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Processos Pedagógicos em E-Learning
LEARNING MODULE
By Margarida Rosa Marmeleira
PPEL4 – Professor Morten Paulsen – Univeridade Aberta – Junho de 2010
Annotated Bibliografies and Learning Objects developed in
Processos Pedagógicos em Elearning
ÍNDICE
Introdution
UNIT 1. Cooperative Freedom
Activity 1: Annotated Bibliography
Activity 2: Learning Object
UNIT 2. Online Teaching Techniques
Activity 1: Annotated Bibliography
Activity 2: Learning Object
UNIT 3. Transparency in Online Education
Activity 1: Annotated Bibliography
Activity 2: Learning Object
Conclusion
Introdution _______
Annotated Bibliographies
In order to learn more about the different subjects of this course – Processos
Pedagógicos em Elearning – we were asked to find some significant bibliography about
those subjects. It was an enriching activity because, before selecting the bibliography
references we presented, we had to read many other web pages and articles, analyse
them, and then select the few we considered the most significant. The annotated
bibliographies I present next are the result of that selection activity.
Learning Objects
I have created different learning objects for each unit of this course. My objective was
to explain in a simple way the main ideas we have learned about each theme. I have
accepted the suggestions I received and made the improvements I considered
necessary. I will present next my three learning objects.
UNIT 1. Cooperative Freedom
Activity 1: Annotated Bibliographyy
Unit 1 focused on Cooperative Freedom. In order to present a useful annotated
bibliography, I included one basic text that helps us understand the Theory of
Cooperative Freedom, by Morten Flate Paulsen, one of the most important
references on this subject. However, I decided not to include more than one
entry from this author to make clear that this is an important subject discussed
by many people. I also considered important to include something more than
only theory, that’s why I also included an article about a case study.
Collaborative versus cooperative learning: a comparison of the two
concepts which will help us understand the underlying nature of interactive
learningBy Ted Panitz
http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm
The distinction between cooperative learning and collaborative learning is
not always very clear. This article compares the two concepts and helps us
to understand this difference. Both concepts are connected to interactive
learning in different ways. To better understand how, this article poses some
important questions teachers ask themselves in each approach and
presents the principles behind each one.
(retrieved between 9 and 14 March 2010)
A Self-Paced Introductory Programming Course
By T. Grandon Gill and Carolyn F. Holton
http://informingscience.org/jite/documents/Vol5/v5p095-105Gill114.pdf
This article describes an introductory programming course for MIS
undergraduates that uses a self-paced format supported in three systems:
1) Content delivery: extensive multimedia aids and web content to support textual
materials and to substitute for classroom lectures, 2) Peer support: peer-tutoring
and assignment validation, drawing from approaches used in nuclear submarine
training that provide flexibility and enhance rigor, 3) Progress monitoring: an
administrative information system, used to track student progress and provide
students with weekly reports. The article exposes the good results of this kind of
course concerning grades, course evaluations, satisfaction, self-assessments of
learning, career attractiveness, failure rate and withdrawal rate.
(retrieved between 9 and 14 March 2010)
Cooperative Freedom: An Online Education Theory
http://www.studymentor.com/cooperative_freedom.pdf
This article analyses distance education theories, focusing in the Theory of
Cooperative Freedom. According to this theory, there must exist a balance
between the need of individual flexibility and freedom in learning and the
need of group collaboration and social unity. The online learning with
Computer Mediated Communication allows different types of freedom –
time, space, pace, medium, access, and content – without excluding group
cooperation.
(retrieved between 9 and 14 March 2010)
The World Wide Web: A Technology to Enhance Teaching and Learning?by Ronald D. Owston
http://ronowston.ca/article.html
This article examines the Web's contribution to learning from the
perspective of three questions: Does the Web increase access to education?
Does it promote improved learning? Does it contain the costs of education?
It shows that web appeals to students' learning mode, it provides for flexible
learning and it enables new kinds of learning. According to this article, there
are promising cases for the Web in all three areas. However, many of these
uses are merely extensions of what is already being done with more
established media. Further research and development on the application of
the Web to teaching and learning is needed.
(retrieved between 9 and 14 March 2010)
The Hexagon Of Cooperative Freedom: A Distance Education Theory
Attuned to Computer ConferencingBy Morten Flate Paulsen
http://www.nettskolen.com/forskning/21/hexagon.html
This article presents the Theory of Cooperative Freedom, by professor Morten Flate
Paulsen. It puts in perspective three theories about distance learning presenting six
elements that are present in most distance learning programs: the separation of teacher
and learner, the influence of an educational organization, the use of technical media, the
provision of two-way communication, the possibility of occasional meetings for both
didactic and socialization purposes and the participation in an industrialized form of
education. The Theory of Cooperative Freedom suggests that distance students need
cooperation as well as freedom. This theory is based in six freedoms (the hexagon of
cooperative freedom): freedom of time, of space, of pace, of medium, of access and of
curriculum.
(retrieved between 9 and 14 March 2010)
The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy
and Persistence in a Learner-Paced Continuous Intake Model
By Bruno Poellhuber, Martine Chomienne, and Thierry Karsenti
http://www.oerafrica.org/ResourceDownload.aspx?id=37121&userid=-1
This article describes a study whose objective was to understand the impact
of peer interaction and collaborative learning on student self-efficacy beliefs
and persistence in a distance education context. The drop-out rate has long
been a concern in distance education. So, this study intends to evaluate and
understand the effects of different forms of collaboration on self-efficacy and
persistence in the context of learnerpaced distance.
(retrieved between 9 and 14 March 2010)
http://www.youtube.com/watch?v=OHaPh9dvhEQ
UNIT 1. Cooperative Freedom
Activity 2: Learning Objectsy
When someone decides to take a distance course, there are many factors that
have to be considered. One of them is if we want to work alone, with no time or
place restrictions, or if we want to share our learning and to learn from others.
This video, created upon a Power Point presentation analyses this subject.
UNIT 2. ONELINE TEACHING
Activity 1: Annotated Bibliographyy
The subject of UNIT 2 – Online Teaching Techniques – is a very vast theme. In
my readings, I found so many articles and books that I had to decide which
ones to choose. So I followed this criterion: to present some general
information useful for teachers, and then focus on one technique in particular
– in this case, the use of blogs, because I never used one and I consider its
use very interesting.
Manual Web 2.0 para professores
(org. Ana Amélia Carvalho)
http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf
This is a very useful document for all who want to learn to use some of online
teaching techniques allowed by Web 2.0. This book was sponsored by the
Portuguese Ministry of Education and published in 2008. It presents different
techniques and tools : blogs, Youtube, Flickr, Delicious, Podcast, Audacity,
Dandelife, Wiki, Goowy, Google Tools (Page Creator, Docs e Calendar), Popfly,
Mobile Technologies, Virtual Environments and Second Life, Movie Maker, and
Online Conceptual Maps. I strongly recommend consulting this document,
because it explains how to use these tools to share information with others,
whether images, videos, sounds, text or Web favorites.
(retrieved between 5 and 11 April 2010)
Based on my contact with these techniques as a student of Master of
Pedagogy of E-learning, I give particular emphasis to the use of blogs which
allow us to make the individual work visible and to share knowledge with
others. Such sharing helps all learning, both with regard to content, and the
processes of learning. I also consider important the creation and sharing of
videos using the YouTube, due to the importance that the media have in
today’s society.
(retrieved between 5 and 11 April 2010)
Blogs! Tools for teaching(Annette Vee)
https://mywebspace.wisc.edu/avee/blogstoteach/
This is a very interesting site about the use of blogs in education. Indeed, the author
states, «blogs! tools for learning is a website meant for educators interested in
implementing their blogs in teaching.» It focus several interesting questions, divided
into pages as «what is a blog?», «Why use blogs?», «How to use blogs», «ethical
issues», «links» and «references». It is a good help to organize a course around
blogging because it gives suggestions on the type of blog to use (individual or
collective), on how the teacher should present himself, on the type of activities to
develop, on the tools to use to enhance students blogs (like templates, links, RSS feeds,
blog subscription services, and trackbacks).It also examines the way to assess
students' blogs, suggesting strategies such as portfolios, points awarded for each blog
entry and class participation. The page «ethical issues» is also very interesting.
I strongly recommend this site because, in addition to analyzing this teaching
technique, it provides guidance for organizing the work of the teacher.
(retrieved between 5 and 11 April 2010)
Blogs in Plain English (vídeo)
(commoncraft)
http://www.youtube.com/watch?v=NN2I1pWXjXI&feature=channel
A very interesting video. As the name implies, it explains Blogs in Plain
English. In a very accessible language, it allows us to see how to build blogs
and what is its usefulness. A light form of addressing the issue.
(retrieved between 5 and 11 April 2010)
Interfaces Colaborativas e Educação: o Uso do Blog como Potencializador
do Processo de Avaliação(Rosa Meire Oliveira)
http://www.nonio.uminho.pt/documentos/actas/actchal2007/095.pdf
This article analyses the importance of blogs in education and the way that
teachers can work with them to promote their students learning. In this
paper the author discusses the growing presence of them as an object of
learning in a variety of educational ways, analyses their qualities as
important interface to develop and create abilities and competences to the
students. She also examines them as elements that produce data for the
evaluate process, «giving to the student and professors the best conditions
to realize their own potential authorship in order to reach “more and best
interactions”».
It’s an interesting reading on the subject.
(retrieved between 5 and 11 April 2010)
Best Practices in Online Teaching Strategies
(The Hanover Research Council)
http://www.hanoverresearch.com/library/assets/libPdfs/Best%20Practices%20in%20Onli
ne%20Teaching%20Strategies%20-%20Membership.pdf
This report reviews the current literature on successful strategies for online teaching. It
shows that online courses must offer group activities, structure, stimuli, cajoling by
tutors and peers and a purpose or a reason to go online. This article is divided in three
sections: Section One: Overview of the Principles, Guidelines, and Benchmarks for
Online Education (a discussion of specific best practices for online teaching with a
review of the variety of guidelines and principles of online education), Section Two:
Best Practices in Online Teaching Strategies (a review on strategies for three major
components of the instructional process: the planning and management of online
instruction, the actual teaching process, and student assessment and evaluation) and
Section Three: An Exemplary Program and Examples of Effective Practices (examples
of an award-winning online education program and the teaching practices of three
award-winning instructors). (retrieved between 5 and 11 April 2010)
http://elearning-
mm.blogspot.com/2010/04/processos-
pedagogicos-em-e-learning.html
UNIT 2. ONELINE TEACHING
TECHNIQUES
Activity 2: Learning Objects
y
The online education is a modern way of learning made possible by the web,
specially by the web 2.0, with all the tools it provides However, there isn’t
exactly a rupture with the presential education techniques. In fact, most of
what we do in the traditional education can be applied in online courses. This
animation, created with Goanimate, refers to some of the online teaching
techniques that can be used.
UNIT 3. TRANSPARENCY IN
ONLINE EDUCATION
Activity 1: Annotated Bibliography
y
Transparency in online education is a subject discussed by some important
experts in education, like Morten Flate Paulsen and Christian Dalsgaard, thats
why I decided to include some articles of these authors, complemented by an
article whose author reflects on some teaching principles, including
transparency. Finally I included a reference about how we can make evaluation
transparent, what is an important subject too.
Transparency in Cooperative Online Education
Christian Dalsgaard and Morten Flate Paulsen
http://www.irrodl.org/index.php/irrodl/article/view/671/1267
This article discusses the potential of social networking within cooperative
online education. According to the authors social networking services allow
transparency and give students insight into each other’s actions.
Cooperative online education is based on the sharing between students, so
transparency is an important aspect of this type of learning. The authors say
that transparency means making visible to colleagues and teachers
ourselves and our doings in a learning environment.
“The purpose of transparency is to enable students and teachers to see and
follow the work of fellow students and teachers and to make participants
available to each other as resources for their learning activities.” In
conclusion, because of the type of communication and interaction of the
social networking sites they have a pedagogical potential and should be
used as a supplement to other tools.
(retrieved between 3 and 9 May 2010)
Supporting Transparency between Students
Christian Dalsgaard
http://person.au.dk/fil/16581515/Dalsgaard_Supporting_Transparency.pdf
This is an interesting paper that consists in a case study about tools like
weblogs and social bookmarking to make learning more transparent. This
study showed that it is possible to make students visible through their
writings and questions in the weblogs as well as through social
bookmarking. Weblogs are open to individual or personal writings of
students, although the study showed that the personal writings on the
weblogs were limited, because students used it especially for writings of
direct relevance to the entire class.
Social bookmarking was used specially as a personal tool, because they
were not read very much by other students. This paper concludes that
weblogs supported transparency, more than the social bookmarking, but
they did not fully support the collaborative work of the students.
(retrieved between 3 and 9 May 2010)
Teaching Portfolio
Karen Miller Russell
http://web.grady.uga.edu/CV/Russell_TeachingPortfolio.pdf
In this paper, are presented some principles that should orientate teachers
and one of them is the transparency. Transparency in teaching is defined as
explaining to students what teachers and students are doing in the course
and why. According to the author, transparency leads to another
characteristic: loss of control. For example, when the teacher posts
something on his blog, he loses control of what other people think or say
about that. After analyzing his teaching philosophy, materials, and
evaluations, the author mentions again the importance of transparency. He
says that one of his goals is to increase transparency by providing clear
objectives for each assignment in every class.
(retrieved between 3 and 9 May 2010)
Online Grade Books Provide Transparency, Accountability
Tom Schrand
http://www.facultyfocus.com/articles/educational-assessment/online-grade-books-provide-
transparency-accountability/
This paper presents the experience of a teacher that uses online grade
books and that allows his students to inspect it. It is an excellent way to
create transparency in a course. His students can follow their performance
over the course and compare all that information with the final evaluation. If
there is a mistake, they can talk to the teacher and this process increases
the students’ confidence in the grading process. This transparent approach
to grading is a very interesting digital innovation.
(retrieved between 3 and 9 May 2010)
http://issuu.com/margaridarosa/docs/transpa
rency_online_education_ppel
UNIT 3. TRANSPARENCY IN
ONLINE EDUCATION
Activity 2: Learning Objects
y
Transparency is very important in online education, because it promotes
cooperation and quality. In this book, I will try to explain briefly the importance
of transparency.
Conclusion _____
As I have referred at the beginning of this learning module, I think I have
learned very much about the subjects that we have studied. Before
selecting the items I wanted to include in the annotated bibliographies, I
had to read much and that allowed me to learn some interesting things.
Having to explain what I have learned, by creating a learning object, helped
me assimilate better this learning.
Cooperative freedom is a very interesting theory that focuses on the online
students needs. Many people chose to follow an online course because
they don’t have time to go to classes but they don’t want to feel isolated,
because that would make them loose the pleasure of learning and may lead
to bigger dropout rates. Getting a balance between individual and
collaborative learning is then very important, that’s why I appreciated
everything I learned about cooperative freedom.
____
Having to study about the online teaching techniques was also very
significant, especially as a teacher. There are so many techniques that can
be used to improve teaching and learning and it was very good to see not
only my selections but those of my colleagues. Each technique can be used
for a specific objective and for a specific public and it’s good to see that
there are many examples on the web and many tutorials to help us vary the
way we teach. Reflecting on this subject was important.
Transparency was also an important theme for me. We are normally
concerned about the respect of our privacy, but we don’t usually reflect on
the benefits of transparency. I appreciated to study this subject because it
made me think about the balance we need to find between privacy and
transparency.
We can learn a lot by sharing our work, we can choose a better school if
the institution gives transparent information, we can manage our work if
courses are designed in a transparent way. These are important concerns
we must have as teachers.
For all this, I consider this learning module a good demonstration of what
we have learning during this semester.
