Task 3 – Unit 3 – Analysis Annotated Bibliografy and Learning Object
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
Task 2 – Unit 3 – Learning Object – Transparency in Online Education
The task 2 of unit 3 Course “Processos Pedagógicos em Elearning” aims to create learning object (LO) related to Transparency in Online Education.
TasK 1 – Unit 3 – Transparency in Online Education
In task 1 of Unit 3 of the Course Pedagogical Processes in Elearning students were asked to built an annotated bibliography related to the “Transparency in Online Education”.
To prepare the bibliography were carried out research, documents analysis of shared readings, notes, organize their documents and the publication of results of this work in this blog.
Shaughnessy, Michael F. (2009). An Interview with Morten Flate Paulsen: Transparency in Online Education
Retrieved from:
http://www.educationnews.org/michael-f-shaughnessy/8076.html
Annotacion:
Michael F. Shaughnessy interviewed in 12 of December of 2009 Morten Flaute Paulsen.
In this interview Michael started by requesting to Phd Morten Flaute Paulsen to speack about his experience in online education as well as the works that he is developing.
The Phd Morten Flaute Paulsen comments his experience in the NKI, having come to live in Portugal, where he collaborates in some courses in the Open University.
The Phd Morten Flaute Paulsen still speaks of his in EDEN as well as in EURODL journal, which was launched and supported by EDEN.
The Phd Morten Flaute Paulsen relates in this interview that the transparency in online education implies that the people can see information of each other.
However, as it is related by the interviewed, it can be complicated to define the limits of the information that the others can see without jeopardize privacy of the individuals, so it is necessary to create an adequate profile.
According to interviewed, students must have one high degree of control of the visibility of their profiles.
Morten Flaute Paulsen defends that the transparency improves the quality of online education, by presenting the following positive effect in:
- Improvement of the quality of prevention, because we are inclined to present works of better quality when we know that other people will go to have access to our work;
- Improvement of the constructive quality, therefore we can learn with the others, because we have access to its work;
- Improvement of the reactive quality, we can receive feedbacks from the others, when we share the works with them;
Furthermore, with the transparency in online education, Phd Morten Flaute Paulsen relates that contributions of weak quality decrease duu to the growing up of quality of the same ones.
The interviewed also relates the article published in IRRODL Vol. 10, N.º 3 (2009) of which is co-author with Christian Dalsgaard, where both defend that the transparency is basic in the social nets.
Whereas in the forums the information is static, in the social nets the participants have a personal page and a profile, that is developed and modified, this personal page works as a personal representation of the individuals in web, so social nets sites are different from debates groups.
Socialization is a very important factor in online education, this process is initiated with the construction of a personal page and with its linkings to other personal pages.
In this interview Phd Morten Flaute Paulsen defends that nets are also personal, due to the fact that the only way of communicating between them are by subscription or signature, so communication is a question of transparency and conscience.
The interviewed relates that transparency is particularly important in the scope of cooperative learning, students work in related projects, but not in collaboration.
In cooperative learning, one of the challenges that Phd Morten Flaute Paulsen relates is that the pupils have the opportunity of following the activities of each other (transparency).
Michael F. Shaughnessy questioned Phd Morten Flaute Paulsen if he already had published other articles on this thematic, the reply was affirmative.
However the question of the transparency may also create some problems to the organizations, for example sometimes those organizations have to deal with inadequate contents, copyrights and with criticizes of unsatisfied students.
In this interview, Phd Morten F. Paulsen relates the expectation about the new global catalogue of the NKI, that includes more than a thousand profiles of students.
When students are divulging their profiles, they become more visible before other pupils, professors and the all world.
The profiles show the reasons that led a student to choose an online course or what students are looking for, at the same time other students use these profiles to show to the family, to the friends and to the colleagues what they are to studing or even use them as an online curriculum vitae.
According to Morten F. Paulsen, students with their presentations become true ambassadors of online education, in those sites they share experiences which quickly are spread by the research engines and become a way of recruit new students.
Phd Morten Flaute Paulsen defends that professors and the contents of a course must be transparently evaluated. He finishes the interview with a reference to the ethical and moral needs to find a balance between transparency and privacy.
Paulsen, Morten F. (2009). Keynote: Paulsen – Visualizing student profiles through NKI’s online catalogueand student network.
Retrieved from:
http://cloudworks.ac.uk/cloud/view/2340
Annotation:
In keynote on the intervention of Phd Morten Flaute Paulsen, in Cambridge International Conference of Open & Distance Education a highlight is given to the form as online students become more visible. Morten Flaute Paulsen presents a case of success in the NKI, relating that according to the theory of cooperative freedom applied to online education students have a great individual flexibility, but have also access to a learning community.
Sometimes the harmonization of flexibility, where the student can do a course on his rhythm, with the access to a learning community is difficult, so these parameters are hard to conjugate.
The underlying philosophy to the theory of cooperative freedom is that students must keep their individual freedom in a learning community, this community is considered common resource.
This keynote has more topics, an individual planning system, which is optional, implemented in 2004 by the NKI as well as the adjudication of the Boldic in 2006.
The question of the presentation of students is mentioned, which must contain details concerning to the date of beginning, of partners of learning as well as of the courses that they have, the spreading of some personal information is stimulated..
The elaboration of these presentations/profiles allows companies, schools and universities to know better the students, who opt for their courses.
Moreover, the transparency in online education grants the possibility to students to share their experiences with other students, with friends, familiar and even with the enterprise world.
The transparency in online education allows students to become visible, many times their presentations attract new students.
However, Phd Morten Flaute Paulsen reveals his concerns about the type of information that should be published by formulating a question “Transparency or privacy?”
Phd Mortem Flate Paulsen is more inclined for transparency, although there are some risks.
Paulsen, Morten F..Dalsgaard, Christian. “Transparency in Cooperative Online Education”. (2009)
Retrieved from:
http://www.irrodl.org/index.php/irrodl/article/view/671/1267
Annotation:
Throughout this article, published in June of 2009, Dalsgaard and Paulsen start for arguing the relation between net works and the cooperative learning, distinguishing it from the individual learning and the collaborative learning.
The first type of learning develops in the net, by articulating a strong flexibility of the student with the interest in integrating a learning community.
In the second situation the student works alone, whereas in the third situation the collaborator presents little flexibility and chooses to work in given group that has strong pretensions in collaborating.
In this extensive article the authors argue that transparency will have to be a basic characteristic of online education, because improves the quality standards of a course.
The transparency is basic in online courses that are supported in the theory of the cooperative freedom, where students can learn with the shared works by others in the net.
Transparency in online courses can be improved by stimulating the students to create personal sites or blogs, where they are able to describe and show their interests.
In the NKI, transparency is already in online education, public profiles are not limited to the students, teachers and employees have also public profiles.
Siemens, George, “Teaching as transparent Learning” . (2009)
Retrieved from:
http://www.connectivism.ca/?p=122
Annotation:
George Siemens, in an article entitled “Connectivism”, published in day 28 of April of 2009, considers that because we are considered transparent apprentices, we will be able to get great benefits.
Following the sharing of knowledge and opinions, namely the development of a set of tools as blogs, wikis and Twitter, George Siemens says that he received many feedbacks and positive critics that allowed improvements.
The author relates that he concentrates in what he earned, however he considers that the readers of his sites and articles improved their knowledge not only from the readings but also from their own commentaries.
Furthermore, subjects are discussed, knowledge on that subject grows up significantly, because critics and feedbacks are received by other individuals.
However, George Siemens says us something very important, that the participation and edition of content in Web 2.0 is not an affirmation of his knowledge, on the opposite is a sharing of thoughts, so that others may explore and together can arrive to the understanding of the trends.
According to George Siemens, “to observe the others to learn constitutes a learning act”, that is when somebody decides to share thoughts and ideas in transparent way, the observer becomes a professor for the others who are observing.
The tools of Web 2.0 (Twitter, Blogs, Facebook) allow much more fast knowledge sharing, allowing that the process of learning is also shared and not only the final result of studing.
George Siemens speaks about the experience that he had with Stephen Downes, in which they had encouraged students to use blogs, debates in the Moodle forums, translations, activities in the Second Life among others, those activities allowed promoting strong the relations between the students and constructing nets.
However, after the end of the course, they don’t have enough information that allows them to conclude that students keep these nets, although they believe that some students still involved involved in some debates.
The most important argument used by George Siemens is that when the learning process is transparent, learners becomes professors, even when students are in a new scope of knowledge and do not have confidence to dialogue with the specialists.
Thus, we will have to be transparent in the processes of learning, we should be able to express our opinions, our frustrations, our perceptions and we should collaborate with others students that are in the same level of the learning process.
In this article, the idea of the learning through the sharing is explored, as well as education as transparent learning process “Connectivism”.
Dalsgaard, Christian. “Social networking sites: Transparency in online education”. (2008).
Retrieved from:
http://eunis.dk/papers/p41.pdf
Annotation:
In this text Christian Dalsgaard comments the problematic of the pedagogical potential of the works realized in the social nets as well as the associated transparency questions.
Dalsgaard considers that one of the main characteristics of the works realized in the social nets is the joint between the personalization and the socialization.
The author relates that one of the excellent aspects of the social interaction in social nets, is that the moment of the realization of works is associated to the fact that we are leaving the individual or the personal (profile of the individual or personal page) for the social one.
In the personal profile the individual can edit more or less information, it is also possible to publish photographs, videos, links, texts among others elements.
The page of an individual profile is not personal or confidential, it can be public, at least for those integrate the net of the individual.
The social Web allows that other individuals see the activities of their friends, meaning the actions of the social place.
Each individual has his own original relations, so works developed in the social nets can be in Blogs, Twitter, FriendFeed, Facebook and/or Youtube, among others.Dalsgaard relates that Paulsen considers that transparency is important in the long-distance education.
The transparency here is argued as a requirement so that the students work of cooperative way.
The transparency means that the students become visible by constituting true learning resources for others, who follow them.
To finish Dalsgaard concludes that the social places are not new management systems of learning and consequently the great pedagogical potential of works in social nets is in transparency and in the ability of creating conscience between students.
Lisbon, 22 of September of 2010
Roleplay – Unit 2
My name is Merlin LittleBoots, I’m 37 years old, and I am a teacher in a university Accounting course in a Portuguese University.
The course is taught exclusively in elearning mode, using the Moodle learning manegemant system as a platform for distance learning.
The course I teach is called “System Accounting Standards”, this course has one hundred and eighty pedagogical hours.
In the beginning of the semester I make a video, which is in the platform, there I present myself and invite students to present themselves in a forum titled “Welcome.”
In the forum “Welcome” I make a summary of my presentation and I invite again all students to come forward.
Once I consider very relevant that students interact and socialize among them, I make an area where they can share extracurricular aspects, this is a forum called Online Coffee.
In addition. on the same date I provide a learning contract, puting it under discussion, this discussion is taken in forum named “Learning Contract”.
Then I publish two tutorials, on the first is explained to students how they can create a Twitter account and on the second is refered how they can create an account on Delicious.
The use of Delicious is extremely relevant because in one of the activities of this Course, students have to create a shared bookmark list on issues of the course.
During the first week of activities, students are also invited to respond to a diagnostic test, with multiple choice, so the teacher may measure the level of knowledge of students.
Throughout the semester, in content’s area is available supporting texts, powerpoint presentations, videos, legislation, financial solutions, among other factors considered relevant.
Each topic or issue has a forum,in these foruns the teacher indicates some themes to be discussed and provides case studies.
Fortnightly, the teacher is connected for a video conference during an hour, on specific topics related to the course.
The teacher intervenes regularly in these forums to evaluate interventions and make comments or even to ask other students in the class to participate or to comment on the contributions of their colleagues.
The platform has an access control system where the professor can control when a student is not accessing the course regularly, sends him an email and offers him in the respective forum a topic for discussion or a directed case study.
This measure aims to demonstrate to the student that he is being monitored and the teacher wants them to join in, so he can be evaluated and helps him to overcome the difficulties.
Students are also invited to make a work group, which statement is provided by the teacher and also a final individual task.
The final work is a hypothetical business company, where students should make various accounting entries over a quarter, and the verification of compliance of accounting standards.
The teacher also makes comments on contributions made on the forums by the students and provides solutions for all the case studies as well as the solution of group work.
Regularly notices are sent to students, whose training courses are not being properly performed or do not connect to the learning mangement system for more than seven days.
Students can also contact the teacher through the platform internal mail or through the personal mail account.
The final evaluation matches:
- 30% – Participation in the forums;
- 35% – Group work;
- 35% – Final individual task.
All these elements and objectives of the course, as well as the recommended reading are presented in the learning contract.
Lisbon, September 16, 2010.
Task 3 – Unit 2 – Analysis an AB and a LO
In Task 3 of Unit 2 of the course of “Processos Pedagógicos em Elearning”, I decided to make the analysis of an annotated bibliography and a learning object.
I chose the annotated bibliography prepared by António Pedro and the learning object created by Juliana Antunes.
Comments:
Annotated Bibliography – Author Antonio Pedro
Retrieved from http://eeducandu.blogspot.com/2010/04/online-teaching-techniques-annotated_10.html
After reading several annotated bibliographies of the students of this master degree, I chose the activity of António Pedro.
The work of Terry Anderson and others as well as the images relating to chapters II and XI of that work are very interesting.
The reference to the work of Morten Flaute Paulsen is extremely important, since we can find a whole range of important information regarding pedagogical techniques in online teaching as we have developed until now.
My third choice coincides with my annotated bibliography, I made this selection because the information in this url is organized in the same way that the information in “The Online Report on Pedagogical Techniques for Computer-Mediated Communication” .
The connections made by the author’s bibliography for the site ION are important, however I believe that it would be more appropriate to make the link to http://www.ion.uillinois.edu/resources/otai/.
Finally, but not the least is the reference to http://www.teachers.tv/ site, where we can find a wide range of resources for educators.
I believe that the information in this bibliography is very important for all teachers, trainers and educators, there is a good relationship between the various resources.
Learning Object – Author Juliana Antunes
Retrieved from http://www.slideshare.net/julianantunes/online-teaching-techniques
After proceeding to the review of the Learning Object produced by my colleague Juliana Antunes about online teaching techniques, I will present the definition of pedagogical techniques from Boyle (1981, 213) which appears in “The Report on Online Pedagogical Techniques for Computer-Mediated Communication”, then I will show the definition of Computer-Communication Meadiated contained in that document.
The Learning Object’s author presents a framework of Pedagogical CMC Techniques and the four paradigms:
- The Online Resource Paradigm;
- The E-mail Paradigm;
- The Bulletin Board Paradigm;
- The Conferencing Paradigm.
Juliana Antunes still presents in her learning object a table which includes all the teaching techniques listed in “The Online Report on Pedagogical Techniques for Computer-Mediated Communication”, considering one-alone classification techniques, one-to-one techniques, one- to-many techniques, and many-to-many techniques not making the connection with the respective paradigms.
Finally, I consider that the author has defined and illustrated quite clearly each of the sets of techniques.
I think that Juliana could have enriched a little more this Learning Object if she expanded beyond “The Online Report on Pedagogical Techniques for Computer-Mediated Communication”, because she does not establish any correlation with Web 2.0 tools.
Lisbon, September 16, 2010.
Pointing Brief – Pedagogical Techniques in Teaching Online
Considering the recommended reading, as well as research and reflections made on the pedagogical techniques that may be used in online teaching I conclude that many of the techniques used at the classroom teaching can be used at online learning with the necessary adaptations, because those educational contexts are distinct.
Presently, one of the most committed mistakes made by many institutions with regard to online education is the technology overlap to pedagogy.
The technology and computer-mediated communication should be seen as support to online learning.
For a successful online course we have to consider several variables such as:
- Quality and relevance of content;
- Target;
-Technical competence of actors at new information technologies and communication;
- Teacher role;
- Student role;
- Pedagogical techniques;
- Structure technology used;
- Type of proposed activities;
- Model evaluation;
- Issues of administrative nature.
The relevance of using one or another pedagogical technique in online learning is the target audience and the students’ skills in new information technologies and communication.
The role of student and teacher as well as the goals must be clearly defined and is very important the apprenticeship contract, this is a “One to One” teaching technique.
The Learning Agreement should define the objectives, proposed activities, criteria and evaluation models, the date of delivery of work, schedules, among other relevant aspects to the definition of the relationship between teacher and student.
However, it is argued that when the learning contracts are produced, the technological infrastructure that supports a given course this is the learning management system (LMS) should be taken into account, it makes no sense to list in the contract learning activities / assessments that are impossible to achieve though to technological limitations.
The learning contract should be “negotiated” between teacher and students, it constitutes a key for all players in the educational process.
In addition, the learning agreement is a guide for the teacher himself and is presented as a further guarantee for students and for educational institutions.
It will be important to note that the pedagogical techniques to use in computer-mediated communication should be compatible with the technology to be used (LMS, network, among others) as well as the educational objectives to be achieved in a particular course.
After this explanation I will present the pedagogical techniques that I prefer as a student in a elearning course.
As a student, I chose:
- Interviews;
- Learning contracts;
- Lectures;
- Case Studies;
In interviews, the student based on a theme proposed by the teacher, seeks an expert in this field and proceed the interview.
This interview will not necessarily be face to face, it can be done by email, telephone, video conference or even a simple synchronous chat session, thereby avoiding travel.
The main goal of this pedagogical technique is that the students acquire new knowledge through the interview with an expert.
The learning contracts, which I have already mentioned above, are no more than an agreement between the student and teacher during a particular time, so that the student achieves the course objectives.
Regarding readings, students should proceed to the analysis of texts or works, preparing a summary and sharing of ideas in the forums.
This pedagogical technique aims to develop the capacity of research, synthesis and critique of students.
Finally, with regard to case studies, a case is made or chosen by students, aiming to identify the same solution.
The presentation of different possible solutions in the forums could lead to students at the end of this debate have to make a reflection / synthesis.
This technique also promotes teamwork, encourages research and collection of information and collective reflection.
Nuno Miguel Oliveira
Task 2 – Unit 2 – Learning Object
The task 2 of unit 2 Course “Processos Pedagógicos em Elearning” aims to create a learning object (LO) on the Pedagogical Techniques in Teaching Online.
Task 1 Unit 2 – Annotated Bibliography
In the activity 1 of Unit 2 of the Course of Pedagogic Processes students are asked to construct an annotated bibliography related to pedagogical techniques used in computer-mediated communication.
Therefore, is important to define the concept of:
- Pedagogical Technique: Way of achieving the pedagogical objectives, the techniques used are important to know how the interaction occurs, between learners and learning resources;
- Computer mediated communication – allows sending and receiving messages, using computers as input, storage, output and distribution of information through their devices.
To prepare this bibliography I did research, analyzed several shared documents, readings, notes, the respective documents organization and publication of the results of that work on this blog.
Considering that there are already several web annotated bibliographies prepared by students of the 4th Edition of Elearning Masters in Education or by the students of the 3rd Edition, I decided not to use any of them.
Paulsen, MF (1998). The Online Teaching System.
Retrieved from:
http://www.ed.psu.edu/acsde/deos/deosnews/deosnews8_7.asp
Annotation:
In this article, published by Phd Morten Flaute Paulsen in 1998, the author stresses the importance of integrating communications and computers in educational settings to improve not only the classroom teaching but also to develop online teaching, the problem of how the dialogue between students and teachers and also among students is developed is a very relevant.
The author brings together the techniques according to the four paradigms used in computer-mediated communication, as follows:
• Techniques classified the one-online (eg, search of online databases);
• Techniques classified the one-to-one (eg, e-mail based correspondence studies);
• Techniques classified the one-to-many (eg, publication of the lecture);
• Techniques classified the many-to-many (eg, debates).
“Overview of Online Teaching Techniques for Computer-Mediated Communications.”,Centre for Teaching and Learning – Queen’s University.
Retrieved from:
http://www.queensu.ca/ctl/goodpractice/technology/online_activities.html
Annotation:
The Center for Teaching and Learning in Queens’s University, Canada, presents on its website a collection of information, where the Good Practices of Technology Integration in the teaching and learning are listed.
In the url mentioned the online teaching techniques used in computer-mediated communication are analised, which follows the structure presented by Phd Morten Flaute Paulsen in “The Online Report on Pedagogical Techniques for Computer-Mediated Communication.”
The Center for Teaching and Learning at Queen’s University classifies the pedagogical techniques in four different groups:
-One-online techniques;
- One-to-one techniques;
- One-to-many techniques;
- Many-to-many techniques;
Once more, the Center for Teaching and Learning at Queen’s University presents in the site indicated a range of information and best practices to consider in education, that relies on computer-mediated communication, particularly a set of strategies for teachers who use technology such as:
• Icebreakers;
• ElectronicBulletinBoards;
• Feedback;
• Games;
• Jigsaw Learning and Other Resources.
In this site you can also find a few recommendations to use several strategies, which greatly enhances the content.
Geoffrey Cain, MS “Seven Principles of Effective Online Teaching.”
Retrieved from:
http://www.slideshare.net/geoffcain/seven-principles-of-effective-teaching-online-presentation
Annotation:
I believe that the above presentation is very important, the author lists the seven fundamental principles for classroom teaching, by comparing them with the online teaching.
Through this presentation, we can also conclude that the role of traditional teacher (classroom teaching) is very different from the one which should be played by an online learning tutor.
Obviously, online learning has distinct features from classroom learning, so instructional techniques to be used are also different, although they may have some aspects in common.
Some authors argue that online learning is an extension of classroom teaching, however I believe that if it happened that way we would not be before e-learning but before b-learning.
Technology is living a constant evolution, so we should think if the pedagogical techniques used at online learning in computer mediated communication are likely to be used at m-learning.
“Online Teaching Activity Index,” University of Illinois
Retrieved from:
http://www.ion.uillinois.edu/resources/otai/
Annotation:
The ION University of Illinois has made research to identify the best practices in online education.
As a result of this research was prepared an index from which the visitor can access not only to an explanation of each of these techniques, bet also to examples.
Teaching techniques are being applied to online learning and each of them fits in one of the paradigms set out to computer-mediated communication in education.
In short, we can say that there are:
- Techniques classified the one-online:
- Techniques classified the one-to-one;
- Techniques classified the one-to-many;
- Techniques classified the many-to-many.
This does not mean that all the pedagogical techniques are listed in the index prepared by the ION, as an example, online databases do not appear in that index.
Best Practices in Online Teaching Strategies, Hanover Research Council
Retrieved from:
Annotation:
This study analyzes several strategies on online teaching. The document is divided into three sections, namely:
- Overview of the principles, guidelines and benchmarks in online education;
- Best practices for online teaching strategies;
- An exemplary program and practical examples;
In this article not only pedagogical practices are analyzed, but also a variety of guidelines and principles in planning, management and evaluation of online learning.
Therefore it is my belief that on online education is important to assess the satisfaction of students or trainees as well as we should evaluate the return on the investment made by organizations in this type of training or education.
Lisbon, August 28, 2010
Jean Braudrillard Versus Paul Virilio
No âmbito da Unidade Curricular de Educação e Sociedade em Rede do Mestrado em Pedagogia do Elearning, da Universidade Aberta, o docente solicitou que fosse apresentado no blog pessoal do mestrando um post, no qual deverá ser apresentado de modo sintético o que caracteriza a diferença entre as posições de Jean Baudrillard e Paul Virilio sobre o sentido da revolução tecnológica. Jean Baudrillard, sociólogo e filósofo, nasceu em Reims a 27 de Julho de 1929, tendo falecido em Paris a 6 de Março de 2007. A sua infância foi marcada por períodos muito conturbados, nomeadamente pela depressão dos anos 30, existindo alguma dificuldade em encontrar dados objectivos sobre a sua biografia, tanto pela inexistência de documentos sobre ela como pela sua personalidade reservada. Jean Baudrillard apresentou-se à sociedade e ao mundo como uma personagem polémica, desenvolvendo uma série de teorias que abordam o impacto da comunicação e dos média na sociedade e na cultura contemporâneas. O autor parte do princípio da realidade construída para discutir a estrutura do processo, em que a cultura de massas produz a realidade virtual. As teorias de Jean Baudrillard contradizem o discurso da “verdade absoluta” e contribuem para a reflexão sobre a situação de domínio dos complexos sistemas contemporâneos. Nos seus estudos o autor aborda ainda a problemática do impacto do desenvolvimento da tecnologia e a abstracção das representações. Para Baudrillard, o plano tecnológico deverá ser desenvolvido num contexto que permita a sua expansão contínua, no entanto considera que as redes encontram-se contaminadas por uma intoxicação mediática. Segundo Jean Braudrillard vivemos numa nova fase da história da humanidade, isto é um novo mundo que se encontra organizado em torno dos simulacros e simulações, o que transforma radicalmente as nossas experiências de vida, destruindo os sentidos e as significações e esvaziando completamente o sentido de realidade. O autor considera que “temos de pensar nos média como se fossem, órbita externa, uma espécie de código genético que comanda a mutação do real em hiper-real”. No seu livro “A Transparência do Mal”, Jean Braudrillard sublinha que as novas tecnologias da informação e da comunicação confrontam o indivíduo diariamente com a hiper-realidade, o que acaba gerando mais angústias, dúvidas e medos. Para combater estas situações propõe uma imensidão de simulacros considerando que o ciberespaço está a desenvolver-se de uma forma frenética, que além de dificultar a distância entre o metafórico e o real subordina totalmente os indivíduos. Paul Virilio, filosofo e urbanista francês, nasceu em 1932, considerando a era da informática como algo de perigoso, na medida em que esta leva os indivíduos a perderem a noção da realidade, quebrando distâncias e territórios, proporcionado ainda uma quantidade absurda de informações. Paul Virilio é considerado um verdadeiro crítico que vê como negativas as implicações dos meios de comunicação de massa, relacionando a Internet com a história e a cultura norte americana, caracterizada por uma imposição ao mundo e por um controlo universal. Importa pois esclarecer que Paul Virilio não é contra as novas tecnologias, não rejeitando linearmente a importância da informática, preocupa-se sim, é com as questões que esta pode vir a exercer sobre os indivíduos. Paul Virilio considera que a tecnologia e a Internet na sociedade contemporânea são uma verdadeira obsessão entendendo que na actualidade a fronteira entre o o privado e o público desapareceu. Virilio considera ainda que o teatro e a dança são as duas únicas linhas de resistência à virtualização. Para Paul Virilio as inovações tecnológicas transformam, modificam e alteram o espaço geográfico em todas as escalas, considerando que “o Homem sempre seguiu a lei do menor esforço”. Se compararmos a posição de Paul Virilio com outros autores, constatamos que o mesmo se enquadra na visão clássica de Umberto Eco, isto é, na visão pessimista. Em suma, podemos afirmar que se Virilio chama a atenção para a velocidade a que vivemos, Baudrillard refere a “desrealização” como uma preocupação, pois a observação directa dos fenómenos é substituída pelo “big brother” com todas as consequências que esse facto acarreta. Finalmente, verificou-se que ambos os filósofos possuíam pontos divergentes e convergentes nas suas teorias sobre a revolução tecnológica e as suas influências na cultura das sociedades modernas. Conclui-se que Paul Vírilio foi um acérrimo opositor a esta revolução tecnológica, vendo-a como destruição do homem como ser humano, enquanto Jean Baudrillard explicava esta revolução como um evoluir normal, onde passamos a viver numa tela onde tudo pode acontecer e onde a distância deixa de existir.
Lisboa, 18 de Julho de 2010.
Nuno Miguel Oliveira
Cibercultura
No âmbito da Unidade Curricular de Educação e Sociedade em Rede do Mestrado em Pedagogia do Elearning, da Universidade Aberta, o docente solicitou que fosse apresentado no blog pessoal de cada um dos mestrandos um comentário sobre a noção de cibercultura, tal como é definida por Pierre Lévy, que inclua três exemplos significativos.
Assim, as redes de telecomunicações espalhadas por todo o planeta permitem o estabelecimento de contactos amigáveis, as transações contratuais, a transferência de conhecimentos e a descoberta das diferenças entre os povos e as culturas.
Com o desenvolvimento das redes mundiais, nomeadamente com a globalização da sociedade, a informação circula a um ritmo vertiginoso, tornando-se bastante complexo para os indivíduos absorverem toda a informação.
Neste contexto, surge a noção de ciberespaço, também designado por rede, o qual mais não é mais do que um novo meio de comunicação, que emerge a partir da interligação mundial de computadores (Pierre Lévy, pág. 17).
Segundo Pierre Lévy (pág. 17) este termo designa não só a infraestrutura material da comunicação digital, mas também o universo oceânico das informações que ele alberga, bem como os seres humanos que nele navegam e o alimentam.
Daqui se conclui que os internautas são produtores e consumidores da informação existente no ciberespaço.
O ciberespaço é-nos apresentado como o sistema dos sistemas, por isso mesmo Pierre Lévy (pag. 113) considera-o o sistema do caos.
Desta forma, o autor considera o ciberespaço como o sistema do cão,s na medida em que a informação emerge exponencialmente na rede de forma desorganizada.
Este crescimento da informação deve-se ao facto de a cada minuto, novos inputs ocorrerem na rede, sendo cada vez maior o n.º de computadores que se ligam ao ciberespaço através dos seus nós.
Cada nó de uma rede em permanente expansão tem a capacidade de se vir a tornar um emissor e um recetor de nova informação, imprevisível, bem como a possibilidade de reorganizar uma parte da interação global.
Pierre Lévy, no seu livro “Cibercultura” refere-se ao dilúvio da informação (pág. 14) assemelhando-se este ao dilúvio bíblico, contudo o dilúvio da informação não terá fim.
Neste sentido, uma vez que as mensagens mediáticas divulgadas na rede serão lidas por milhares de utilizadores, ela é composta de forma a gerar um denominador mental comum entre os destinatários.
O principal evento cultural anunciado pela conjuntura do ciberespaço é a desconexão da universalidade e da totalização.
Atendendo à incapacidade humana de armazenar na sua “Arca de Noé” toda a informação, devido à sua diversidade e constante mutação, cada indivíduo deve filtrar, organizar hierarquizar e armazenar a informação que considera relevante.
Na rede iremos encontrar uma multiplicidade de “arcas” que representam os interesses pessoais dos indivíduos, reconstituindo-se a memória coletiva através da interação dos mesmos.
Quanto à definição de cibercultura, Pierre Lévy (pág. 17), caracteriza-a como o conjunto de técnicas (materiais e intelectuais), as praticas, as atitudes, as maneiras de pensar e os valores que se desenvolvem conjuntamente com o ciberespaço.
Salientamos que as atividades humanas abrangem interações entre os indivíduos, entidades materiais e ideias. É impossível separar o humano do seu ambiente material, assim como não podemos separar o mundo material das ideias através das quais estes objetos são concebidos e utilizados.
Admitindo que existem três elementos, a saber – técnica – cultura e sociedade – podemos pensar nas técnicas como o produto de uma sociedade e sua cultura.
As técnicas originam implicações sociais bastante variadas, sendo que por detrás destas existem sempre relações de interesses. Torna-se todavia bastante difícil definir as implicações sociais e culturais da tecnologia, mais precisamente da informática e da conexão à rede mundial ou à aldeia global.
As técnicas são produzidas dentro da cultura e são condicionadas por esta, ou seja, a técnica abre possibilidades sociais e culturais, mas nem sempre elas são utilizadas de igual forma em todos os locais.
Na cibercultura, a velocidade de transformação é uma constante pelo que os indivíduos não conseguem estar permanentemente atualizados, pois ninguém tem a capacidade de participar ativamente na criação das transformações sociais em todos os ramos de especialização nem tão pouco acompanha-las de perto.
É aqui que intervém a inteligência coletiva, esta representa um dos principais motores da cibercultura.
A manutenção dinâmica de memórias em comum e a distribuição dos centros de decisão opõe-se à separação entre as atividades e a especialização da organização social.
O ciberespaço é um instrumento privilegiado de inteligência coletiva, desenvolvendo-se com estas ferramentas os sistemas de aprendizagem cooperativa.
A Web está a desenvolver-se a um ritmo vertiginoso, verificando-se a proliferação das ferramentas colaborativas, dos blogs, fóruns, comunidades virtuais de aprendizagem bem como das redes socais.
Desta forma, importa referir que a Internet sempre foi encarada como um ponto de conexão e de partilha, no entanto ao longo da sua existência a mesma tem apresentado um caráter evolutivo.
Segundo Pierre Lévy o crescimento desenfreado do ciberespaço é fruto de um verdadeiro movimento social de jovens, no qual existem três princípios orientadores: interligação – criação de comunidades virtuais de aprendizagem – inteligência coletiva.
Começando pela interligação, Pierre Levy (pág. 132) considera que a ligação é sempre preferível ao isolamento, sendo a mesma considerada um bem em si próprio.
Através desta interligação passa-se da noção de canal e rede para uma sensação de espaço globalizante, considerando-se que os veículos informativos já não estariam no espaço, tornando-se todo o espaço num verdadeiro canal interativo.
As comunidades virtuais de aprendizagem apoiam-se na interligação, sendo que a sua construção baseia-se fundamentalmente nas afinidades de interesses, de partilha, cooperação ou permuta, isto é, terá de existir uma identidade comum independentemente do local e do espaço.
Em nossa opinião, as comunidades virtuais de aprendizagem são excelentes para a partilha do conhecimento e para a cooperação, tendo os seus participantes têm como principal recompensa a possibilidade de manifestarem publicamente as suas opiniões, bem como a oportunidade de adquirirem pela via informal novos conhecimentos.
Pierre Lévy (pag. 135) considera que a expressão “comunidade atual” é muito mais adequada do que a expressão “comunidade virtual”.
Já no que se refere à inteligência coletiva, a mesma seria a finalidade última do fenómeno da cibercultura.
Sem dúvida que a melhor utilização do ciberespaço é colocar em sinergia os saberes, as energias, as imaginações dos que se ligam à rede.
No entanto, segundo Pierre Lévy a cibercultura é mais uma fonte de problemas do que de soluções.
Fora das interligações e das comunidades virtuais de aprendizagem somos cada vez mais um ser infoexcluído, atendendo ao facto de que quem não marca a sua presença no ciberespaço não existe.
Para finalizar apresento alguns exemplos tais como o correio eletrónico, Web conferências, Instant Real Chat (MIRC), Windows Live, Skype, os fóruns de discussão, os ambientes de aprendizagem 3D, as comunidades virtuais de aprendizagem, E-Learning e as redes sociais.
Bibliografia:
Castells, Manuel (2007a), A Sociedade em Rede. A Era da Informação: economia, sociedade e cultura, (3.ª Ed. – Vol I). Lisboa. Fundação Calouste Gulbenkian.
Castells, Manuel (2004). A Galáxia Internet. Reflexões sobre Internet, negócios e sociedade. Lisboa. Fundação Calouste Gulbenkian.
LÉVY, Pierre (2000), Cibercultura, trad. José Dias Ferreira, 1.ª Ed.: Instituto Piaget.
