mark Drechsler.
Then I presented my point of view: A personal view Online teacher’s role
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.
And my personal view on Web 2.0 Potencial learning
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
Article: "Implementing delivery methods by using pedagogical design patterns" in [http://www2.tisip.no/E-LEN/papers/EDMEDIA04/SymposiaNTNU.pdf] accessed 0n 17 November 2009
Authors: Line Kolås and Arvid Staupe ( from the Department of Computer and Information Science, Norwegian University of Science and Technology,Norway).
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 "The Role of Tutors as an Integral Part of Online Learning Support". in EDEN Research Workshop, Oldenburg, Germany, 2004 [http://www.eurodl.org/materials/contrib/2004/Maggie_MsP.html] accessed 0n 17 November 2009
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". [http://www.aln.org/publications/magazine/v3n2/funaro.asp]accessed 0n 17 November 2009
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?
Article "The Online Learner: Characteristics and Pedagogical Implications" by Nada Dabbagh (George Mason University). in Contemporary Issues in Technology and Teacher Education 7(3)[http://www.citejournal.org/vol7/iss3/general/article1.cfm] accessed 0n 17 November 2009
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" A presentation at RIBIE'98
Brasilia, October 1998 [http://home.nettskolen.nki.no/~morten]
accessed 0n 17 November 2009
Abstract:"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)O PAPEL DO PROFESSOR EM
CONTEXTOS DE ENSINO ONLINE in Discursos, III Série, nº especial, pp.125-138, Univ. Aberta, 2001 [http://www.univ-ab.pt/~lmorgado/Documentos/tutoria.pdf] accessed 0n 17 November 2009
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.
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.
Unit 3: Transparency in Online Education
Article:Supporting Transparency between Students in The International Conference on E-Learning in the Workplace 2009,[http://person.au.dk/fil/16581515/Dalsgaard_Supporting_Transparency.pdf]accessed in 4 January 2010
Author: Christian Dalsgaard (Aarhus University/Department of Information and Media Studies, Aarhus, Denmark)
Recent article, from June 10th-12th, New York, NY, USA.(2009)
Abstract—The paper presents the results of a case study that
explores the potentials of weblogs and social bookmarking
to support transparency in a university course. In the
course, groups of students used weblogs and social
bookmarking in their work. The objective of the case was to
empower students by providing them with tools that would
be visible to the other students in the course, thus, making
students’ ideas, thoughts and questions visible to the other
students in the course. The paper concludes that use of
digital media for transparency can support empowerment of
students and inspiration among students in a course, but
that the challenge is to create a balance between personal
tools and tools for collaborative group work that are also
suitable for transparency between students..
My view:This is an article that I’ve read with great interest, because it focuses the relevance of social network in collaborative and cooperative learning. Among others, the author points out the importance of blogging and weblogs promoting collaborative learning and transparency. This article was a way to reflect on my experience in MPEL’03 and also the way we work and learn in this course. At the same time, it’s also a good starting point to reflect on my activity as a teacher, since I’ve started a blog with one of my teenage classes, only to find out later that some students already have their own blogs.
Article: "Peer review of online learning and teaching: Harnessing collective intelligence to address emerging challenges”.in The Australian Learning and Teaching Council-fundeed Peer Review Projecte[http://www.unisanet.unisa.edu.au/peerreview/proposal_3.asp#proposal_3_3]>]accessed in 4 January 2010
Authors: Denise Wood and Martin Friedel, University of South Australia
"This paper describes the development of the online peer review instrument and supporting website, in which shared understanding about the scholarship of learning and teaching in resources developed for online delivery is made explicit. The project builds on extensive work that has been undertaken both within Australia and overseas in the development of peer review of online learning and teaching, which supports and stimulates the scholarship of online learning and teaching. It has the capacity to demonstrate quality learning and teaching through course development, evaluation, improvement and interactive learning. Evidence produced through such quality assurance processes can be used by academic staff as evidence to support claims for recognition and reward; a process which is required as an indicator against which Australian universities report via the Australian Government's learning and teaching performance fund."
What I point out:The authors state that Web 2.0 and 3D virtual learning environments bring new challenges to educators. This study is bases on a online technique: peer review. Then, the authors present their experience. Each author has constructed and validated a peer review template. After this first step, they can invite their peers to complete the review. In this process, all students have access to all works through a personalised invitation, which is in turn emailed to the proposed reviewer.
When a reviewer logs into the platform they can access to a module called 'My Reviews', listing all of the reviews that the particular user has been invited to complete. This list identifies all reviews, including the dates the reviews are available. This is a very interesting scholar approach to an online learning and teaching technique that can promote transparency.
Book: “Theory and Practice of Online Learning” (pages 271-294)in
cde.athabascau.ca/online_book
Athabasca University [http://desarrollo.uces.edu.ar:8180/dspace/bitstream/123456789/586/1/Theory%20and%20Practice%20of%20online%20learning.pdf]]accessed in 4 January 2010
Autor: Anderson, Terry and Fathi, Elloumi
During the last ten years, the Internet and the Wide World Web have fundamentally altered the practice of distance teaching and learning. Nowhere is this fact more evident than in the transformation undergone by single-mode distance universities as they seek to apply the benefits of emerging information communication technology (ICT) infrastructure to their core business, with a view to improving the quality and cost-effectiveness of the learning experience afforded their students.
The most interesting article, related to transparency in online learning, is chapter 11.
"This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
Learning and teaching in an online environment are, in many ways, much like teaching and learning in any other formal educational context: learners’ needs are assessed; content is negotiated or prescribed; learning activities are orchestrated; and learning is assessed. However, the pervasive effect of the online medium creates a unique environment for teaching and learning. The most compelling feature of this context is the capacity for shifting the time and place of the educational interaction. Next comes the ability to support content encapsulated in many formats, including multimedia, video, and text, which gives access to learning content that exploits all media attributes. Third, the capacity of the Net to access huge repositories of content on every conceivable subject—including content created by the teacher and fellow students—creates learning and study resources previously available only in the largest research libraries, but now accessible in every home and workplace. Finally, the capacity to support human and machine interaction in a variety of formats .
The first task of the e-learning teacher is to develop a sense of trust and safety within the electronic community. In the absence of this trust, learners will feel uncomfortable and constrained in posting their thoughts and comments."
Article: "Learning Effectiveness Online:WHAT THE RESEARCH TELLS US" In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-4 [http://www.sarahbiddlewilliams.com/articles/swan_2003.pdf]accessed in 4 January 2010
Author: Karen Swan, Research Center for Educational Technology, Kent State University.
This paper reviews the literature on the learning effectiveness of asynchronous online environments. It looks beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses to examine that literature in terms of forms of interactivity, a feature of online environments that might matter or be made to matter in learning. It thus explores and is organized according to learner interactions with course content, student interactions with instructors, and interactions among classmates in online course environments. More recent notions of interactions with computer and course interfaces and virtual interaction are also briefly examined. The chapter concludes with a summary of what the research tells us and its for implications online learning.
This article points out that interaction with classmates is very important, in online courses as well as in traditional classrooms. Communication established between online students is different from face-to-face communication.
Article: "Social networking sites: Transparency in online education". in [http://eunis.dk/papers/p41.pdf]accessed in 4 January 2010
Author: Christian Dalsgaard.
The paper discusses the question: What are the pedagogical potentials of social networking sites?
Whereas collaboration and user-generated content are often highlighted as major potentials of Web 2.0 technologies, the paper argues that a central characteristic of social networking sites such as Facebook, Myspace, Bebo and Ning is a combination of personalization and socialization. This combination has a potential to facilitate transparency between students. Transparency gives students insight into each other’s work.
Social networking sites do not necessarily involve communication, dialogue or collaboration. Instead, the paper argues, transparency is a dominating feature. An interesting aspect of social interaction in social networking sites is that the starting point is the individual or personal. This is in opposition to discussion forums, in which communication always takes place in a shared forum. In a social
networking site each individual has a personal page and profile, which the individual develops and modifies.
The paper will discuss how social networking may be utilized within university education by students sharing information and resources that are originally developed for themselves, but made available to others – for instance bookmarks, references, links, and notes.
In conclusion, the paper argues that the pedagogical potential of social networking lies within transparency and the ability to create awareness between students – potentially across institutions and nations.
Article “Footprints - In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks." in Educatinal Leadership, November,[http://web2denmark.pbworks.com/f/footprints.pdf]accessed in 1st January 2010
Author: Will Richardson
In this article, the author, unlike many parents and educators, states that “Networking” is the New Literacy.
“Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected, even the youngest ones. Many 7- and 8-year-olds are busy exploring Club Penguin or Webkinz with other 7- and 8-year-olds half a world away, middle schoolers are connecting with global warriors in World of Warcraft, and adolescents preen themselves in front of their “friends” on MySpace and Facebook. A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education related topics.”
Later, W. Richardson adds that “one of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely. The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a “tectonic shift” in the way we need to think about the world and our place in it (Shirky, 2008).”
Among other digital competences, the author emphasizes that young students must be aware and mastered about Transparency and being Trackable. More than ever, what we write can be seen by others, but it can also be copied, searched and viewed both by those that we intend to and those that we don’t.
W. Richardson also points out that educators must understand the potential of networks and new technologies, being able to take advantages of these networked learning places.
“Middle school students should be engaged in the process of cooperating and collaborating with
others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls “collective action,” sharing responsibility and outcomes in doing real work for real purposes for real audiences online.”
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