A Educação no Século XXI

Etapas do Processo de Investigação numa Dissertação de Mestrado

Nuno Miguel Oliveira — Sun, 22 Jan 2012 15:19:22 +0000

Inquérito Online

Nuno Miguel Oliveira — Mon, 31 Oct 2011 23:09:29 +0000

No âmbito da investigação que estou a levar a cabo (1.ª fase) para a elaboração da minha dissertação no Mestrado em Pedagogia do Elearning, e para validar alguma bibliografia que disponho, solicitava a vossa participação no inquérito cujo questionário apresento em baixo.

Solicitava ainda a divulgação do mesmo.

http://elearning20.biz/lime/index.php?sid=56555&lang=pt

As Comunidades Virtuais de Aprendizagem no Ensino Totalmente Online

Nuno Miguel Oliveira — Thu, 07 Jul 2011 22:04:42 +0000

View this document on Scribd

O Mestrado em Pedagogia do Elearning e o Facebook

Nuno Miguel Oliveira — Tue, 17 May 2011 00:18:34 +0000

O Mestrado em Pedagogia do Elearning da Universidade Aberta já se encontra no Facebook.

Acordo Ortográfico

Nuno Miguel Oliveira — Mon, 10 Jan 2011 23:38:44 +0000

Informam-se todos os visitantes deste blog, a partir desta data, que todos os posts serão redigidos tendo em conta as normas do novo Acordo Ortográfico.

Fluxograma – Etapas da Investigação na Educação

Nuno Miguel Oliveira — Mon, 10 Jan 2011 23:10:32 +0000

O presente fluxograma, elaborado no âmbito da Atividade 1 da Unidade Curricular Metodologia de Investigação em Contextos Online, resulta de um trabalho de grupo desenvolvido pela Equipa Monet, da 4.ª Edição do Mestrado em Pedagogia do Elearning.
O fluxograma foi desenvolvido utilizando-se o software Microsoft Visio 2010 e a ferramenta Skype, o que nos possibilitou a partilha da imagem, bem como a troca de opiniões sobre os aspetos a melhorar relativamente ao mesmo.

License

Nuno Miguel Oliveira — Sun, 03 Oct 2010 17:34:53 +0000

Podem aceder em http://mrel4.wikispaces.com/License a um trabalho sobre o tema “License” elaborado no âmbito da Unidade Curricular Materiais e Recursos para Elearning do Mestrado em Pedagogia do Elearning .

Processos Pedagógicos em Elearning

Nuno Miguel Oliveira — Mon, 27 Sep 2010 17:26:41 +0000

No âmbito da Unidade Curricular de Processos Pedagógicos em Elearning foram desenvolvidas todo um conjunto de atividades as quais foram sucessivamente publicadas neste blog e que agora se encontram compiladas em My Final Report – PPEL.

Lisboa, 27 de Setembro de 2010

Task 4 – Unit 3 – Transparency in Online Education

Nuno Miguel Oliveira — Sun, 26 Sep 2010 00:25:21 +0000

In task 4 of Unit 3 Phd Morten Flaute Paulsen requested to the students to participate in a debate on the transparency in online education.
Considering that this task is being executed later than de debate the student intends to analyze the problematic of the transparency in online education, the questions related with the privacy and the quality of the works published in the social networks are also refered.
After reding the bibliography recommended for Unit 3 and other documentation searched by the student in the web, the student concluded that the transparency in online education promotes the cooperation among students.
Some authors defend that if transparency grows up in online education the cooperation among students also increases.
Consequently, institutions should stimulate stimulate the students to create their profiles, which will be integrated in a catalogue of all elements that constitute a course.
Furthermore, the publication of the catalogue with elements that integrate other courses will allow the growing up of the learning community.
If students Know mutually it will be more easy to cooperate among themselves, it is important to refer that cooperation conjugates individual flexibility with the affinity with the learning community, so cooperative learning only exists when there are high levels of affinity with the learning community and also high levels of individual flexibility.
However, at this moment the problematic to be analyzed is related arrests with the level and the kind of information that is published in the individual profile of each student.
The profile of a student must contain his name, his email, telephone, sex, age, however we have to evaluate if the edition of these elements, not wounding the privacy of the student.
This information is published in web, available to the students of a course, to the professors, possibly the students of other courses, to the administrative support of the organization and even to possible employers.
In this context, I consider that the students should create a basic profile, not the university or other entity, from this profile the student can create others for his colleagues, students of other courses or even for the entities employers.
These profiles are accessible in the networks, so they can be easily divulgated, jeopardizing the privacy of the students.
I can affirm that the questions related with the privacy are seen as great enemies of the transparency and the cooperation in online education.
Furthermore, the transparency promotes a good climate of learning and cooperation the spreading of personal datas can feed enormous databases that will go to be used for other purposes, jeopardizing constitutional laws protecting the privacy.
The transparency is associated to the concept of sharing in the networks, if we control the information that we are sharing, that is our profile, we are not being totally transparent.
Students can’t be invited, with respect to transparency in online education, to publish on aspects of its personal life, as for example religious options, politics among others, so they will only have to share what is considered basic for a good development of the group work.
Many times, the transparency in online education can be considered by the more shy students as a factor of exclusion, the professor should reduce this barrier.
Little students refuse, for privacy questions, to have an online profile, in these cases they should not be obliged to that.
In conclusion, is basic to find a break-even point between the transparency in the education and the individual privacy.
The transparency in online education still produces an improvement of the reactive quality, the constructive quality and in the quality of prevention, diminishing the number of contributions of low quality.

Lisbon, 26 of September of 2010.

Task 3 – Unit 3 – Analysis Annotated Bibliografy and Learning Object

Nuno Miguel Oliveira — Sat, 25 Sep 2010 14:25:25 +0000

In Task 3 of Unit 3 of the course of “Pedagogic Processes in Elearning”, I decided you it make the analysis of an annotated bibliography and the learning object. I chose the annotated bibliography prepared by Alberto Cardoso and the learning object created by Joaquim Pinto.

Comments:

Annotated Bibliography – Author Alberto Cardoso

Retrieved from http://albertocardosompel04.blogspot.com/2010/06/unit-3-task-1-annotated-bibliography.html

After analyzing several written bibliographies of students of this master’s degree, I chose the activity of the student Alberto Cardoso. A highlight to the article of Christian Dalsgaard, in which is studied the pedagogic potential of the social networks, admitting that they result from the combination between the personalization and from the sociability. I still think that the author speacks in a clear way, about questions related with the transparency in the online education. Though the student Alberto Cardoso has not mentioned in his written bibliography, I consider that from this text we conclude that one of the relevant aspects of the social interaction in the social networks is associated to the fact of starting from the individual or personal (profile of the individual or personal page) and arrive to the social. In the personal profiles students publish the quantity and quality of information that they want, it is possible to edit photography’s, videos, links, texts, among other elements. The page of the profile of an individual is not personal, more clearly it is not confidential, it can be public – at least for those who integrate the individual’s networks. The social Web allows that other individuals see the activities of their friends, in other words the actions are seen in the social place. Each individual is social, having his originals friendships, the works developed in the social networks are present in Blogs, Twitter, FriendFeed, Facebook and / or Youtube, among others. The transparency is discussed as a requisite, so that students work cooperatively. The transparency means that the students become visible, by constituting true learning resources for those who follow them. Finally, Dalsgaard concludes that social networks are not a new management system of learning, consequently the great pedagogic potential of development of works in social networks is framed by transparency and by the ability to create the conscience among students of their importance. I consider that with this commentary to the written bibliography of my colleague, I developed a little more this subject.

Learning Object – Author Joaquim Pinto

Retrieved from http://www.scribd.com/doc/31336698/Transparency-on-line

After analysing of several learning objects produced by the students of this curricular unit, I chose the learning object produced by the student Joaquim Pinto. Though the student based his work fundamentally in the article “Transparency in Cooperative Online Education” by Christian Dalsgaard and Morten Flaute Paulsen (2009), he presented in a schematic form the basic ideas of that article. The author of the learning object considered the necessity of encouraging students to become visible before their colleagues and teachers, to participate in the learning communities and to share the knowledge with many people in different web spaces. Furthermore, the student analyzed the issues related to the catalogs and to the personal pages of students, I consider that he also intended to refer the problematic of the profiles. On the contrary, the student Joaquim did not approach in a straight form, the questions related with the privacy. In the scheme, the student addressed the form as the students cooperate among themselves, this cooperation depends of the transparency level in the online teaching. Finally, it was approached, in a clear way, by Joaquim Pinto the importance of transparency to the improvement of the quality of work (preventive quality, constructive quality and reactivate quality).

Lisbon, on 25th of September of 2010