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

sábado, 13 de março de 2010

Blibliografia Comentada: Processos Pedagógicos em E-Learning

Social Software to Support Distance Education Learners Introduction

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 :

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

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

Cooperative Learning Methods: A Meta-Analysis

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
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

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