26 de jun de 2010

Unit 4 - Task 2 - LO's

Within the discipline developed three LO's referring to thematic units, for better understanding of concepts or information concerning them.
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No âmbito da disciplina desenvolvi três LO's referentes às unidades temáticas, por melhor compreensão sobre conceitos ou elementos referentes as mesmas.
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1.Unit 1: Freedom Cooperative

2.Unit 2: Online Teaching Techniques

3. Unit 3: Transparency in Online Education
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1.Unit 1: Liberdade Cooperativa

2.Unit 2: Técnicas de Ensino Online

3. Unidade 3: Transparência na Educação Online
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24 de jun de 2010

Unit 4 - Task 1 - Annotated Bibliographies (Unit 3)


www.sxc.hu

Unit 3: Transparency in Online Education

In this unit, we are going to study and discuss possible answers to question like these, based on the perspectives of some authors and your own views/experience:

1. How much transparency should we allow in online education?

2. What are the implications of transparency in online education?

3. What are the pros and cons of global student catalogues?
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Unidade 3: Transparência na Educação Online

Nesta unidade, estudamos e discutimos possíveis respostas para as pergunta como as listadas abaixo, com base nas perspectivas dos autores e seus pontos de vista / experiência:

1. Qual a maior transparência devemos permitir na educação on-line?

2. Quais são as implicações de transparência em matéria de educação on-line?

3. Quais são os prós e os contras de catálogos p/ estudante global?

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1. Dalsgaard,Christian.(2009).Transparency between Students

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

(04 pg)

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.

2. Dalsgaard, C.(2008). Social networking sites: Transparency in online
(06 pg)

http://eunis.dk/papers/p41.pdf

The paper discusses the question: What are the pedagogical potentials of social networking sites?

Where as 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.

3. Dalsgaard, C., Paulsen, M.F.(2009). Transparency in Cooperative Online Education
International Review of Research in Open and Distance Learning, vol. 10 no.3
(15 pg)

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.

4. Siemens,George.(2009)Connectivism networked and social learning. Teaching as transparent learning
(01 pg)

"When someone decides to share their thoughts and ideas in a transparent manner, they become a teacher to those who are observing. Social technology – such as Twitter, blogs, Facebook – opens the door to sharing the process of learning, not only the final product."

"My argument is this: when we make our learning transparent, we become teachers".

5. Shaughnessy, Michael F. (2009). An Interview with Morten Flate Paulsen: Transparency in Online Education. Eastern New Mexico University.

http://www.educationnews.org/commentaries/93163.html

"Transparency entails that people can see information about each other. Transparency entails That Can people see information about each other. It is however difficult to decide how much information they should be allowed to see. However It Is Difficult to decide how much information They Should Be Allowed to see. Transparency is also an important driver for improved quality. Also Transparency is an important driver for improved quality. As shown in the first cartoon, transparency has the following three positive effects on quality: The first shown in the cartoon, Transparency Has The Following three positive effects on quality:

* Preventive quality improvement, because we are prone to provide better quality when we know that others have access to our work Preventive quality improvement, because we are prone to Provide Better Quality When We Know That Have others access to our work
* Constructive quality improvement, because we may learn from others when we have access to their work Constructive quality improvement, because May we learn from others When We Have Access to Their work
* Reactive quality improvement, because we may receive feedback from others when they have access to our work Reactive quality improvement, because May we receive feedback from others When They Have Access to our work

Transparency could reduce the amount of low quality contributions and make high quality work more accessible as paragons for others. Transparency Could Reduce the Amount of Contributions low quality and high quality make the work more accessible for others paragons. In transparent online learning environments, poor teachers and course designers cannot easily hide their work behind closed doors. Transparent in online learning environments, poor teachers and course designers can not Easily hide Their work behind closed doors".

6. Morten,Paulsen.(2008).Cartoon about Transparency in online education.

7. Michael F. Shaughnessy, Senior Columnist, EdNews.org, An Interview with Morten Flate Paulsen: Transparency in Online Education

http://www.educationnews.org/commentaries/93163.html

The interview shows us two kinds of transparency: transparency teacher and the student and his relavância in cooperative learning, still pictures, the tools that show the transparency, like the blog, and highlights the role of importat feedback forum where actions are transparent and seen by everyone and generates an indirect or passive communication and sharing, but is limited because only their peers and teachers can see it.

8. Morten Flate Paulsen Facing twelve hundred students online, Norwegian Information Technology College, mfp@nki.no, www.nki.no / pp / MFP

The article shows the freedom of cooperation and transparency, and also lists NKI and its model of learning and even conceptualize what is transparency and improves our understanding of the topic.

9. Met the publications of C.Dalsgaard that support the understanding of Transparency in Online Education and other important issues ead

http://person.au.dk/en/imvcd@hum.au.dk/pub">http://person.au.dk/en/imvcd@hum.au.dk/pub

Unit 4 - Task 1 - Annotated Bibliographies (Unit 2)


www.sxc.hu

Unit 2: Online Teaching Techniques

In this unit, we are going to study and discuss possible answers to question like these, based on the perspectives of some authors and your own views/experience:

1. Which online teaching techniques do you prefer?

2. What are the implications of using individual and group assignments in online education?

3. How can we secure a reasonable workload for online teachers?

The exemplifications proposed in AB helps us understand the importance of promoting transparency in educational objectives when we think of the online context to obtain satisfactory results.

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Unidade 2: Técnicas de Ensino Online

Nesta unidade, vamos estudar e discutir possíveis respostas para a pergunta como estas, com base nas perspectivas de alguns autores e seus pontos de vista / experiência:

1. Que técnicas de ensino online que você prefere?

2. Quais são as implicações do uso individual e de grupo na educação on-line?

3. Como podemos garantir um trabalho razoável de professores on-line?

As exemplificações propostas na AB nos auxilia a compreender a importância de privilegiar a transparência nos objetivos pedagógicos quando pensamos no contexto on-line por obter resultados satisfatórios.
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1 . “Online Teaching Techniques”, Morten F. Paulsen. The autor described teaching methods and techniques for computer-mediated communication.

http://nettskolen.nki.no/forskning/22/icdepenn.htm
(6 pg)

2. site: http:/www.queensu.ca/ctl/goodpractive/technology/online_activities.html

“Good Pratice” from the Centre for Teaching and Learning (Queen’s University).
She describes the site and pick-ups some very interesting items from it. For example, I found there the guide “Using Online Poster Tours to Enhance Student Learning” and pretend to follow some of the ideas written down on this guide using the tool Glogster, that has been used also by Maria to create her Learning Object about Online Teaching Techniques.

3.Examples of techniques for online learning based on the perspectives of authors and add your own views / experience.

1. Guide to Web 2.0 Tools for Teachers - Produced by the Ministry of Education DGIDC and organized by CARVALHO, Ana Amelia Amorim, University of Minho

http://www.oei.es/tic/manual_web20-professores.pdf
(240 pg)

In the nine chapters of this publication, consolidate a number of workshops that joined the Meeting on Web 2.0 technologies, several tools were presented, aimed at teachers and educators to facilitate their integration into the educational context.
Thus, each chapter is made to contextualize of each tool, explains how to create an online space and approaches to their use in educational practices. This set of texts provides the teacher a good variety tools for use in teaching practices, guiding it in its construction and use.

4. Formative Evaluation Tools for online course design – FEVATOOLS – San Diego State University

http://fevatools.wikispaces.com/

This is your one-stop portal to find out everything you want to know about formative evaluation tools to help you measure the success of your online courses.

5. Learning Objects M-Learning - TAROUCO, Liane Margarida Rockenbach; FABRE, Marie Christine Julie Mascarenhas; KONRATH, Mary Lúcia Pedroso; GRANDO, Anita Raquel.
(7 pg)

http://www.cinted.ufrgs.br/CESTA/objetosdeaprendizagem_sucesu.pdf

This article presents the m-learning as a strategy for continuing education of adults and some results in the production and deployment within a "learning strategy", presents some results in the production of learning objects for this mode.

6. Two examples of techniques for online learning based in the learning objects (LO) development.

a) MISHRA, Sanjaya - Istrutional Design for Learning Objects

http://www.slideshare.net/missan/instructional-design-for-learning-objects?src=related_normal&rel=389440

b) SHARMA, Justina - E-learning - ID Guide Line

http://www.slideshare.net/justisharma/training-material-for-e-learning-objectives

These presentations are very useful for teachers in higher education really give an idea of designing a learning object (LO). These techniques are able to relate to identifying the components of multimedia instructional design (ID) of the LO's.

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.