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