Arquivos
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
Programa da Conferência
Conferência
“Os Direitos de Autor e o Licenciamento dos Recursos Educacionais na Sociedade em Rede”
Auditório da Academia Ele@rning 3 – Second Life
Dia 22 de Junho de 2010 às 21h 30
Programa:
Contextualização;
A Sociedade em Rede e o Copyright – Uma realidade ou uma utopia?
Os direitos de autor em Portugal e no Mundo;
Do Copyrigtht às licenças Creative Commons;
Os recursos educacionais abertos e a problemática da atribuição de licenças;
Conclusões;
Espaço para debate.
Conferência “Os Direitos de Autor e o Licenciamento dos Recursos Educacionais na Sociedade em Rede”
No próximo dia 22 de Junho de 2010, pelas 21H30, irá realizar-se no Auditório da Academia Ele@rning 3 – Second Life uma Conferência intitulada ““Os Direitos de Autor e o Licenciamento dos Recursos Educacionais na Sociedade em Rede”.
Junta-se em anexo o programa da mesma informando-se ainda que o site da Conferência é http://myeduweb.net/site .
Nuno Miguel Oliveira
Sociedade em Rede
O conceito de sociedade em rede, assente nas novas tecnologias da informação, é utilizado para descrever uma nova ordem social, a qual mudou a forma como os indivíduos aproveitam as oportunidades que lhes são concedidas e se relacionam entre si.
Existe no entanto uma luta constante pelos Estados em manterem a sua identidade local, no entanto estes vêem-se obrigados a ceder, em alguns aspectos, para serem aceites e se enquadrarem numa economia global.
Vivemos na era da globalização, a qual é marcada por uma diversidade de culturas e ideologias, conectadas em rede, através da internet, a qual constitui cumulativamente a principal ferramenta de organização da sociedade contemporânea.
A internet permite a criação de comunidades virtuais, que mais não são do que novas formas de interacção social, organizadas em torno de interesses comuns, tendo em vista o debate e/ou a resolução de problemas de natureza política, económica, educacional, social, entre outros.
Ao nível da formação somos confrontados com as comunidades virtuais de aprendizagem bem como com redes sociais.
As comunidades virtuais e as redes sociais permitem a partilha da informação e a construção do conhecimento. Estamos pois perante uma sociedade informacional
O modo informacional de desenvolvimento, segundo Manuel Castells, não é mais do que a acção do conhecimento sobre os próprios conhecimentos como principal fonte de produtividade.
No entanto, estas redes encontram-se numa mutação vertiginosa, dado que estão sempre a ocorrer novos inputs que geram nova informação, uma maior reflexão e eventualmente a construção de novos conhecimentos.
O grande contributo da sociedade em rede não é a importância da informação e do conhecimento, mas sim todo um conjunto de tecnologias da informação utilizado para processar e organizar as informações produzidas pela sociedade permitindo o seu acesso a todos os indivíduos de uma forma universal tentando-se evitar a infoexclusão ou a exclusão social.
Desta forma, a Sociedade em Rede afecta as mais diversas áreas da sociedade contemporânea as quais vão desde a economia, organização empresarial, cultura, ensino, politica.
No entanto, a globalização característica nas economias capitalistas das sociedades contemporâneas pode gerar efeitos desastrosos nas economias menos estruturadas aos mais diversos níveis.
Portanto, uma nova ordem social e económica necessita de ser equacionada e colocada em prática num curto espaço de tempo, para que o mundo globalizado possa viver de forma harmoniosa.
A sociedade, mantendo um diálogo entre os diferentes povos e culturas, com uma visão sistémica e interdisciplinar e com o apoio da tecnologia, pode equacionar estes problemas e possibilitar o desenvolvimento de um mundo melhor para as próximas gerações.
Lisboa, 06 de Maio de 2010.
Nuno Miguel Oliveira
Task 4 – Unit 1
Richard Mayer, Professor of Psychology at the University of California, doctorates in Psychology from the University of Michigan, is interested in research in the field of Educational and Cognitive Psychology.
In 2000 he received the E.L. Thorndike Award for his career in the Educational Psychology and in 2008 the distinction award for is contributions to the application of psychology and education by the American Psychological Association.
Publicly I express my thanks to PhD Richard Mayer for collaboration to my work.
Lisbon, April 5, 2010
Question:
There are various types of learning, notably individual learning, collaborative learning and the cooperative, I want to know how that it is possible to apply in the courses elearning the Theory of Cooperative Freedom Morten Paulsen?
Answer:
I do not know this theory so I am not able to answer.
Best wishes,
Dr. Mayer
