Arquivos
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
Task 4 – Unit 1
Gulhermina Lobato Miranda, Professor in the Faculty of Psychology and Educational Sciences, University of Lisbon, she teaches Educational Technology, Multimedia Learning and Teaching Online, Educational Psychology and Research Methods courses.
Among the activities that she develops highlights the research work in areas of convergence between learning and information technologies and communication.
Publicly I express my thanks to PhD Gullhermina Lobato Miranda for her collaboration to my work.
Lisbon, April 5, 2010
Tarefa 4 – Unidade 1 – Edição em Português
Guilhermina Lobato Miranda, docente da Faculdade de Psicologia e de Ciências da Educação da Universidade de Lisboa, lecciona unidades curriculares de Tecnologias Educativas, Aprendizagem Multimédia e Ensino On-line, Psicologia da Educação e Metodologias de Investigação.
De entre as actividades que desenvolve destaca-se o trabalho de investigação em domínios de convergência entre a aprendizagem e as tecnologias da informação e comunicação.
Agradeço publicamente a colaboração da Sra. Professora Doutora Guilhermina Lobato Miranda no desenvolvimento deste trabalho.
Lisboa, 5 de Abril de 2010
Nuno Miguel Oliveira
Task 3 of Unit 1
In Task 3 of Unit 1 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 Hugo Domingos and the learning object created by Emanuel Teixeira.
Comments:
Annotated Bibliography – Author Hugo Domingos
http://hdelearning.blogspot.com/2010/03/theory-of-cooperative-freedom-for.html
I decided to highlight this annotated bibliography given the quality of the contents and, at the same time, they are well related the objectives pursued, the ability of synthesis of the author and the clarity and sets out the documents that comprise it.
Finally I think this annotated bibliography better with the introduction of text and audio comments.
Learning Object – Author Emanuel Teixeira
http://emanuel-mpel4.blogspot.com/2010/03/cooperative-freedom.html
I decided to highlight this learning object because the author managed to combine the audio with the animation all in clear still images of the Second Life environment.
But the object of learning is not only attractive from the multimedia point of view, but also it is very rich in content as the author is able to provide outline aspects of the Theory of Cooperative Freedom in several types of learning, the elements of the Theory, the characteristics and a conclusion.
In my opinion, it is a learning object which is very rich and interesting, in multimedia terms.
Nuno Miguel Oliveira
Lisbon, March 28, 2010
Learning Object – Theory Cooperative Freedom
The task 2 of unit 1 Course “Processos Pedagógicos em Elearning” aims to create a learning object (LO) on the Cooperative Freedom Theory.
The task 2 of unit 1 Course “Processos Pedagógicos em Elearning” aims to create a learning object (LO) on the Cooperative Freedom Theory.Annotated Bibliography – Pedagogical Processes in Elearning
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.
This work is not a definitive work, intending to develop it throughout the course.
Retrieved from http://www.slideshare.net/MortenFP/futuralia-3400339#
In the presentation entitled “Cooperative Freedom and Transparency in Online Education” the author makes a comparative analysis of the case study of the “Universidade Aberta” of Portugal (Open University of Portugal” and the NKI.
Addresses several aspects of the learning processes in adults emphasizing that they initially prefer individual flexibility.
The six main dimensions of Freedom where also presented:
- Content;
- Access;
- Medium;
- Pace;
- Space;
- Time;
The great difficulty lies in the articulation of combining individual flexibility and cooperation.
It follows that only the theory of Cooperative Freedom promotes transparency, by clarifying that the pedagogical model of the Open University of Portugal is based on these dimensions, it is still referred that some Web 2.0 tools that lead to achieving that goal.
Finally it should be noted that the Master’s in Education Elearning use several Web 2.0 tools.
Dalsgaard, Christian, e Paulsen, M.F.. “Transparency in Cooperative Online Education.” Text.Serial.Journal, Junho 26, 2009.
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.
Paulsen, M.F. (2008, June 12). Cooperative online education [Video file]. Retrieved from http://www.youtube.com/watch?v=HVXtbLg5ycE
The Theory of Cooperative Freedom was published as an article, in 1992, by Morten Flate Paulse, who presented as a “theory of autonomy and independence” to support distance education.
In this video, Professor Morten Flate Paulsen presents the Theory Cooperative Freedom engaging it with various objects.
Note that video is embedded in another video as well as different images of band designs.
The images of comic book deal with the three different types of learning:
- The individual learning;
- Collaborative learning, and
- Cooperative learning;
Further characteristics of these types of learning are presented, emphasizing that Web 2.0 is seen as the primary mean to implement the Theory Cooperative Freedom education online.
Paulsen, Morten Flate. “The Hexagon Of Cooperative Freedom: A Distance Education Theory Attunedto Computer Conferencing.” The DistanceEducation Online Symposium DEOSNEWS, 1993, Vol. 3 No. 2 edition
Retrieved from http://www.nettskolen.com/forskning/21/hexagon.html.
In this approach to the Theory Cooperative Freedom, Mortem Flaute Paulsen argues that are the students that define the degree of autonomy they want.
However, autonomy on one hand allows flexibility in training courses, but and the other hand there is of social contact between students and between students and professors, this may lead to loss of motivation.
It is essential to articulate the autonomy and flexibility of students (individual learning) with a cooperative learning.
In this context, the author presents a “Hexagon of Cooperative Freedom” that allows students to have flexible learning progress.
The Hexagon off Cooperative Freedom is based in six vectors.
The author concludes that the future adult students will seek individual flexibility and freedom. At the same time, they need group collaboration and social unity. Computer conferencing, when integrated with other media, can be the means of joining freedom and unity into truly flexible, cooperative distance education programs.
Nuno Miguel Oliveira
