- How can microblog promote cooperative learning communities?, by José Carlos Figueiredo and Paulo Simões
- The Learning partner, by Sandra Brás
How can microblog promote cooperative learning communities? - Colleagues used as a tool in the construction of their's object, VoiceThread, enabling and promoting online interactivity. And, in fact, so far have, several people had participated in the discussion. Those arguments, particularly, in this panel, it seems to me that microblogging is considered an excellent resource, facilitator of interactivity, allowing, in particular, the sharing of information very quickly. Remains under discussion if it will promote learning in cooperative communities, since there is no evidence to prove their effectiveness on this area. It may be a problem to investigate.
Colleagues, using images, present forms of communication that can be used in cooperative learning, referring to, and quoting, Morten Paulsen, that asynchronous communication is the preferred form of communication in cooperative learning environments. And that giving preference to discussion forums, more people can enjoy reading the messages, instead of using the mail where communication is one to one. Morten Paulsen, in the quote on the subject that colleagues show, argues that the forums are usually organized and structured in themes or topics, however, and interestingly, the image that colleagues used to illustrate this idea was a set of colored wires, that seems to be disorganized, not showing any kind of structure...
Still on the choice of images, since I saw this object, at the first time, I'm thinking in the first photo used in the resource: the handover moment in a relay race.
Colleagues, using images, present forms of communication that can be used in cooperative learning, referring to, and quoting, Morten Paulsen, that asynchronous communication is the preferred form of communication in cooperative learning environments. And that giving preference to discussion forums, more people can enjoy reading the messages, instead of using the mail where communication is one to one. Morten Paulsen, in the quote on the subject that colleagues show, argues that the forums are usually organized and structured in themes or topics, however, and interestingly, the image that colleagues used to illustrate this idea was a set of colored wires, that seems to be disorganized, not showing any kind of structure...
Still on the choice of images, since I saw this object, at the first time, I'm thinking in the first photo used in the resource: the handover moment in a relay race.
Relay race, in athletics, means a route which is made up of several members of a team. Each element performs the route as it shall, beetween the areas of transmission, which provides for the regulation. That is, it is a proof where the group working is essential and without which the ultimate goal of the group is not reached. I think this essay approaches the concept of collaborative learning, since is required that students sink or swim together, as we read this article by Morten Paulsen, when he defines Collaborative learning:
Collaborative learning requires participation in a learning community, but limits individual flexibility. One may say that collaborative learning requires that students sink or swim together. Collaborative learning is common in online education offered by traditional face-to-face institutions.
And this is where I think appropriate to introduce the analysis of the second object by Sandra Brás: The Learning partner, once, describing an example of partnership in the study, gives us the basics of learning the theory of Cooperative fredoom.
Sandra has built a very simple story, using as a tool toonlet - a resource that requires particularly concise writing.
In this short cartoon we meet Mary, a student who chose online education because of the freedom and flexibility that education online allows. However, she recognizes that, sometimes, the learning is too lonely, and then joins with to the program of NKI that promotes learning in partnership. Once she had uploaded her profile, she find a partner, John, to whom she discusses the issues. Both show, on the end of the cartoon, very pleased with the partnership, as the results improved and John reveals that it intends to maintain that cooperation until the end of his studies.
So, this is a process of learning that promoted some benefits of individual freedom and other benefits of cooperation in a learning community online.
Collaborative learning requires participation in a learning community, but limits individual flexibility. One may say that collaborative learning requires that students sink or swim together. Collaborative learning is common in online education offered by traditional face-to-face institutions.
And this is where I think appropriate to introduce the analysis of the second object by Sandra Brás: The Learning partner, once, describing an example of partnership in the study, gives us the basics of learning the theory of Cooperative fredoom.
Sandra has built a very simple story, using as a tool toonlet - a resource that requires particularly concise writing.
In this short cartoon we meet Mary, a student who chose online education because of the freedom and flexibility that education online allows. However, she recognizes that, sometimes, the learning is too lonely, and then joins with to the program of NKI that promotes learning in partnership. Once she had uploaded her profile, she find a partner, John, to whom she discusses the issues. Both show, on the end of the cartoon, very pleased with the partnership, as the results improved and John reveals that it intends to maintain that cooperation until the end of his studies.
So, this is a process of learning that promoted some benefits of individual freedom and other benefits of cooperation in a learning community online.
PORTUGUESE VERSION / VERSÃO PORTUGUESA
Reflexão crítica sobre dois materiais criados, no âmbito do estudo da teoria da Cooperative Fredoom
- How can microblog promote cooperative learning communities?, by José Carlos Figueiredo and Paulo Simões
- The Learning partner, by Sandra Brás
How can microblog promote cooperative learning communities? Os colegas usaram, como ferramenta, na construção do seu objecto, o VoiceThread, permitindo e promovendo a interactividade online. E, de facto, até ao momento foram várias as pessoas que participaram na discussão. Pelos argumentos apresentados, particularmente, neste painel, parece-me que o uso do microblog é considerado um excelente recurso facilitador da interactividade, permitindo, particularmente, a partilha de informação de forma muito rápida. Continua em discussão se promoverá a aprendizagem em comunidades cooperativas, uma vez que não haverá evidências que provem a sua eficácia, nesse domínio. Talvez seja uma problemática a investigar.
Os colegas, usando imagens, apresentam as formas de comunicação passíveis de serem usadas numa aprendizagem cooperativa, referindo que, e citando Morten Paulsen, a comunicação assíncrona é a forma preferencial de comunicação em ambientes de aprendizagem cooperativa, dando preferência aos Fóruns de discussão, uma vez que, usando os fóruns, mais pessoas poderão usufruir da leitura das mensagens, em vez de usar o mail onde a comunicação é de um para um. Morten Paulsen, na citação que os colegas apresentam sobre o assunto, argumenta que os fóruns são geralmente organizados e estruturados em temas ou tópicos, no entanto, e curiosamente, a imagem que os colegas usaram para ilustrar esta ideia foi um conjunto colorido de fios que me parecem estar desorganizados, não apresentando qualquer tipo de estrutura...
Ainda sobre a escolha das imagens, desde que vi o trabalho, pela primeira vez, que tenho andando a pensar na primeira foto usada no recurso: o momento de passagem de testemunho numa corrida de estafetas.
Estafeta, em atletismo, designa um percurso feito por vários elementos de uma equipa. Cada elemento realiza o trajecto que lhe compete, dentro do limite das zonas de transmissão que o regulamento prevê. Isto é, trata-se de uma prova em que o trabalho de grupo é essencial e sem o qual o objectivo final, do grupo, não é atingido. Parece-me que esta descrição se aproxima do conceito de aprendizagem colaborativa, uma vez que nesta exige-se that students sink or swim together, como podemos ler neste artigo de Morten Paulsen, quando define Collaborative learning:
- Collaborative learning requires participation in a learning community, but limits individual flexibility. One may say that collaborative learning requires that students sink or swim together. Collaborative learning is common in online education offered by traditional face-to-face institutions.
E é neste ponto que julgo pertinente introduzir a análise do segundo recurso da autoria da Sandra Brás: The Learning partner, uma vez que descrevendo um exemplo de parceria no estudo, nos apresenta os princípios básicos da aprendizagem pela teoria da Cooperative Fredoom.
A Sandra construiu uma história bastante simples, usando como ferramenta a toonlet - recurso que exige, particularmente, poder de síntese, na escrita.
Nesse pequeno cartoon somos apresentados a Mary, uma estudante que escolheu o ensino online por causa da liberdade e flexibilidade que este permite. No entanto, reconhece que, por vezes, a aprendizagem é demasiado solitária, e, então, adere ao programa da NKI que promove a aprendizagem em parceria. Depois de ter disponibilizado o seu perfil, encontra uma parceiro, John, com quem discute as matérias. Ambos mostram, no final do cartoon, estar satisfeitos com a parceria, uma vez que os resultados melhoraram e John revela que pretende manter aquela cooperação até ao final dos seus estudos.
Portanto, estamos perante um processo de aprendizagem que promoveu alguns benefícios da liberdade individual e outros benefícios da cooperação numa comunidade de aprendizagem online.
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