Review of AB and LO - Transparency in online education

Review of Ana Marmeleira’s AB

http://pedagogiaelearning-am.blogspot.com/2010/05/transparency-in-online-teaching.html

Ana presents a varied selection of references. The quality of each one is at the basis of my choice. She begins by present a short introduction to the theme, naming each of her references. Then she presents each one with a short summary of the theme. The first and second references I already knew because they also were part of my Annotated Bibliography. Regarding the third reference I think it was interesting Ana having made a reference to the learning contract developed at the UA. Actually, this model allows from the beginning the knowledge of u. c. what makes teaching more transparent. The last reference describes a situation in which increasing transparency in a course leading to improved student outcomes.

I think Ana has demonstrated the capacity to synthesize and their choices portray the theme of transparency in different ways, without falling into repetition. However, I think that Ana could give us a conclusion or share their own ideas in the summaries presented.

Review of Ana Marmeleira’s LO

For the LO Ana create a Prezi (http://prezi.com/chlqjlleznvi/transparency-in-online-education/) that I think it’s organized and clear. Ana focuses on our course as an example of transparency in online education. The existence of a personal presentation and the learning contract for each course are examples that promote transparency. Ana did a good job. However, I wish she had developed a little over the two issues presented prior the conclusion: "Am I Supposed to show my work to everyone?" and "What level of transparency is the most suitable for each student?" because I think they are key issues for productive development of online courses.

Transparency in Online Education - Learning Object

This LO was made in Glogster and it contains some written ideas and an animation from GoAnimate about transparency in online education.

http://isamant.edu.glogster.com/transparency/

Síntese do debate sobre "Autenticidade e Transparência na Rede"

No âmbito da unidade curricular “Educação e Sociedade em Rede” foi desenvolvido um debate em equipa, centrado no tema “Autenticidade e Transparência na Rede”. O Professor António Teixeira moderou o debate, colocando algumas questões sobre o tema.

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?

2- O perigo da fraude intelectual (ex.: plágio) aumentou com o advento da internet?

No que respeita à nossa identidade digital penso que a principal conclusão que podemos retirar do debate consiste na dificuldade existente em separar totalmente a nossa identidade digital da identidade pública. A identidade digital é uma construção nossa que, apesar de poder ser totalmente diferente de nós, o objecto final será o reflexo da nossa vivência em sociedade. Aqui entra o contexto da criação da nova identidade. Até que ponto seremos os mesmos no âmbito profissional, familiar ou social? As circunstâncias determinam a transparência da informação. Muitos optam por construir uma identidade baseada no que gostariam de ser, outros alteram apenas algumas características próprias e ainda existem os que assumem a identidade de outrem. O ciberespaço permite o anonimato e cabe-nos a nós decidirmos se o utilizamos ou não na construção da nossa identidade digital.

Relativamente à segunda questão, a equipa fez referência à existência de fraude intelectual muito antes do aparecimento da internet e que esta apenas veio facultar o plágio devido à capacidade e rapidez de acesso à informação. No entanto, a própria internet também permite a detecção de plágio com maior facilidade através de ferramentas de busca e filtragem. Em caso de desconfiança de plágio, podemos inserir parte de um texto num motor de busca e surgem-nos n locais onde podemos encontrar o texto ou obra completa. Para os professores, estas ferramentas auxiliam bastante na avaliação do trabalho dos alunos que, por sua vez, utilizam a internet como meio de pesquisa de informação e, muitas vezes, não constroem um documento próprio, limitando-se a utilizar a informação tal como a encontram. Cabe-nos a nós, professores, orientar os alunos para a utilização correcta da informação no processo de construção de um documento. Em suma, a internet funciona nesta situação para os dois lados: apesar de ser um meio acelerador da fraude, também facilita a sua detecção.

A segunda parte do debate prendia-se com o controlo e segurança da rede, tendo o professor lançado as seguintes questões:

3- É possível alguma entidade particular ou alguém (e se sim, qual ou quem) controlar a rede?

4- Em que medida a rede é segura e em que medida a informação nela partilhada é confiável? Quem o pode garantir?

A quantidade de informação que entra diariamente no Ciberespaço dificulta o seu controlo a nível global. Cada país pode fiscalizar o conteúdo, evitando a divulgação de conteúdo de carácter pornográfico, violento, de subversão governamental, extremismo religioso, racismo ou terrorismo. No entanto, isto põe em causa a liberdade de expressão e acesso à informação. A solução pode passar pelo desenvolvimento de um código de ética dos cibernautas que, enquanto utilizadores de um espaço aberto, são os principais responsáveis pela informação que nele circula.

No que respeita à segurança da rede e da informação nela partilhada, a equipa concordou que esta não é totalmente segura e de confiança. Cada utilizador é responsável pelo conteúdo que publica e pela utilização que faz dele. A velocidade a que circula a informação não permite o seu controlo pelo que o bom senso dos utilizadores deve ajudá-los a decidir se confiam ou não em determinada informação. O cruzamento de informação também pode ajudar na decisão mas corremos o risco de analisar a mesma informação errada em vários sítios. O conhecimento dos perigos da internet e da existência de informações não confiáveis é essencial pois conduz a que os utilizadores estejam conscientes da existência de erros, os possam detectar e verificar se a fonte de informação é fidedigna ou não.

Annotated Bibliography - Transparency in Online Education

Michael F. Shaughnessy, Senior Columnist, EdNews.org, An Interview with Morten Flate Paulsen: Transparency in Online Education

To start my research on transparency in online education, I began to read the interview of Professor Morten Paulsen on the subject. The professor argues that transparency improves quality in online education with the following three effects:

1. Preventive quality improvement because we are prone to provide better quality when we know that others have access to our work;

2. Constructive quality improvement because we may learn from others when we have access to their work;

3. Reactive quality improvement because we may receive feedback from others when they have access to our work.

To answer the question about transparency promoted cooperation in online education, Professor Paulsen argues that people feel more inclined to cooperate if they have access to information of each other. Also reports cases of education in NKI and at Universidade Aberta. In this last one, students have public blogs in which publish their work, which can be seen not only by colleagues in the course but also by all who visit the page. Finally, the professor admits that there is a moral and ethical challenge to find the balance between transparency and privacy.

http://www.irrodl.org/index.php/irrodl/article/view/671/1267

Transparency in Cooperative Online Education

Dalsgaard, Christian; Paulsen, Morten Flate

June – 2009

This is one of the articles pointed by Professor Paulsen in his interview. It was written by him and Christian Dalsgaard. This article gives us a perception about the importance of transparency in cooperative education and how it can improve the quality of online education through specific examples like the case of NKI. The authors begin by distinguishing between individual learning, collaborative and cooperative. Assuming that the networking does not necessarily involve dialogue and collaboration, Dalsgaard and Paulsen argue that "information transparent could be a huge cooperative resource" because it makes communication possible since those involved in not known each other in most cases but follow the work of each other.

One of the processes that can promote the existence of transparency is to create profiles where students describe and show their interests whether as personal, professional or as students.

They also states "Transparency may reduce the number of low quality contributions and may make high quality work more accessible as paragons for others. In transparent online learning environments, poor contributions from teachers and course designers cannot be hidden easily behind closed doors. It is important to realize that transparency must be handled carefully with regard to privacy issues. The users must be confident that their privacy is assured. They should be able to choose their preferred privacy level and understand how this choice controls how much of their personal data and contributions will be available to others".

In conclusion the authors affirm that “the potential of social networking lies within transparency and the ability to create awareness among students”.

Principles for Improving Online Transparency, Quality

Christopher Hill

October 20, 2009

Christopher Hill presented the draft Transparency by Design, an initiative that is based on the premise that an informed student brings benefits to everyone. He presents the conclusions of Merle Harris, president of Charter Oaks State College, about the existence of a few basic principles for institutions that really want to be transparent. They are: make distance education a central element of your mission; accountability to stakeholders and responsiveness.

We can also find information about Transparency by Design on the interview about quality, access and transparency in higher education with Dr. Mike Offerman Vice-Chairman and President Emeritus of Capella University and author of the highly regarded blog, The Other 85 Percent.

Teaching as transparent learning by George Siemens in Connectivism April 28th, 2009

In this article, the author presents the experience that he had on CCK08 and how the value of transparent learning became more apparent to him. He argues that “the real value of the course was in fostering connections between learners and concepts. We haven’t follow up to see if the networks formed during the course continue to exist. I’m aware of several clusters of learners that are still involved in dialogue on Twitter, some who are conducting research on the course, and others who are active in commenting on the blogs of learners they met in the course. For each of these learners, CCK08 was important not only for the content discussed, but for the relationships and connections that were formed and continue to provide a source of inspiration”.

“Transparency in expressing our understanding, our frustrations, and our insights helps others who are at a similar stage. Yes, we’ll participate in the broader discussions held by experts in time, but lurking is no excuse to deny others (who are also new to the field) our progressive insights”.

I cannot agree more with him. People can learn a lot from more skilled and knowledgeable partners but they can also learn by sharing thoughts ideas, doubts and frustrations with their peers.

I had never reflected on transparency in education and in the case of Online Education, strikes me as extremely important. Know some information of our colleagues and also be able to monitor their learning process helps us as students in our own process. The sharing of resources, experiences, tastes, fears, information, questions or work with colleagues promotes the quality of learning and thus education.

Review of AB and LO - Online Teaching Techniques

Review of Ana Morgado’s AB

http://www.osdiasdaanamorgadonompel.blogspot.com/

Ana begins by noting that followed a guideline based on tips provided by Prof. Paulsen and colleagues to improve their AB.

She presents some references about online teaching techniques like the ones presented by prof. Paulsen in his report on the subject. We can access a page on these and other techniques from the Illinois Online Network, with specific examples of lessons, objectives, teaching strategies, among others. She also notes the importance of informal learning in enterprises with an article by Jane Hart. In the end, presents a video about social networks and the web 2.0 revolution.

I liked the references submitted by Ana. However, I think her final reflection is not suitable to the work. A reflection on the difficulties faced during the implementation of the activity suggested would make more sense in the activity forum or Ana’s blog than in the conclusion of her annotated bibliography. Here she should have presented a conclusion about online teaching techniques based on the references presented throughout the AB.

Review of Emanuel Teixeira, Joaquim Pinto e Ana Marmeleira’s LOs
I chose those three because I think they can complement each other and give a good lesson on online teaching techniques using different LO. I would start by presenting Emanuel’s video as an introduction to the subject, complementing that presentation with written material of Joaquim’s LO to assist on the learning process. Finally, in order to put into practice the acquired knowledge, I would introduce Ana Marmeleira’s quiz.

Learning Object "Online Teaching Techniques"

A pedagogical technique is a manner of accomplishing teaching objectives. Here are presented four classes of online teaching techniques classified as one-alone, one-to-one, one-to-many and many-to-many.

http://prezi.com/2su6cwsb5vlz/

Cibercultura

Este trabalho foi realizado no âmbito da unidade curricular de Educação e Sociedade em Rede do Mestrado em Pedagogia do E-Learning, pela Universidade Aberta. A actividade consistia na elaboração de um comentário ao livro de Pierre Lévy, Cibercultura, com referência a três exemplos significativos.

A evolução dos transportes e das telecomunicações permitiu a toda a sociedade desenvolver novas formas de comunicação, pensamento e percepção. Surgem, deste modo, mudanças culturais à escala global. A sociedade de hoje é dominada pela informação e comunicação, marcadas pela tecnologia e pelos media. Desde pormenores da vida quotidiana às grandes instituições, podemos verificar a existência de novas formas de agir, pensar e comunicar.

Se procurarmos uma definição de cultura, deparamo-nos com ligações à actividade intelectual das sociedades. No dicionário, cultura surge definida como saber, estudo ou instrução. Então, que mudanças culturais são essas, visto que todos continuamos a estudar, a instruirmo-nos, a exercer actividade intelectual? Essencialmente, o espaço ou local em que ocorre grande parte da comunicação mudou, transformando-se no Ciberespaço (Gibson, 1984) que Lévy (Cibercultura, 1999, p. 92) define como “ o espaço de comunicação aberto pela interconexão mundial dos computadores e das memórias dos computadores”. É no ciberespaço que se formam comunidades a partir de interesses comuns entre indivíduos e organizações. Estas comunidades em conjunto com toda a informação que nele circula dão origem a uma nova forma de cultura: a cibercultura. Pierre Lévy (1999, p.17) define cibercultura como “o conjunto de técnicas (materiais e intelectuais), de práticas, de atitudes, de modos de pensamento e de valores que se desenvolvem juntamente com o crescimento do ciberespaço”. A cibercultura é a cultura contemporânea criada pelo estabelecimento de relações estreitas entre as novas formas sociais e as novas tecnologias.

O ciberespaço permite uma comunicação mais flexível, libertando os indivíduos das limitações de tempo e espaço. O “dilúvio de informação” que nele corre é acessível a todos, o que pressupõe uma apropriação de instrumentos tecnológicos (computadores, software, internet, …). Esta necessidade material pode conduzir à existência de “excluídos”, indivíduos sem poder de compra dos referidos instrumentos. Relativamente a esta questão, Lévy admite que as tecnologias produzem “excluídos”, apontando o aumento de conexões, que conduz a uma queda dos preços dos serviços, como uma possível solução para diminuir o número de “excluídos”. Mais, o autor alerta que, mais do que garantir o acesso, é preciso assegurar as condições de participação no ciberespaço.

O programa da cibercultura assenta em três pilares fundamentais, segundo Lévy: a interconexão, pois é preferível ao isolamento, através da qual surgem as comunidades virtuais, que se baseiam em interesses e conhecimentos comuns e pelo processo de cooperação e de troca, originam o terceiro pilar, a inteligência colectiva.

A internet é encarada como um agente humanizador, democratizando a informação, e humanitário, permitindo a valorização das competências individuais e a defesa dos interesses das minorias. Os indivíduos conectados podem construir e partilhar conhecimentos, participando na inteligência colectiva, sem restrições de carácter político-ideológico.

A cibercultura é, deste modo, a cultura contemporânea, em permanente evolução, cuja chave reside no conceito de “universalidade sem totalidade”. É universal porque promove a interconexão generalizada mas como se desenrola em diversos sentidos, dissolve a totalidade.

Como três exemplos significativos de cibercultura, baseando-me nas indicações de Pierre Lévy, saliento a educação, a música e a simulação.

Educação

No que respeita à educação, podemos afirmar que a oralidade foi, durante muito tempo, o meio principal de transmissão e aprendizagem de saberes culturais das sociedades, tendo a escrita sido associada mais tarde, ampliando o conhecimento e a sua criação. As tecnologias de informação e comunicação permitiram novas formas de produção de conhecimento. Tornou-se necessário que o professor saiba utilizar as tecnologias para que possa incentivar os seus alunos à pesquisa e, consequentemente, à construção do conhecimento e busca pelo saber. Segundo Lévy, compete ao professor ter o papel de animador da inteligência colectiva dos grupos. Deverá acompanhar e gerir as aprendizagens, incentivando a troca de saberes, fazendo a mediação relacional e orientando os percursos de aprendizagem de cada aluno. Deste modo, caminhamos para um conceito de aprendizagem cooperativa, abandonando o conceito de transmissão e aquisição de conhecimentos num só sentido.

O hipertexto é um instrumento bem adaptado à pedagogia activa. Como ferramenta de ensino e aprendizagem facilita um ambiente no qual a aprendizagem acontece por descoberta, pois ao tentar localizar uma informação, os usuários de hipertexto, participam activamente de um processo de busca e construção do conhecimento, forma de aprendizagem considerada como mais duradoura e transferível do que aquela directa e explícita.

Música

Pierre Lévy defende que a cibercultura dispõe de uma imensa variedade de géneros artísticos. A interacção entre artistas e engenheiros permitem uma construção colectiva de uma obra. A música popular, no passado, era produzida e consumida apenas localmente. Actualmente, universalizou-se. O fenómeno da música de massas tomou rumo mundial, sobretudo, com a possibilidade da gravação, especialmente com o rock e o pop nos anos 60 e 70. A universalização fortaleceu-se especialmente com a música techno. No final dos anos 60 o estúdio de gravação tornou-se o principal instrumento da produção musical. A música techno, com as suas inovações e fórmulas dinâmicas, é um exemplo do universal sem totalidade que define a essência da cibercultura. O seu som é construído por efeitos sintéticos, colagens e distorções que nunca seria reproduzido sem o auxílio dos computadores.

Simulação

A simulação consiste, segundo Lévy (1999, p. 165), “numa tecnologia intelectual que amplifica a imaginação individual (aumento de inteligência) e permite aos grupos que compartilhem, negociem e refinem modelos mentais comuns, qualquer que sejam a complexidade deles (aumento da inteligência colectiva) ”. Ela é um modo de conhecimento próprio da cibercultura.

As técnicas de simulação prolongam e transformam as capacidades de imaginação e pensamento, aumentando também capacidades cognitivas como a memória, o cálculo e o raciocínio lógico. A simulação está presente em diversas actividades humanas, como a pesquisa científica, criação industrial ou jogos online, como o Mafia Wars. Este jogo é uma aplicação de algumas redes sociais (nomeadamente, o Facebook) que permite a gestão da própria “máfia” (composta por utilizadores amigos ou outros com o mesmo propósito, ou seja, aumentar a equipa), em que o utilizador tem de ganhar experiência, realizar tarefas, comprar propriedades, oferecer presentes aos seus amigos, combater os inimigos, etc. Este jogo conta com um universo de 25 milhões de utilizadores e curiosamente, ninguém sabe como acaba ou mesmo se acaba. No entanto, faz parte do quotidiano desta comunidade de 25 milhões de indivíduos.

Annotated Bibliography - Online Teaching Techniques

Paulsen, M. F. The Online Report on Pedagogical Techniques for Computar-Mediated Communication in

Online Education and Learning Management Systems Global E-Learning in a Scandinavian Perspective 

In this report, Prof. Morten Paulsen addresses issues of Pedagogical Techniques for Computer-Mediated Communication. He begins by defining Computer-Mediated Communication (Cmc) like the “transmission and reception of messages using computers as input, storage, output, and routing devices. CMC includes information retrieval, electronic mail, bulletin boards, and computer conferencing”. Next he presents the definition from Boyle (1981) to Pedagogical Technique. Boyle defined “technique as the form used to present material to be learned, for example lecture, panel, and group discussion”. Paulsen states “in this study, a pedagogical technique is defined as a manner of accomplishing teaching objectives. According to how the techniques prescribe student interaction with learning resources, the techniques are classified as one-alone techniques, one-to-one techniques, one-to-many techniques, and many-to-many techniques”. Professor Morten Paulsen brings together the various pedagogical techniques according to the criteria of "who to whom. Thus, we can read about One-alone Techniques which include online databases, online journals, online applications; software libraries, online interest groups, interviews; One-to-one Techniques which are composed of learning contracts, apprenticeships, internships, correspondence studies; One-to-many Techniques including lectures, symposiums, skits; and Many-to-many Techniques like debates, simulations or games, role plays, case studies, discussion groups, transcript based assignments, brainstormings/brainwritings, Delphi techniques, nominal group techniques, forums, project groups.

At last Professor presents a Discussion of Techniques not Found to be utilized in CMC which are in-basket exercises, panels, committee hearing, cognitive netwoks and jigsaws.

http://www.westga.edu/~distance/ojdla/spring81/yang81.htm

Preparing Instructors for Quality Online Instruction

Yi Yang Ph.D. Candidate & Linda F. Cornelious, Ph.D. Professor, Department of Instructional Systems, Leadership and Workforce Development. Mississippi State University

In this article, the authors try to answer questions like “What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?”. For that, they start to presents the Background of the Problem and discuss Ensuring Effective Online Instruction. We can read about the Challenges and Barriers for Online Instructors , New Roles of Instructor, New Roles of Online Learners, New Technologies, New Interaction and Communication with Online Learners, New Way of Learning and Testing, Facing the Challenge. As Strategies for Designing and Delivering Effective Online Instruction, they present: Designing an Effective Online Learning Environment, Developing an Interactive Online Teaching-Learning Community, Establishing Performance Assessments and Assisting Students to Achieve Learning Outcomes. The authors conclude that the qualification of the instructor is the major factor to guarantee the quality of online instruction.

http://www.ascilite.org.au/conferences/brisbane99/papers/salterhansen.pdf

Modelling New Skills for Online Teaching

Salter, G., Hansen, S.

Department of Computing and Information Systems

University of Western Sydney

In this article, the authors discuss about the use of technology by both learners and teachers. For them the integration of technology like a teaching technique depends of the experience the teachers have - if it is good, the probably grows – however, ‘traditional’ methods of training are still clearly favoured over online methods (Ellis, O'Reilly and Debreceny, 1998).

The authors claim that the methods for teaching online include: Asynchronous Computer Mediated Communication (e.g. email, discussion groups), Synchronous Computer Mediated Communication (e.g. chats, desktop videoconferencing and groupware), Online Assessment, Learning Resources, Documents (eg. lecture notes, readings), Multimedia (interactive or otherwise), Links to external resources and Student Prepared Material.

The methods of structuring online activities include:Requiring a deliverable (eg. plans, designs, papers, portfolios etc), Limiting the scope of activities in terms of size and/or time, Providing closure to activities, Actively moderating discussions, Conducting collaborative projects, Interacting with guest speakers, Debates and role plays, Surveys and polls, Formation of learning teams and Brainstorming.

The article also refers to PlatformWeb, which is a web-based teaching environment developed at UWS, Macarthur.

http://www.c4lpt.co.uk/recommended/index.html

Top 100 Tools for Learning 2009

Presentation of the top 100 tools for learning created with the contributions 278 Learning Professionals worldwide. Many of this tools can be use to apply teaching online techniques mentioned in previous articles.

One-Question Interview

Dear Prof. Morten Paulsen

My name is Isabel Manteigas and I am a master student in “Pedagogy of E-Learning” at Universidade Aberta. I would like to ask you one question about transparency in cooperative education. I will wait for your answer and hope that you allow me publish it on my blog.

Your article "Cooperative Online Education", on Seminar.net, states that “Transparency is important for cooperative online education. People can cooperate more easily if they know something about each other and have access to some common information and services.” Although I agree, I believe that people are different and react differently to various situations. What for some may be considered a casual sharing of information, for others it may be an exhibition of their private lives, for instance, the publication of a group photo on a blog. What is the role of the teacher in this situation? How can the teacher manage these two perspectives? In an environment of cooperative learning, who decides what can be public?

Thank you.

Best regards,

Isabel Manteigas

Dear Isabel,

Your question is important, interesting and challenging - and I have struggled much with it lately. Here are some reflections which you have my permission to publish in the class forum and in your blog:

I do argue that transparency promotes quality and cooperation, but that individual students (and tutors) should have control over and be comfortable with the transparency level. In my opinion there are many factors that influence the transparency level. In addition to the tutors, which you focus on in your question, I believe the LMS system, the institutional policy and the other students have influence on the transparency level.

In my opinion, the tutors should inform and guide the students about the benefits and risks related to transparency. I will argue that the tutors should allow students to choose a level of transparency that they feel comfortable with. It is for example possible to accept course work via private e-mail, in limited course fora or public blog entries. The students' maturity and competence are probably also important factor - adult master students in e-learning are likely much more conscious about transparency than other students.

LMS systems should allow students to choose their personal transparency level. The LMS we have developed at NKI Nettstudier allows each student to choose whether their personal presentation should be Closed (not available for any students), Limited (only available for student in the same course), Open (available for all NKI students) or Global (available for everyone on the internet). The Elgg system, which I'm testing at the moment, make the users choose whether each information element (for example a blog entry or a personal presentation) should be private or shared with friends, logged in users or the public.

Institutional policy defines the framework we work in. I was for example told that all students in PPEL should have their own blogs in this course. In a new Scandinavian project I'm heading, we have started to develop three courses (web-, audi-, and video journalism) were students must publish their work in the program's multimedia portal www.webjournalisten.com which is under development.

Students may influence transparency through examples and peer pressure. We should all be aware that in PPEL, there is a danger that some feel obliged to publish more in their blogs than they are comfortable with. I will also remind you that it is polite and necessary to ask for permission if you want to quote or review non-published material in your blogs.

I hope this was helpful - but I must admit that there are many challenging issues related to transparency - and that I appreciate further input from you.

All the best from Morten

Review of AB and LO

Review of António Pedro's AB: http://eeducandu.blogspot.com/2010/03/cooperative-freedom-annotated.html

The first bibliographic reference that António present it’s about Prof. Morten Paulsen’s Theory of Cooperative Freedom. António managed to transmit the key ideas of the theory in a summarized and clear way. The description made about Cooperative Freedom as a “mix balance from group cooperation and individual autonomy” it’s well achieved. Next, he adds that “can be achieved if we can balance time, space, pace, medium, access and content”.


On his second reference, António uses Terry Anderson’s chapter “Social Software to support distance education learners”, on “The Theory and Practice of Online Learning”. On it we can find a reference to the Theory of Cooperative Freedom, on which the author adds a dimension to Paulsen’s hexagon, Freedom of Relationship. Anderson states that the students should choose the partners that are more adequate to their capacities and social necessities.

António presents some essential ideas made by the author using citations and words of his own.

The third bibliographic reference concerns a workshop about cooperative and collaborative learning. He makes a small description of it, presenting some questions made during the workshop and about which it tries to answer.

António concludes with a small text, not about the bibliography itself, but presenting instead some of his own thoughts about cooperative and collaborative learning.

At the end of the essay there is an annotated and illustrated bibliography. On my perspective, it’s easy reading allows contextualize it, for what it could even come up on the beginning of the essay, as an introduction, and not at the end, after the conclusion.

Learning Object "Distance Education: yes or no?"

toonlet: Distance Education: yes or no?

Cooperative Freedom - Annotated Bibliography

When I started researching and reading about cooperative learning, I thought I understood the concept and the distinction between it and collaborative learning. However, as I kept reading, more doubts arose about their true concepts: "After all, when do we actually face collaborative learning or cooperative learning? Can we distinguish both concepts?". In an attempt to surpass this challenge, I looked into the dictionary for the meanings of ‘cooperate’ and ‘collaborate’. What I found was:
Cooperate
1.Cooperating.
2.Operate simultaneously and collectively; Collaborate.
Collaborate
1.Working jointly with others. = COOPERATE, assists
2.Figurative - act with others to achieve a particular result. = HELP
3.Participate in collective work, often literary, cultural or scientific. = JOIN

As you can see, each term has an active role in the definition of the other. I came to the understanding that the two are intertwined and one implies the other. If so, then what is actual distinction of collaborative learning and cooperative learning?

Here are some sources that helped me to understand these two concepts:

Panitz, Ted - Collaborative versus Cooperative Learning - A comparison of the two concepts which will help us understand the underlying nature of interactive learning
http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm
In this article Ted Panitz argues that “Collaboration is a philosophy of interaction and personal lifestyle where individuals are responsible for their actions, including learning and respecting the abilities and contributions of their peers; Cooperation is a structure of interaction designed to facilitate the accomplishment of a specific end product or goal through people working together in groups". Thus, we can say that what distinguishes the two concepts is the environment in which they are applied. According to Stephen Downes (2007), collaborative learning depends on group and cooperative learning takes place in networks.

Paulsen, Morten – Cooperative Freedom: an online Education Theory in Online Education
http://www.moodle.univ-ab.pt/moodle/mod/resource/view.php?inpopup=true&id=220806
Paulsen. Morten – Cooperative Online Education, article in Seminar.Net http://www.seminar.net/index.php/volume-4-issue-2-2008-previousissuesmeny-124/100-cooperative-online-education

Prof. Morten Paulsen in his article about online education on cooperative presents us a theory of cooperative freedom, which is based on three pillars:
1. Voluntary, but attractive participation;
2. Means promoting individual flexibility;
3. Means promoting affinity to learning community.
A point made by Professor Paulsen is transparency; it supports cooperation to improve the quality of the learning process. Students can have access to the contributions of others, learn from them and receive and give feedback. In this article, Professor Paulsen presents the results of some studies on cooperative learning in the NKI and concluded that this model is well accepted by students. In "Cooperative freedom: an online education theory”, he explores the theory of cooperative freedom and concludes that "future adult students will seek individual flexibility and freedom. At the same time, many need or prefer group collaboration and social unit. These aims are difficult to combine, but online education, when integrated with other media, can be the means of joining individual freedom and collective unity into truly flexible, cooperative distance education programs”.

Johnson, David W.; Johnson, Roger - Cooperative Learning And Social Interdependence Theory
http://www.co-operation.org/pages/SIT.html

In this article the authors state that "Cooperative learning exists when students work together to achieve joint learning groups (Johnson, Johnson & Holubec, 1992, 1993)". For them, the Social Interdependence Theory is associated with cooperative learning - the action of someone may have a negative, positive or neutral influence in the work of others. The difference lies in the structure of the situation; if it is cooperative, the result is positive; if it is competitive, can be negative and if it is individual, it is neutral to others. The results depend on the interaction between the partners. However, not all groups are considered cooperative. It is not enough to just sit them in the same space and tell "now, cooperate". Basic elements as “positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing” are needed.
Some conclusions of the authors:
1.The research on social interdependence has an external validity and a generalizability rarely found in the social sciences
2.Clear and specific operationalizations of cooperative learning have been made based on understanding social interdependence theory and the variables that mediate and enhance cooperationist effectiveness
3.Cooperative learning can be used with some confidence at every grade level, in every subject area, and with any task
4.Cooperative learning should ideally be used the majority of the school day
5.Cooperative learning is here to stay.

Está quase.

Hoje tive a tarde livre! E quando digo livre, refiro-me a estar sem urgência para realizar alguma tarefa porque coisas para fazer existem sempre. Há muito tempo que isto não acontecia!

Faltam poucos dias para começar o curso e já começo a ficar impaciente. Isto de ser estudante online tem que se lhe diga. O módulo de ambientação não me correu "às mil maravilhas". Com o casamento e a lua de mel a coincidir não consegui acompanhar devidamente os desenvolvimentos. Tentei realizar todas as actividades, dedicando mais tempo a umas que a outras. Second Life, Delicious, Flickr, Blogue... Uffff! Pensando bem, já aprendemos/melhorámos uma série de ferramentas das quais, confesso, pouco sabia.

Um dos aspectos mais importantes é a organização. Não temos horário de aulas presenciais, pelo qual nos poderíamos guiar e organizar o nosso dia. O grande desafio prende-se com isto mesmo: organizar o nosso dia de forma a poder dedicar o tempo necessário às unidades curriculares. A gestão do tempo, a motivação e a auto-disciplina são aspectos que dependem de nós e podemos controlá-los. No entanto, devemos ter em consideração aqueles que nos são alheios, como por exemplo, a ligação de Internet de que dispomos. Eu tenho duas em casa (fixa e móvel) e só eu sei como uma delas falha; o tempo que passo ao telefone para resolver problemas com a net poderia muito bem ser o tempo dedicado ao curso... A outra é "lentinha". Bem, é só esperar para ver e fazer figas para não ter imprevistos.

Um outro aspecto é a comunicação; como nos dirigimos a colegas e professores? Assinar uma mensagem, cumprimentar, despedirmo-nos... Há quem o faça, outros nem tanto. Como se processa a comunicação professor/aluno/professor? Nunca fui fã das conversas online prolongadas. Se intervenho demais, sou chatinha; se participo pouco, não me estou a aplicar. Como se atinge o equilíbrio? Penso que aqui entra o bom senso de cada um. E por falar nisso, diz-me o meu que já me estou a esticar um bocadinho, portanto, vou ficar por aqui.

Até breve.

AO TRABALHO!

Primeira etapa cumprida.

Agora, começa o trabalho. Espero que este se transforme num espaço de partilha de conhecimentos, pensamentos (positivos ou negativos) e experiências.

A todos os que me visitarem (e aos outros, também), desejo um excelente trabalho.

Até breve.