domingo, 21 de março de 2010

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.


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

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