Hello teacher, I will again try to get an answer to questions about Theory of Freedom Cooperative.
Questions were directed to Professor Rui Vitória-trainer, trainer in the areas of ICT (Information and Communication Technologies) in the area of Santarém.
Hello, my name and Joaquim Pinto and I'm degree in Basic Education Teachers variant Mathematics / Natural Sciences and I am attending the Master in Pedagogy of E-learning at the Open University (MPEL4).
The Course - Pedagogical Processes in E-learning, given by Professor Morten Flate Paulsen, defender of the Theory of Online Education - Freedom Cooperative asked us (students) who do a One-Question-Interview (1QI) to agents relating to the educational distance education in Portugal or abroad.
As a teacher-trainer of teachers in areas of ICT, I come to request your cooperation in this master by answering the following questions:
Inform also that participate in the response, it will be placed in the Forum of school and in my Blog Masters http://joaquimpel04.blogspot.com/
Q1 - In a context of distance learning, the theory of cooperative freedom distinguishes between individual learning, collaborative or cooperative within EAD, and may be influenced by six vectors of freedom (Time, Space, Rhythm Progression, Environment, Access and Curriculum).
The various courses in ICT (Information and Communication), which manages activities are synchronous (face) and asynchronous activities using the LMS, in which case the platform Moodle, identifying this as an educational process of b-learning methodology.
1 - In your experience, the majority of his students that provides training, are teachers of various educational levels. How their students have accepted the use of learning platforms as a means to share and gain knowledge?
2 - In the organization of training courses, there are careful to promote some particular types of learning (individual, collaborative or cooperative) listed on the Theory of Freedom Cooperative?
Given the wealth of your experience and introducing new methods of learning, I had to do more of a question, but would have more to do. I ask again for your participation.
Yours sincerely
Joaquim Pinto
Mostrar mensagens com a etiqueta MORTEN. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta MORTEN. Mostrar todas as mensagens
terça-feira, 25 de maio de 2010
domingo, 23 de maio de 2010
Unit 3: Transparency in Online Education - Activity 3 -Review LO
The selection criteria for the LO, which I used for my choice were the following:
- Contents theorists addressed;
- Organization of presentation;
- Presentation of new techniques of online teaching;
- Images instructive;
- Quality of the videos submitted.
Using the selection criteria, choose the LO of Hugo Domingos:
Hugo did a good job and a good graph theoretical work, which enabled him to create a well structured LO.
Using as a starting point to online learning at NKI practiced, and the use of fictitious students in learning context, Hugo can explain the practical importance of transparency in the process of learning.
From the example of student Erica, who was not satisfied with learning only with teachers, Hugo was able to explain in the following slides, which is transparency online, how can you promote it, how can we be transparent using the Tools Web.2. and why the need to create learning networks and the creation of a permanent updated profile.
We also highlight the interconnection between the three units ppel as a necessary process for good online learning. (Freedom Cooperative>>> Online Teaching Techniques>>> Transparency Online).
Thus, a student Erica is satisfied, it can learn from everyone and everyone can learn from it.
Joaquim Pinto
Unit 3: Transparency in Online Education - Activity 3 -Review AB
Hello, teacher and classmates.
Again the choice of the AB and LO proposed by the teacher, was not an easy task. I also want to congratulate the work done by colleagues who strive to show different ways to present their work. It is very enriching.
My choice of AB was determined taking into account the following criteria:
- The diversity and quality of literature presented;
- Relevance of the bibliography, it goes against the relevant topic, showing the core content;
- Visual presentation of selected bibliography.
Using the criteria of choice, will choose the AB created by Paula Silva. Paula begins with an introduction, which explains a general bibliography presented. After each document in the literature, made a summary of its essence, making a personal assessment of the Rest period document. In some images relevant documents submitted and presented at the end of a recent representative of transparency online, created by colleagues in our masters program.
In the article by Dalsgaard, C. & Paulsen, M. F. (2009). Transparency in Online Education Cooperative authors explore the potential of social networks on online education Cooperative.They argue and demonstrate how cooperative learning can be supported by transparency. To show that various studies and experiments.
In the article by Dalsgaard, C. (2009). Supporting a Transparency Among Students, we can analyze the results of a case study that highlights blogs and social bookmarking as facilitators of transparency in university. As such, tools that make them more visible to the learning community.
In the article by Dalsgaard, C. (2008). Social networking sites: Transparency in online education, the author explains how the social networks can be used for the sharing of teaching resources in order to allow students using them, and be able to get visions of work of other colleagues. Social interaction is essential, however we must distinguish social network of discussion forums, social networks being the first point of departure.
In the article by Anderson, T. (2008). Groups vs Networks in higher education, there is this that the significance of networks, since they offer greater opportunities in social and educational. The power of these networks is present in their tools and learning activities, which are motivating the development and implementation of e-learning as a teaching practice in educational institutions.
In this blog Siemens, G. (2009). Teaching Learning How to Clear, the author describes personal experiences in the process, where he became an apprentice . Give examples of transparency in education and quotations that evoke the value of education as an example: '"Watching others learn is an act of learning"
In the sixth reference, Paula chose a work of our Master, represents an example of transparency in the education to which we are linked. Through a LMS tool, able to work individually or in groups and share information that we find relevant to share. We got through it know our work colleagues and the work.
Conclusion
Hence, the analysis of selected AB, I believe that reading these articles and blog's got to realize what is transparency in education, the necessity of its existence to the process of online learning.
quinta-feira, 13 de maio de 2010
Unit 3: Transparency in Online Education - Activity 2
Transparency on-line
The construction of the LO
To achieve the LO about transparency online, first read the literature studied, then created a
role in (they were many) conceptual map on the topic. Then I used the Word tool. On a piece of
work, I changed the background color, then chose the font and color of this.
Foma also chose a geometric basis for all the work, and turned it into a text box. I chose an
arrow of geometric shapes to guide the concept map. Then it was structured boxes / text /
arrows in order to explain my reasoning on transparency in distance learning.
Purpose of the LO
This LO is a Concept Map on Transparêncoa Online. It is intended to explain the context where it
applies, the benefits of its use, and the necessary premise for its application. I think if you
make a read vertically from top to bottom, you can understand what is meant by transparency
in education.
domingo, 9 de maio de 2010
Unit 3: Transparency in Online Education - Activity 1
Annotated Bibliography - Transparency in Online Education
This article by Christian Dalsgaard, entitled Social networking sites: Trainsparency in online education, highlights the need to know if social networking sites are potential places of learning, and can be transparency among college students and whether this improves the learning of own.
The answer that the author tells us, is that social networking sites are a potential means of teaching learning, which can create various learning activities. These tools enable the construction, production, dialogue and collaboration. The network should be considered as a complement to other tools and can only work if there is transparency and partilga awareness among students.
I present an interview at 12:13:09 by Michael F. Shaughnessy of Eastern New Mexico University for Teacher Morten Flate Paulsen about his theory - Transparency in Online Education
In this interview we can find answers to the following questions:
1) Morten, first of all, Could you tell us a little about your past experience and what you are currently doing?
2) You Argue That Improves Transparency quality in online education. What exactly do you mean by this?
3) You Also Argue That Transparency Promotes Cooperation in online education?
4) Have you published other recent articles on Transparency in online education?
5) Some instructors post syllabi Their before students sign up for classes. Transparency Is this not enough?
6) Are there areas Certain That Transparency Seem to need more than others?
7) Some faculty members are Evaluated for Their teaching, But I am not sure if administrators or Evaluating Bodies review course content on the Internet. Is this ethical, or immoral? What are the issues?
Dalsgaard, Christian and Paulsen, Morten Flate-2009 Transparency in Cooperative Online Education
This article wants to demonstrate that there can be no freedom in cooperative learning environments, if there is no transparency in the information collected by each participant in the virtual world. Sharing content, thoughts, images, videos, etc.. Through Web2 tools is meaningless but actually there is transparency about what is shared.
The cooperation can not succeed if there is no sharing of good things, but it is also necessary to control this transparency. Transparency means that the work of users can be seen by everyone, but you see the work of others. Transparency can also contribute to improving the quality of learning, because we can encourage us, because our work is seen by many people, but also learn from others, how to get aid through the rapid feedback received.
Highlight the following image that represents the degree of transparency according to the group.
This article is authored by Paulsen, speaks ta Cooperative Theory of Freedom, and the educational system implanted in NKI, the largest provider of distance education in Scandinavia.
But also of the computer system that allows this type of education to approximately 14,000 students, emphasizing that this system is designed to encourage freedom and transparency cooperative online.
AB5 -
Facing twelve hundred online students
This article talks about the general visibility of the experiences of 100 students at NKI randomly selected from thousands presentations. Presentations testify that many students appreciate the flexibility of NK
Transparency for Quality
Transparency for Cooperation
AB8 - Highlight a work created by students (Marco Freitas, M. Lurdes Martins and Teresa Fernandes) of MPEL3 on January 21, 2010, because I think that exemplifies a good example of teaching with transparency..
sábado, 24 de abril de 2010
Unit 2: Online Teaching Techniques - Activity 3
Hello, teacher and classmates.
After viewing the work done by colleagues, I have to say that the choice was not easy, since the diversity is varied.
Since the new tools that I discovered, as Vuvox, Glogster, Mindomo, Empressr, Brain Flips, etc.. And the different approaches to the subject, has hampered the task of choice. Honestly, my choice would be charged on several AB's and LO's.
My criteria for choosing the AB were determined, taking into account:
- Diversity of literature;
- Relevance of the Bibliography;
- Presentation.
My criteria for choosing the LO were determined according to the colleagues who presented:
- Presentation of online teaching techniques;
- Images instructive;
- Video tutorials, which is practical at the expense of videos with long speeches and boring.
- Organization of presentation;
- Innovation in the tool used;
- Introduction of quiz on the subject.
Using the criteria of choice, this time the focus A selection:
AB - Antonio Pedro
LO - Maria Joao Spilker (LO's included Carla Elias, Maria Leal, Hugo, Paula, Antonio Pedro, Ana Morgado, Isabel Butters) (In Category Quiz highlight LO Ana Marmeleiro, Lauriza Cecilia Thomas)
Keep up the good work
Joaquim Pinto
sábado, 17 de abril de 2010
Unit 2: Online Teaching Techniques - Activity 2
The construction of the LO
To accomplish this LO, I had to first perform a reading of the literature found, then tried to extract information from succinct theory about learning techniques online. After researched websites and blogs with information on techniques used throughout the world.
Subsequently, the tool chosen for their presentation. I selected a tool available on-line, EMPRESS, which lets you create slideshows.
I tried a background image for the submission, choose the transit time between slides, the transition mode of slides and subsequently started to enter text. The Empress, allows sharing and embed in our blog.
Purpose of the LO
This LO is the first part a set of theories about teaching online and in the second part a set of tools used in the world of e-learning. Being in some of them explained everything should be done to implement these techniques.
sábado, 10 de abril de 2010
Unit 2: Online Teaching Techniques - Activity 1 - Versão Portuguesa
Esta unidade, tem como principal finalidade dar a conhecer as possíveis técnicas e metodologias de ensino on-line, como também, descobrirmos um pouco da evolução dessas técnicas, pois com a evolução da tecnologia, nada é estanque.
AB1 - Para iniciar o estudo, comecei pela bibliografia referenciada, pelo nosso professor Morten FP. Com a leitura parcial do livro Online Education and Learning Management Systems, mais propriamente o capítulo Online Teaching Techniques, verifiquei que existe uma variedade de técnicas a utilizar num processo de aprendizagem on-line, como também uma variedade de opiniões de acordo com a experiência dos autores que as defendem.
Destaca-se:
Teaching Techniques Discussed by McCreary and Van Duren
Teaching Techniques Discussed by Harasim
Teaching Techniques Discussed by Rekkedal and Paulsen
Teaching Techniques Discussed by Kaye
Segundo Rapaport (1991), a classificação destas técnicas são organizadas de acordo com os quatro paradigmas de comunicação utilizadas nas CMC.
Os paradigmas dividem-se em:
- The Online Resource Paradigm
- The E-mail Paradigm
- The Bulletin Board Paradigm
- The Conferencing Paradigm
Bulletin Boards, Computer Conferencing, Electronic Mail, and Information Retrieval.
Harasim (1989), no seu paper Collaborative Learning Horizon, faz a distinção de técnicas de aprendizagem one-to-one, one-to-many, and many-to-many.
Daí resultou o seguinte quadro.
AB2 - Na continuidade da pesquisa, destaco para o seguinte site pertencente à instituição St- John's University, que nos concede um conjunto de dicas e princípios para que os professores possam melhorar a sua prática no ensino on-line.
AB3 - A Queen's University, através do seu centro de ensino e aprendizagem explica em que consistem todas as técnicas acima citadas na AB1. Como ainda tem outros recursos para consulta, bastantes interessantes:
AB4 - Também localizei uma rede de ensino à distância, onde podemos encontrar estratégias e actividades para um professor poder aplicar no ensino on-line.
AB5 - Para que todos possam testar o conhecimento das técnicas de ensino online, destaco a Quizz do nosso professor:
AB6 - MODELLING NEW SKILLS FOR ONLINE TEACHING de Salter, G. and Hansen, S.
Este artigo fala da necessidade de criar, como também por em prática novas estratégias de ensino on-line, de modo que haja sucesso na sua aplicação, embora não descarte o suporte tradicional de aprendizagem.
AB7 - Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions
Embora seja um recurso educativo fechado, pois temos que adquirir o livro, penso que é bastante relevante a sua divulgação. Através do índice podemo-nos inteirar das técnicas aprendizagem on-line que um professor pode utilizar numa plataforma moodle.
Em suma, poderemos dizer que existem uma imensidão de possíveis técnicas que se podem usar em ambientes de CMC, contudo, segundo Morten FP, os projectos de grupos, palestras, estudos de correspondência e utilização de base de dados, foram as técnicas de ensino mais utilizado online. É uma questão de escolha.
sexta-feira, 2 de abril de 2010
Unit 1 - Cooperative Freedom - Activity 4 - One-Question-Interview (1QI)
One-Question Interview (1QI) the educational agents related to distance education in Portugal or abroad.
After thinking about who would question on this theme, I decided to do a web search. I found the names (Prof. José Palma and Engineer Martinha Piteira) as teachers / trainers in the Superior Technical School of Setúbal through the Workshop "A Methodology for Greater Flexibility in Higher Education: Strategies for Distance Education" and the GTS - Center for E-Learning the ESTSetúbal.
http://www.si.ips.pt/ests_si/unidades_geral.visualizar?p_unidade=203
I realized, in accordance with the objectives, which have in their hands the paper to encourage the development and application of distance learning in this institute, emphasizing Flexlearn methodology allows the implementation of the methodologies and / b-learning.
So, I asked them to master this collaboration by addressing the following questions:
Also informed that if they participate in the response, it will be placed in the Forum of school and in my Blog http://joaquimpel04.blogspot.com/
Q1 - In the context of distance learning, the theory of cooperative freedom distinguishes between individual learning, collaborative or cooperative within EAD, and may be influenced by 6 vectors of freedom (Time, Space, Rhythm Progression, Environment, Access and Curriculum). As your EST-learning's mission, manage, facilitate and enhance the efforts of faculty ESTSetúbal towards the use of methodologies and technologies for distance learning, and your experience before I come to ask:
1 - Teachers who have adhered to the methodology of distance education, tend to choose more of e-Learning methodology or the methodology of the b-learning?
2 - In the choices of these methodologies, as it is managed by teachers, assessment of students in both contexts? It is more relevant a cooperative / collaborative groups of students, or an individual work of a student?
Prof. Morten, what do you think of the idea? Still do not know if I will respond.
Happy Easter to everyone.
Joaquim Pinto
sexta-feira, 19 de março de 2010
LO - ACTIVITY 2 - COOPERATIVE FREEDOM
Manner of construction and Objectives of the LO
To accomplish this LO, I tried to explain the advantages of cooperative education through the use of an animated story with dolls and Lego. How was the first LO, it was difficult to choose the tool. So I decided to create a story. I knew I had to show the difference between education and individual education cooperative / collaborative, then through dolls LEGO, I took some photos representing the history stages. The story tells the life of a character who has the need to study to improve their jobs. But have no time. Know then teaching online. In the course of time, he discovers that with the cooperative education learn better and faster because it has access to much information from the social network where he belongs. This is noted through the existing connections in the final slides.
After the pictures, I used a software (PHOTO DVD Slideshow) to organize the photos. In each photo placed the text and gave the necessary time to each slide and how to transition slides.
In the end, I chose the way of output video file, to be inserted into the blog. The AVI format was chosen. After inserting it into the Blog.
It was great fun doing this LO, but also very laborious.
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