24 de jun de 2010

Unit 4 - Task 1 - Annotated Bibliographies (Unit 1)

Unit 1: Cooperative Freedom

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Within the UC - ppel - Unit 1 - Cooperative of freedom, we seek to answer the following questions:

1. How much freedom to students online?
2. Is online collaboration really worth it or just a waste of time?
3. How can we facilitate cooperation unpaced and paced learning environments?

and know the concept of Theory of Freedom Cooperative which states that adult students looking for flexibility and individual freedom. At the same time, that require or prefer group collaboration and social unity - difficult goals to match. There is a tension between the desire for personal independence and the need to contribute in a learning community group.

Thus, cooperative learning aims to develop virtual learning environments that allow students to have optimal individual freedom within learning communities online.

In BA, we can understand its concept and its application. Considering different instruments from the viewpoint of different authors and understand their importance.

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No âmbito da UC – PPEL - Unidade 1 - Cooperativa de liberdade, procuramos responder as seguintes perguntas:

1. Quanta liberdade devem ter os alunos online?
2. A colaboração online realmente vale a pena ou apenas é um desperdício de tempo?
3. Como podemos facilitar a cooperação em ritmo unpaced em ambientes de aprendizagem?

Conhecemos o conceito da Teoria da Liberdade Cooperativa que afirma que estudantes adultos procuram flexibilidade e liberdade individual. Ao mesmo tempo, que exigem ou preferem a colaboração do grupo e de unidade social - objetivos difíceis de igualar. Há uma tensão entre o desejo de independência pessoal e à necessidade de contribuir em uma comunidade de aprendizado coletivo.

Assim, a aprendizagem cooperativa visa desenvolver ambientes virtuais de aprendizagem que permitem que os alunos tenham liberdade individual ideal dentro comunidades de aprendizagem on-line.

Na AB, podemos entender o seu conceito e sua aplicação. Considerando diferentes instrumentos sob a ótica de diferentes autores,assim como,compreender a sua importância.
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1. Paulsen, Morten Flate. “The Hexagon of Cooperative Freedom: A Distance Education Theory Attuned to Computer Conferencing.” The Distance Education Online Symposium DEOSNEWS, 1993, Vol. 3 No. 2 edition.
http://www.nettskolen.com/forskning/21/hexagon.html
(14 pg)

2. Paulsen, Morten Flate. “Cooperative Online Education.” Seminar. net. http://www.seminar.net/index.php/volume-4-issue-2-2008-previousissuesmeny-124/100-cooperative-online-education.

3. Slaatto, Torhild, e Paulsen, Morten Flate. “Learning partner - opportunities for cooperation in distance learning.” elearningeuropa.info, Outubro 5, 2006.

http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng
(6 pag)

4. http://www.slideshare.net/MortenFP/cooperative-freedom-as-a-guiding-star-for-online-education : this power point show us a lot’s of thing, but I’ve concentrated in a slide that talks about three types of learning:

a. Individual learning: it provides freedom and flexibility but not collaboration whit other people;

b. Collaborative learning: it provides a less flexibility and freedom and requires participation in a learning community;

c. Cooperative learning: it provides flexibility in learning and freedom and also provides participation in a learning community, which means that cooperative learning is conjugate individual participation in global community;

5.http://toonlet.com/archive?m=s&i=10870

(Theory of Cooperative Freedom, Morten Paulsen)

This cartoon show us what is collaborative and cooperative learning and the difference between then; in the sixth cartoon says that “Cooperative Learning focuses on opportunities to encourage both individual flexibility and affinity to a learning community, because collaborative learning ‘requires students to sink or swim together’. So cooperative learning provides individual freedom and participation in a global group of work (of course this is possible because we’re talking about online groups.

6. The International Review of Research in Open and Distance Learning, Vol 10, No 3 (2009), ISSN: 1492-3831, Transparency in Cooperative Online Education, Christian Dalsgaard- Aarhus University, Denmark, Morten Flate Paulsen - The Norwegian School of Information Technology, Norway,june2009.

http://www.irrodl.org/index.php/irrodl/article/view/671/1267

The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration.

Instead, the authors argue that transparency is a unique feature of social networking services. Transparency gives students insight into each other’s actions. Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. This article demonstrates how cooperative learning can be supported by transparency. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article discusses by which means social networking and transparency may be utilized within cooperative online education. In conclusion, the article argues that the pedagogical potential of social networking lies within transparency and the ability to create awareness among students.
(25 pg)

7. “COGs, CLIPs and Other Instruments to Support Cooperative Learning in Virtual Learning Environments”
Presentation (60 min) in Barcelona, 14.12.05, Seminario de e-learning: La mejora de la calidad docente en línea

http://home.nettskolen.com/~morten/

This is a presentation about the Theory of Cooperative Freedom and Transparency in Online Education.

The author outlines the difficulty of combining individual flexibility and cooperation in a learning community.

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