Reviews Isabel Manteigas annotated bibliography

I`ve reviewed Isabel Manteigas annotated bibliography.

The colleague made a good choise.A Isabel presents an annotated Bibliography diversified, that contains one report, two articles and an presentation of the top 100 tools for learning created with the contributions 278 Learning Professionals worldwide. I think this documents are very useful for all who want to do a good work with online Teaching Techniques.

In the report, Prof. Morten Paulsen talk about issues of Pedagogical Techniques for Computer-Mediated Communication. De acordo com Prof. Morten Paulsen, a pedagogical technique is a manner of accomplishing teaching objectives and a Computer-Mediated Communication is a transmission and reception of messages using computers as input, storage, output, and routing devices. This communication includes information retrieval, electronic mail, bulletin boards, and computer conferencing. Prof .Morten Paulsen presents various pedagogical techniques, that are classified as one-alone techniques, one-to-one techniques, one-to-many techniques, and many-to-many techniques.

In the first article, the authors try to answer a series of important 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?”. Initially they presents the Background of the Problem and then discuss various ways to Ensuring Effective Online Instruction, such as 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.

The second article examines the theoretical background for the integration and modelling of online teaching within a staff development program. To the authors the integration of technology like a teaching technique depends of the experience the teachers. "Teachers who have positive experiences with technology and have adequate support are more likely to integrate technology into their own teaching (Freeman, 1997)." They presents a serial the methods for teaching online and methods to structure online activities. In the first methods include the Asynchronous Computer Mediated Communication (eg. email, discussion groups), Synchronous Computer Mediated Communication (eg.chats, desktop videoconferencing, groupware), Online Assessmen, for example, and in the seconds methods include Requiring a deliverable (eg. plans, designs, papers, portfolios etc), Limiting the scope of activities in terms of size and/or time, Debates and role plays, Brainstorming, for example.

The Presentation contains the top 100 tools for learning created for many professionals from worldwide. Many of this tools can be used on teaching online techniques like you can see.

Top 100 Tools for Learning 2009

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http://isabelmanteigas-elearning.blogspot.com/2010/04/annotated-bibliography-online-teaching.html

Review Marina Moleirinho Learning Object

I`ve reviewed Marina Moleirinho Learning Object

This Learning Object is very interesting, and is on the line of my Annotated Bibliography.
Web 2.0 are a facilitator element of online Teaching that provide content of learning and the tools to promote learning itself (Bawden, 2007).

The Blogs, Dandelife, Wikis, Flickr, Page Creator, YouTube, Podcasting, Delicious, Bookmarks, Calendar, Second Life, Mobile Technologies and Conceptual Maps Online are same applications of Web 2.0 that facilitate interative information sharing and collaboration in the worldwide Web.

The acess to Web 2.0 is easier and the students have control on the process of learning.
This tools provide a learning process more creative and autonomous. The work is facilitated too by the collaboration of the community .

The teacher can organize the documents to learning and make a social environment, guiding students to reach the learning objectives

Online Teaching Techniques

C:\fakepath\processos pedagógicos em e learning

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Online Teaching Techniques

After doing this activity I selected

http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf

This manual is a document for teachers who want to learn to use some online teaching techniques. This manual contains nine chapters that present various online teaching techniques and that helps teachers to insert themselves in this type of education. Each chapter contextualizes each online teaching techniques, explains how to create an online space and discusses their use in educational practices.

The first chapter talks about the Blog, YouTube, Flickr and Delicious. Present the blog and its relevance in an educational context, showing how to create a Blog, provide a link and insert a image or a video from the YouTube, using a Blogger as an example. Explains how to create a YouTube account, approaching the TeacherTube too. Contains information how to create a Flickr account provide a image and finally how to have bookmarks always accessible on the Delicious.

The second chapter talks about the Podcast and about the user of the software Audacity. Presents an introduction to the Posdcast, showing how to create and record a Podcast on the Podomatic. It also explains how to write a file audio in Audacity and how to do a upload file to the Podomatic.

The third chapter talks about Dandelife, Wiki and Goowy. Initially makes some considerations about Web 2.0 in education, presented the Dandelife like a tool to make timelines, which allows to integrate text, images from Flicker, videos from YouTube and files audio. Presents the characteristics of the Wiki and how to create a Wiki space, giving PBWiki as an example. Finally, make an approach to the Goowy, online desktop that integrates e-mail, calendar, files, contacts, flash games, notepad that can be used as a e-book student, RSS reader, integrated search, visualization of videos from the YouTube, Posdcats, among other features.

The fourth chapter talks about the Google Toolbar: Page Creator, Docs and Calendar. Presents the Google Page Creator, that provides a Web pages without the hassle of a housing server. Discusses the features of Google Docs that integrates documents in word processor, office excel and presentations. Finally, indicates the functionalities of the Calendar and its usefulness.

The fifth chapter discusses PopFly. Presents PopFly service, free, online to develop mashups, gadgets, web pages and applications. A mashup uses informations from more than on source to create a new service or application Web. It also explains how can make a mashup.

The sixth chapter is about Web 2.0 and Mobile Technologies. Show the advantages of Web 2.0 in access to information, publication and online sharing, showing their access through mobile technologies and its implications on learning. It made a presentation of mobile version of some Web applications, like Mobile Google, Mobile YouTube, Mobile Zoho, Blinkx, Bloove, Winksite, Blurpulse, Gipit, EQO, Mobilicious and Twitter.

The seventh chapter talks about Second Life and Virtual Environments. Contextualizes and features Virtual Environments, focusing on Second Life. Explains how to create an avatar in Second Life, as moves the character in this Virtual Environments, interacts with other avatars, making shopping and changing the appearance of the avatar. Presents some suggestion on what we can be done in Second Life, including the possibility of earning money. Presents other virtual worlds that are being to imposed like Vastpark and Metaplace, referring to the virtual world of Google. Finally discusses the implications of virtual worlds in learning.

The eighth chapter speaks of Movie Maker to YouTube. Describes and demonstrates the potencial of Windows Movie Maker to assemble or create animated films based on images. This software, easy to learn, allows the teachers and students montages of quality that can be shared on the YouTube. Also indicates how available a video or animation on YouTube, which can be public or private.

The chapter nine shows the Conceptual Maps Online. Introduces the concept of conceptual map. Explains the implications of concept maps in learning how to install on the computer how to create a conceptual map with text, image, sound or video and how to export a map.

Educação e Sociedade em Rede - Actividade 2

Comentário sobre a noção de Cibercultura, tal como defendida por Lévy, e indicação de três exemplos significativos

De acordo com Lévy, a Cibercultura consiste num conjunto de técnicas materiais e intelectuais, de práticas, de atitudes, de modos de pensamento e de valores que se desenvolvem num novo meio de comunicação aberto, que surge da interconexão mundial dos computadores e das memórias informáticas, o Ciberespaço.

Deste modo, podemos depreender que a Cibercultura constitui um novo fenómeno cultural onde os individuos adquirem uma nova forma de ser, estar e saber na sociedade. Segundo este autor, a Cibercultura baseia-se em três principios fundamentais a interconexão, a comunidade virtual e a inteligência colectiva, criando-se e construindo-se numa rede de informação e comunicação respectivamente.

A interconexão está relacionada com a comunicação global sem limites de espaço e de tempo, a comunidade virtual apoia-se na interconexão entre os seus membros, de acordo com os seus interesses, conhecimentos e cooperação e a inteligência colectiva é construída por todos com base nos principios anteriores.

A simulação, o hipertexto e o ensino à distância on-line, são três exemplos significativos da Cibercultura nas quais estão bem patentes a interconexão, a comunidade virtual e a inteligência colectiva.

Para Lévy, a simulação é uma tecnologia intelectual que aumenta a inteligência individual e que permite aos grupos pertencentes a uma comunidade virtual, através da interconexão, compartilharem, negociarem e aperfeiçoarem modelos mentais comuns, independentemente da sua complexidade, aumentando também a inteligênica colectiva. A simulação possibilita o aumento determinadas capacidades do Homem, nomeadamente a imaginação e o pensamento, uma vez que permite a representação e o desenvolvimento de acontecimentos e realidades através da projecção de imagens e mundos virtuais.

O hipertexto é um texto que nunca está concluído e cujos autores são todos aqueles que contribuem para a sua construção e propagação, através da interconexão estabelecida entre todos os membros de uma comunidade virtual. O autor do texto deixa de ser uma identidade individual e passa a ser uma identidade colectiva, da qual fazem parte todos esses autores . Citando o autor, " o texto dobra-se, redobra-se, divide-se e volta a colocar-se pelas pontas e fragmentos: transmuta-se em hipertexto, e os hipertextos conectam-se para formar o plano hipertextual indefinidamente aberto e movél da web".

O ensino à distância on-line é um tipo de ensino que permite aos alunos aprenderem, transmitirem e produzirem conhecimento através da interconexão estabelecida entre os elementos de uma comunidade virtual. Esta forma de ensino centra-se no aluno e vem ao encontro das suas necessidades. O papel do professor é gerir a aprendizagem e acompanhar os alunos, assegurando a disponibilidade de recursos, promovendo e incentivando a reflexão e a troca de informação. Sendo a cooperação entre todos os membros dessa comunidade fundamental. O ensino à distancia on-line é acessível a todos e caracteriza-se pela diversidade e rapidez na evolução do conhecimento.

Activity 4 – One Question Interview

To Professor Terry Anderson


(One question by António Pedro Pereira e Manuel Pimentel)

Question: Most e-learning courses have an opening and ending date, equal to all students. Therefore, can we effectively talk about freedom of pace and time in that situation?


Answer: Athabasca University, unlike most Open universities offers continuous enrolment. We find this maximizes student freedom, but also results in lower completion rates than we would like. Sometimes students can not handle the freedom afforded by self pacing- especially since they have so little practice at lower educational levels. So it is question of freedom to choose - more or less freedom and only individual students can answer this. I like options and alternatives.


(One question by Ana Maria Marmeleira and Paula Silva)


Question: According to Paulsen’s Cooperative Freedom Theory, there’s a balance between cooperation and freedom. However, having work group activities isn’t a limitation of individual learning pace? How you do personally, or the institutions you are familiar with, deal with the pedagogical challenge of providing online education that combines individual freedom with meaningful cooperation?


Answer: I am struggling to convince our University that self pacing does not necessarily mean independent study. I think we should and can offer opportunities for cooperation, but this is challenging with self pacing. However I think new social software and web 2.0 tools make this more possible. We are trying to build optional activities and allow students to see and contribute artifacts of learning to ongoing user generated resources such as links, wikis, blog posts etc .



(One question by Margarida Marmeleira)


Question: In an article of yours, you talk about a seven dimension of freedom – the freedom of relationship. Do you think that the fact that some e-learning courses demand for their students to work in group is a limitation for the students freedom?


Answer: Again it is a limitation, but some people need and want the freedom to create learning relationships with others- we are social beings, so I don't like systems that are so hung up on freedom, that they do not allow cooperation and learning relationships to be formed.
I see three generations of Distance education pedagogy. The first based on behavioral/cognitive designs and focused on independent learning and delivered by books and one way mass media. The second based on constructivism with paced online learning groups using both synchronous and asynchronous technologies. And an emerging 3rd generation based on networks and connectivist designs. These allow, but do not require that relationships be formed with current and past students studying the same materials. You might want to read works by Jon Dron and myself on the difference between second generation groups and 3rd generation networks.