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Learning Object about Transparency in Oline Education

Open publication - Free publishing - More transparency

Transparency in Online Education - annotated bibliography

http://www.irrodl.org/index.php/irrodl/article/viewArticle/671/1267%3C

Transparency in Cooperative Online Education (june – 2009)
Christian Dalsgaard - Aarhus University, Denmark
Morten Flate Paulsen - The Norwegian School of Information Technology, Norway

This article presents discussion: What is the pedagogical potential of social networks to support collaborative learning online? Since the argument is that social networking is to feature the ability to facilitate transparency, interaction and communication among students. The basic assumption is that transparency is important for online education cooperative. People can collaborate only know each other and have access to some information and common services. Online collaborative learning within the central challenge is to enable students to follow the work of their colleagues enabling learning in everything that is produced. Also, transparency is an important driver of quality improvement.

Personally I would comment that as a student of Masters in Pedagogy of E-Learning can say that really is very good to share the productions of his colleagues and especially to learn from them, after all we are a group with a different training focus more pedagogical and other more affinity with the technologies, which has been wonderful, but also a challenge. It is not easy to learn while being evaluated throughout the process not only by the teacher or the group, but in an open throughout the Network, which often exposes us, but then the transparency makes us follow in pursuit of increasing quality. A big challenge.

http://www.elearnspace.org/Articles/connectivism.htm

Connectivism: A Learning Theory for the Digital Age (december 2004)
George Siemens

The three broad learning theories most often utilized in creation of instructional environments are behaviorism, cognitivism and constructivism, however, were developed at a time when learning was not impacted through technology. Over the past twenty years, technology has reorganized how we live, how we communicate and how we learn.And the learning needs and theories that describe the principles and processes of learning, should be to reflect the social environment.Many important questions are raised when established learning theories are seen through technology. The natural attempt of theorists is to continue to revise and develop theories as conditions change. At some point, however, the underlying conditions have changed so significantly, that further modification is no longer sensible. A completely new approach is needed.

While not directly addressing transparency in online education, I see that this article provides an important foundation for discussing education mediated by technology, and allows us to evaluate the need for a new approach when it comes to learning.

http://eunis.dk/papers/p41.pdf

Social networking sites: Transparency in online education (octubre – 2010)
Christian Dalsgaard - Institute of Information and Media Studies, University of Aarhus, Helsingforsgade 14, 8200 Aarhus N

Dalsgaard this article gives the sequence its work by discussing the pedagogical potential of social networking sites and presents two features of Social Networking: personalization and socialization, and these characteristics lead to transparency, for the author's point of departure for this social interaction is the work done by pupils in their own personal pages. The author also reviewed the literature on the definition of groups: communities and networks.In this article I consider it important to reflect on how social relations mediated by the network can support learning and still the focus of students should create awareness that production must be shared.

http://ednews.org/articles/an-interview-with-morten-flate-paulsen-focusing-on-his-theory-of-cooperative-freedom-in-online-education.html

An Interview with Morten Flate Paulsen: Focusing on His Theory of Cooperative Freedom in Online Education.

Síntese do Debate – Autenticidade e Transparência na Rede

Disciplina: Educação e Sociedade em Rede
Equipe participante: Denyze Ruckl, Fernando Jorge Faria, Helena Prieto, Joaquim Lopes e Margarida Marmeleira.
Mediação: Professor António Teixeira

O debate sobre a Autenticidade e Transparência na Rede iniciou com a colocação, por parte de nosso mediador, de dois tópicos para motivar a interação, são eles:

1- Em que medida a nossa identidade digital é um prolongamento da nossa identidade pública ou um campo alternativo de expressão de uma dimensão escondida da nossa personalidade íntima?
Buscando sintetizar tudo que foi discutido pelo grupo podemos dizer que identidade é um aspecto muito complexo da natureza humana e uma única pessoa encarna multiplicidade, segundo Suler em Identity Management in Cyberspace. A forma como as pessoas se comportam na rede é curiosa, podendo a identidade virtual ser um prolongamento da identidade pública. Mas, também pode ser uma construção mais fantasiosa com todo o tipo de objectivos em vistas – forma de expressar desejos ou fantasias, afinal tudo é possível no Ciberespaço, cada indivíduo pode se mostrar como gostaria de ser, a Rede possibilita que situações mal resolvidas de um indivíduo (como por exemplo aparência física, ou características psicológicas) possam ser escondidas por detrás da tela e ainda que as pessoas sentem-se mais à vontade para dizer o que queriam e isso nem sempre é bom. Há alguns limites que a sociedade põe ao nosso comportamento e as pessoas aprendem a não dizerem tudo o que são e o que pensam, para serem aceites socialmente. Na internet, como não estão a olhar para os outros essa regra não vale.

Não podemos deixar de considerar que dada a enorme quantidade e diversidade de indivíduos com acesso actualmente à Internet, é desaconselhável qualquer tentativa de generalização de comportamentos, atitudes, ou motivações.

Webgrafia citada para fundamentar o debate (item 1):
CHESTER, Andrea, (2004)The real me online: Identity Play on the Internet disponível em http://www.odr.info/unforum2004/chester.htm Suler, J.R. (2002). Identity Management in Cyberspace. Journal of Applied Psychoanalytic Studies disponível em http://www-usr.rider.edu/~suler/psycyber/identitymanage.htm Gottfried Stockinger , A interação entre cibersistemas e sistemas sociais http://www.bocc.ubi.pt/pag/stockinger-gottfried-interacao-cibersistemas.html Gender, Pseudonyms and CMC: Masking Identities and Baring Souls , by J. Michael Jaffe, Young- Eum Lee, Li-Ning Huang, and Hayg Oshagan http://research.haifa.ac.il/~jmjaffe/genderpseudocmc/pseudo.html
E ainda o artigo: KAREL KREIJNS , Determining Sociability, Social Space, and Social Presence in (A)synchronous Collaborative Groups

2- O perigo da fraude intelectual (ex.: plágio) aumentou com o advento da internet?
Nesta questão o exemplo de fraude intelectual: plágio norteou a discussão. Sempre houve plágio o que mudou é que com a internet, o acesso e a velocidade com que tudo pode ser encontrado é o que fez com que a fraude intelectual aumentasse , o que explicaria o aparecimento de software para a detecção de plágios como, por exemplo, Plagiarism Detector ou sites como o duplichecker ou o da universidade da Virgínia.

O site http://www.freelegaladvicehelp.com/copyrights/plagiarism/Definition-For-Plagiarism.html apresenta uma pesquisa interessante que mostra que o plágio não é levado a sério. As pessoas copiam e deixam-se copiar como se isso fosse normal. Fazem isso na escola e estão tão habituados que continuam pela vida fora, na vida profissional, pois acham que tirar alguma coisa da internet não é grave porque a internet é pública, mas o facto de uma informação ou um estudo se tornar público na internet não significa que não tenha direitos de autor, plágio é crime.

A tecnologia não tem responsabilidade pela expansão destes casos, esses padrões de comportamento têm relação com aspectos éticos e morais. Não só o plágio, como outras fraudes intelectuais existem porque encontram na sociedade uma parcela de pessoas predispostas e que não vêem problema no uso livre de que está na internet. A facilidade com qualquer pessoa pode fazer passar por seu aquilo que pertence aos outros. É uma questão preocupante e os professores têm um papel importante em tentar desenvolver o espírito cívico dos futuros cidadãos afinal esta noção de propriedade intelectual é ainda algo que precisa de ser interiorizado.

Webgrafia citada para fundamentar o debate (item 2):
Renard, L. (2000). Cut and paste 101: Plagiarism and the net. In Educational Leadership (Dezembro 1999/Janeiro 2000), disponível online em http://web.mit.edu/mpinney/MacData/afs.mpinney/MacData/afs.course/21/21w.784/www/BD%20Supplementals/Materials/Unit%20Two/Plagiarism/cut-n-paste%20ethics.pdf Baruchson-Arbib, S. & Yaari, E. (2004). Printed Versus Internet Plagiarism: A Study of Students' Perception. In International Journal of Information Ethics (1, 6), disponível online em http://container.zkm.de/ijie/ijie/no001/ijie_001_full.pdf#page=29 Scanlon, P. M. & Neumann, D. R. (2002). Internet Plagiarism Among College Students. In Journal of College Student Development (43, 3), disponível online em http://www4.ncsu.edu/~ladare/eac595/readings/scanlon-neumann.pdf
Site: pesquisa Plágio: http://www.freelegaladvicehelp.com/copyrights/plagiarism/Definition-For-Plagiarism.html
E o artigo Definitionf or Plagiarism: http://www.freelegaladvicehelp.com/copyrights/plagiarism/Definition-For-Plagiarism.html

Na continuidade do debate nosso mediador inseriu novas questões a serem debatidas:

3- É possível alguma entidade particular ou alguém (e se sim, qual ou quem) controlar a rede?
Para iniciar a discussão deste tópico o conceito de "controlar" é importante. A proposta foi de utilizarmos a seguinte definição: capacidade de impedir ou limitar o acesso à rede bem como definir os conteúdos permitidos através da censura.
Devido ao facto de a Internet, desde a sua origem, não ter centro mas ser um rede de redes em que cada nó é independente dá a ideia de que a internet não pode ser controlada. Esta ideia não é inteiramente verdadeira. Dois casos, extremos, podem ser citados: a China e a Coreia do Norte o acesso dos seus cidadãos à rede. Mas não pensemos que estes casos só existem em países não democráticos. Basta lembrarmo-nos da proposta de lei francesa sobre o corte do acesso à Internet para quem seja apanhado a fazer downloads ilegais ou a proposta de Lei S.773 do Senado americano que atribuía ao presidente o poder de assumir o controle temporário das redes privadas e desligar computadores privados da Internet (cf. http://news.cnet.com/8301-13578_3-10320096-38.html ).

E nos casos das páginas com conteúdo criminoso, umas ligadas a pedofilia, a tráfico humano, a xenofobia, a terrorismo, etc. Quando essa páginas são detectadas, é feito um esforço de as retirar da rede ou de localizar quem está por detrás delas. Mas é um trabalho infeliz. A rede é tão vasta e quem a utiliza mal é tão habilidoso que consegue contornar isso e criar novas páginas sem grandes problemas. Vendo esta situação podemos afirmar que a net tem de tudo um pouco, bom, mau, muito bom e muito mau , com todas as implicações morais e educativas (ou não) a questão não está no que a net tem mas no que queremos aceder. E nestes casos particularmente controlar não é o caso, o que devemos sim é educar nossos jovens e crianças para o uso adequado da Internet. Assim como fazemos na vida o que é certo e o que é errado.... o mesmo vale para o uso da tecnologia.

Webgrafia citada para fundamentar o debate (item 3):
Sites discussão /controle da Rede: http://www.foreignaffairs.com/articles/61192/kenneth-neil-cukier/who-will-control-the-internet
http://www.livinginternet.com/i/iw_mgmt.htm

4- Em que medida a rede é segura e em que medida a informação nela partilhada é confiável? Quem o pode garantir?
A Internet pode ser um local tão inseguro como partes das nossas cidades. A questão está em sabermos reconhecer esses perigos. E é claro que com o aumento do comércio online e a deslocação de cada vez mais serviços públicos para a net a segurança dos dados é um problema importante. Quanto a informação confiável depende do local onde estamos acessando. De facto, muitos sites na net são extensões das instituições e são uma forma de apresentação pública e de publicidade. Por isso a informação neles contida será fiável, para bem da própria instituição. Sendo assim podemos confiar neles e na autenticidade das informações que disponibilizam. Nada como o prestígio da instituição para garantir a autenticidade das informações. Isso é tão valido para a internet como para o mundo real.Precisamos de afinar as nossas capacidades de filtragem , interpretação e juizos.

Webgrafia citada para fundamentar o debate (item 4):
http://www.seguranet.pt/index.php?section=1
http://helenaprieto.wordpress.com/2010/02/22/seguranca-na-internet/
http://repositorium.sdum.uminho.pt/bitstream/1822/5922/1/Indicadores%20de%20Qualidade%20de%20Sites%20-SACAUSEF%20-AAC.pdf

Unit 2, Activity 2 - Learning Object

Online Teaching Techniques

After many attempts multiple sites and long ...., got to ride a quiz about the Online Teaching Techniques .... to access - it: http://quizstar.4teachers.org/indexs.jsp

1 - Create your account student (Sign up),
2 - Find a class : Online Teaching Techniques
3 - Good quiz

Web 2.0

Processos Pedagógicos em E-Learning

An annotated bibliography on Online Teaching Techniques:

1- The Online Teaching System
http://www.ed.psu.edu/acsde/deos/deosnews/deosnews8_7.asp

This edition of DEOSNEWS, behind an article by Morten Flate Paulsen based on his doctoral thesis which focuses on teaching techniques of computer-mediated communication.This article provides a theoretical framework for online learning systems that identifies the elements of importance to the process of online learning and explains how they are related. Author's thesis is that the designers of the course and teachers should be able to provide a better online education through the application of all these elements together into a holistic system.


2- The Role of Teacher in Educational Contexts Online: Problems and potentialities
http://www.univ-ab.pt/~lmorgado/Documentos/tutoria.pdf

This document presents Professor Lina Morgado models of online learning and the relationship between technology and pedagogy. The author points out that technological innovation in education has been marked inHowever, successive failures, and several factors have contributed tothis failure. Among them, highlights the lack of clear identification of the objectives ofuse of new technologies, the emphasis in the middle and not on the content andresistance to inevitable change. Such an education that integrates the computer in itsstructure of education or virtual sets, see your success depend not only ontechnological innovation in the field, but above all of factors from a teachingand organizational


3 - Web 2.0 Manual for Teachers ( Ana Amelia Carvalho)
http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf

I consider this document an indispensable reading for those who will work with online education, after all, the web is to be treated as a platform on which everything is easily accessible.This material in each chapter, the background is made of each tool, explains how to create an online space and approaches to their use in educational practices.

CIBERCULTURA

O desenvolvimento das tecnologias digitais e a profusão das redes interativas, colocam a humanidade diante de um caminho sem volta. As práticas, atitudes, modos de pensamento e valores estão, cada vez mais, sendo condicionados pelo novo espaço de comunicação que surge da interconexão mundial dos computadores: o ciberespaço, que indica claramente a abertura de um espaço de comunicação qualitativamente diferente daqueles que conhecíamos. Poderíamos então afirmar, inicialmente, de forma muito simplista que o termo cibercultura abrange os fenômenos relacionados ao ciberespaço, ou seja, os fenômenos associados às formas de comunicação mediadas por computadores. Sendo assim a Cibercultura é a forma sociocultural que advém de uma relação de trocas entre a sociedade, a cultura e as novas tecnologias.

Lévy, em seu livro Cibercultura sustenta a tese de que : “a emergência do ciberespaço é fruto de um verdadeiro movimento social, com seu grupo líder (a juventude metropolitana escolarizada), suas palavras de ordem (interconexão, criação de comunidades virtuais, inteligência coletiva) e suas aspirações coerentes.”
A interconexão é uma das pulsões mais fortes na origem do ciberespaço.Para cibercultura , a conexão é sempre preferível ao isolamento. A conexão é um bem em si.

A cibercultura expressa a mutação da própria essência da cultura. De acordo com a tese de Lévy a chave da cultura do futuro é o conceito de universal de totalidade. Nessa preposição, “o universal” significa a presença virtual da humanidade para si mesma. Com o advento do ciberespaço, o compartilhamento de memória permite aumentar o potencial da inteligência coletiva. O saber, agora codificado em bases de dados acessíveis on-line, é um fluxo caótico. Daí, segundo ele, a necessidade de repensar a função da escola e dos sistemas de aprendizagem e avaliação. Nesse sentido, critica o fato de o diploma ser o único método de reconhecimento da aprendizagem e aprova a integração de sistemas de educação “presencial” e à distância. Por fim, propõe um método informatizado de gerenciamento global de competências, que inclui tanto os conhecimentos especializados e teóricos, quanto os saberes básicos e práticos

Nesta sociedade cada indíviduo ou grupo pode administrar de acordo com seus interesses e escolhas como deseja fazer uso do ciberespaço e de suas ramificações.

Para ilustrar o que foi desenvolvido até agora a respeito dos conceitos de apresentados na obra de Lévy, podemos citar os seguintes exemplos: Moodle (ambiente virtual de aprendizagem), Second Life e blogs.

Processos Pedagógicos em E-Learning - Uni1 - Task 4

I and Tercilia we chose to hold together the questions Professor: Glaucia da Silva Brito, Master of Technology, Ph.D. in Linguistics, a professor at the Federal University of Paraná and one of the components of the group responsible for the implementation of the Open University of Brazil. Today operates on the following subjects: communication and technology, IT in education, teacher and information technology and communication, distance education and teacher education, digital inclusion.
Author of books: "Producing texts with" old "and" new technologies "and" Education and New Technologies: A rethink.
1. As a participant of the team for implementation of the Open University of Brazil was seen as the issue of freedom of rhythm and time of each student (with an Open University) in this project?
As a participant of the team for implementation of the AU in Brazil was seen as the issue of freedom of rhythm and time of each student (with an Open University) in this project?
In the projects of the courses within the UAB are set timelines in which it determines the performance of scheduled activities, exams and defenses face face of term papers or papers of completion.
The pace and timing of each student is given on schedule, if there is freedom of rhythm and time do not know how to give an opinion at this time.


2. How to promote cooperative and collaborative learning in virtual learning environments valuing individual freedom and still meeting the requirements of a pedagogical and methodological college?
How to promote cooperative and collaborative learning in virtual learning environments valuing individual freedom and still meeting the requirements of a pedagogical and methodological college?
I consider that to be a "true" cooperative and collaborative learning will have to invest in training teachers and teacher-tutors who must "live" * the virtual learning environment knowing that each student enrolled in this course, you can then appreciate the individual freedom each student within the requirements laid down in the projects of the courses.

* sobre esta classificação ver a tese de doutorado> SCHERER, Suely. UMA ESTÉTICA POSSÍVEL PARA A EDUCAÇÃO BIMODAL: APRENDIZAGEM E COMUNICAÇÃO EM AMBIENTES PRESENCIAIS E VIRTUAIS, Ano de Obtenção: 2005. Pontifícia Universidade Católica de São Paulo, PUC/SP, Brasil.

We ask permission of the author for publication on this blog

Cooperative Freedom - LO - Activity 2

My proposal in this activity is to relate what we are studying the unit PPEL with the reality of Brazil and consequently my work, searching for relationships, then interviewed Laura Cunningham (with a great deal of experience and a national consultant to Distance Education in SENAC - "Serviço Nacional de Aprendizagem Comercial"- undertaking work)

Laura Coutinho

Graduation in Portuguese Literature and Education, specialization in Reading and Computers in Education, Masters in Computer Science from Federal University of Rio de Janeiro. Experience in education and business training (continuing education) with the use of technology. Main Areas: development of courses in distance mode, face and flexible. Area of research: learning objects and e-learning. Member of the Research on Computing in Education at the Center of Electronic Computer / UFRJ, Director of the Brazilian Association of Education and Didak Consultoria. Ltda.

ENTREVISTA:

1 - Laura initially like that in his experience, as you see the development of distance education in Brazil today?
Offering online courses in Brazil strides with the mission to become a tool to promote the democratization of education in the country. Only since 1994, with the expansion of the Internet with Higher Education Institutions and the publication of the Law of Directives and Bases for National Education (LDB - Dec/1996) that formalizes the Distance Learning (ODL) as a valid mode and equivalent for all levels of education, is that the Brazilian university began to engage in research and course offerings at a distance using information and communication technologies (ICT). Another important fact for the expansion of distance education in Brazil is the creation of the Open University of Brazil in 2006.

2 - You worked as a consultant in the implementation of the Distance Education Network Senac that offer courses Postgraduate throughout Brazil. What were the major challenges of this project?
The training of staff coordination, mentoring, production.

3 - And now after 6 years of network which need to renew the teaching model used?
Network EAD Senac must accelerate the process of course development, because the demand for new titles is great.

4 - Morten Paulsen Flap in "The Theory of Cooperative Freedom" argues that adult learners often seek flexibility and individual freedom. At the same time, many need or prefer group collaboration and social unity. These objectives are difficult to match. There is a tension between the desire for personal independence and the need to contribute in a collective learning community. Thus, cooperative learning is to develop virtual learning environments that allow students to have optimal individual freedom within communities of learning online.
Relating this theory to the experience of Network EAD Senac, as you see the possibility to combine flexibility and individual freedom, in collaboration with a group?
The EAD provides access to knowledge for people in remote areas, to ensure the citizen formation. Therefore, the term "distance", ie, the separation between tutors and course participants, remains strongly linked to this type of education. The other three components of the concepts of distance education preferred by many researchers in the area are: the use of technology, support mentoring and independent learning. At the moment, are getting stronger learning communities and social networks, which can cause the transmutation of the self-learning in learning with others, with visible strengthening of cooperative learning factor.

5 - The online collaboration really worth it or is just a waste of time? We have data that the work of the Distance Education Network Senac?
The EAD is to gain more recognition in the educational co-operation, because it raises the levels of learning. The reports of the guardians Network EAD Senac show this fact. The greater interaction more retention, understanding, reflection.

6 - What is changing in EAD?
There are several initiatives in partnership with power to affect the practices and the concept of distance education, especially with regard to increased blurring of boundaries between various forms of distance and face on the one hand, and the other between courses and structured environments virtual structures unconventional. One example of this kind of environment "cave virtual reality" of the School of the University of Sao Paulo - where you can perform the most varied experiences of virtual simulation - another example is the "repositories of learning objects, virtual banks multimidiáticos data regarding any knowledge of any educational level, directly accessible and free and reusable, with a visible impact on the expansion and acceleration of learning in and out of structured courses.
EAD walks to promote flexible learning through courses that can, for example, fail to have a fixed date to begin and end, accept different conditions of entry, offer choices of subjects

Blibliografia Comentada: Processos Pedagógicos em E-Learning

Social Software to Support Distance Education Learners Introduction http://www.aupress.ca/books/120146/ebook/09_Anderson_2008_Anderson-Online_Content.pdf

This material discusses the challenges of developing models of distance education that offer the greatest possible freedom for students, including
ability to record continuously and with a pace of learning itself, and yet
also create opportunities and benefits of working cooperatively in
learning communities with other students

The Hexagon Of Cooperative Freedom: A Distance Education Theory Attuned to Computer Conferencing : http://www.nettskolen.com/forskning/21/hexagon.html

This article presents a distance education theory based on existing theoretical perspectives and discusses how it applies to computer confer-encing. In an analysis of existing theories of distance education, Keegan(1988a, 30) concluded that six major elements define a distance educationprogram:
- The separation of teacher and learner, which distinguishes it from face-to-face learning;
- The influence of an educational organization, which distinguishes it from private study;
- The use of technical media, usually print, to unite teacher and learner and carry the educational content;
- The provision of two-way communication so that the student may benefit from or even initiate dialogue;
- The possibility of occasional meetings for both didactic and socialization purposes; and
- The participation in an industrialized form of education which, if accepted, contains the genus of radical separation of distance education from other forms.
The implications of introducing CMC in distance education are discussed for each of these elements by Mason and Kaye (1990). They conclude that the use of CMC has three major implications for distance education:
- The breaking down of conceptual distinctions between distance education and place-based education;
- The changing of traditional roles of faculty, administrative and support staff, and adjunct tutors; and
- The provision of an opportunity, which never existed before, to create a network of scholars, "space" for collective thinking, and access to peers for socializing and serendipitous exchange.
These implications are so important that it is necessary to re-evaluate traditional distance education theories and discuss how they attune to CMC.

Cooperative Online Education
http://rededucativa.pbworks.com/f/paulsen_-_cooperative_online_education.pdf

This article deals with individual freedom within online learning that occurs in communities or collaborative virtual learning environments.
It also challenges the pedagogical and administrative provisions relating to
accommodating both individual freedom and cooperation are explained in
Theory of Cooperative Freedom. This article shows that the cooperative
learning can be successfully implemented through a set of instruments or
features. To illustrate it with current examples, the article presents NKI
Research on Distance Education and experiences with cooperative learning.
The article also discusses issues such as Web 2.0, transparency, learning
partners and individual progression plans relate to cooperative online
education.

Cooperative Learning Methods: A Meta-Analysis http://www.tablelearning.com/uploads/File/EXHIBIT-B.pdf

Cooperative learning is one of the most extensive and fruitful theory, research and practice in education. Reviews of research, however, have focused or all
literature, which includes research conducted in non-teaching or have included only a partial set of studies that may or may not properly represent all the literature. There
It has never been a comprehensive review of research on the effectiveness in increasing
implementation of cooperative learning methods used in schools. An extensive search
Found 164 studies investigating eight cooperative learning methods. The studies yielded 194
independent effect sizes representing academic performance. All eight cooperative learning
methods had a significant positive impact on student performance. When the impact of
cooperative learning was compared with competitive learning, Learning Together (LT)
promoted the greatest effect, followed by Academic Controversy (AC), Student-Team --
Achievement Divisions (STAD), Teams-Games-Tournaments (TGT), Research Group
(GI), Jigsaw-Team-Assisted Individualization (TAI) and, finally, Cooperative Integrated
Reading and Composition (CIRC). When the impact of cooperative classes was compared
with individualistic learning, LT promotes the greatest effect, followed by AC, GI, TGT, TAI,
STAD, Jigsaw and CIRC. The consistency of results and diversity of cooperative
learning methods provide strong validation for its effectiveness.
Effective strategies for Cooperative Learning http://acpriebe.iweb.bsu.edu/Research%20Processes/CLStrategies(JCCCT).pdf
The ararticle deals with the author's experience with group work in your
engineering course. After making every mistake in the book (which he had not yet read), he
recognizes that there must be more students starting to work together effectively than simply placing them into groups and ask them to do something, but he was not sure what it was. So, like many of his colleagues in engineering, he attended a workshop given by Karl Smith, heard the gospel of cooperative learning according to Johnson et al. And was converted. Things went much better after that, despite all the courses he taught produced additional items in their
lists of things that work and things to avoid.
During this same period, another author (RB) was also through cooperative learning first as an elementary school teacher and later as a professor of education and build your own list of the techniques of successful and unsuccessful. Eventually, the two of us combined our lists and
began to give teaching workshops together, and in almost every campus we visited was someone using cooperative learning and had come up with a technique or trap that was new to us. We
attention, and if an idea seemed plausible and was supported by the experience that added that
the appropriate list.
In this article, we summarize some of these ideas, presenting them as answers to questions
the workshop participants who were exposed to basic principles and methods
cooperative

Inicinado o módulo Processos Pedagógicos

Estamos inciando o módulo Pedagógicos em E-learning, com o professor Morten Flate Paulsen, nosso primeiro desafio é produzir uma bibliografia comentada...

Então vamos lá

Aprendizagem colaborativa

Ao iniciar a ambientação do Mestrado em Pedagogia do E-learning nos deparamos com diversas ferramentas que nos darão suporte no processo da aprendizagem, algumas delas já eram conhecidas da maioria do grupo, outras ainda não haviam sido utilizadas por muitos de nós como no caso do Second Life e enfrentar o novo não é fácil. No meu caso tive dúvidas, fiquei insegura em alguns momentos e até um pouco viciada para tentar vencer as dificuldades, mas fui aprendendo com as experiências dos colegas e trocando informações com o grupo, fui me adaptando nada como aprender colaborativamente .

Nada como ir em busca de aprender a aprender, sem conceitos já definidos e sem preconceitos... de mente aberta é como esse sentimento incial que gostaria de abrir este espaço.