Mostrar mensagens com a etiqueta Unit 2. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta Unit 2. Mostrar todas as mensagens
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.
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.
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