Producing a learning object related to online teaching techniques, publishing it somewhere and introducing it in the discussion forum.
Reflections
In his feedback about this learning object, Professor Morten asked me to do some reflections about the challenge is always to get others to contribute in a cooperative environments; on my experiences with the evolvement on this and some advice.
First of all I believe that the use of the wiki can be a good example of a tool cooperative. Using wiki tool allows the possibility of creating, within the same space, multiple pages, to develop cooperative work. And this learning object could have been used in this sense.
In the review that made my learning object, Eduarda Rondão suggested that I should invite other colleagues to discussion and build a learning object based on collaboration and cooperation.
In fact, I did that. In the Activity 3 - Review Forum of learning objects, on 8 December 2009, I accepted the challenge of Eduarda and I suggested that we could create a page for each of the techniques or joining them. So colleagues who were interested in participating could say there, in the Forum, or send me by mail. Then I would send the invitations. However, no one did. Maybe I should have asked even without knowing who would be interested.
During the Masters, several have been the circumstances in which we used the wiki to work. However, it has always been done in collaborative work, ie, in a situation where the various elements of a team worked together to build the same product. This could have been a situation where each one, independently, build several products that would be aggregated into the same medium, in a cooperative work.
* Edited the February 25, 2010, to add the reflections.
Make a one-question-interview with either an online teacher or an author of one of the articles in your annotated bibliography. The question should be related to online teaching techniques, teacher workload or online assignments.
------------------------------------------------------------- Question to Dr. Steve Ehrmann -------------------------------------------------------------
My name is Rosalina Simão Nunes and I am taking a master degree on E-Learning Pedagogy, by Universidade Aberta in Portugal. In this semestre we have a uc taken by professor Morten Paulsen and I quoted your paper IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever, in a annotated bibliography about online teaching techniques.
In the Activity 4, to the Unit 2, professor Morten Paulsen asked us to make a one-question-interview with either an online teacher or an author of one of the articles in our annotated bibliography. The question should be related to online teaching techniques, teacher workload or online assignments.
I choosed online teaching techniques and I related it with a issues that, here, in Portugal, we are discussing.
The portuguese government promoted last year, one program - the Magalhães - that aims to democratize access to information technology and supported by the distribution of a computer (The Magalhaes) for each student of the 1st cycle (children between 5 and 10 years).
Beyond other problems, one of the issues that is currently discussing, too, is whether there are benefits in using computers for children of this age. So, my question is: Should we use this kind technology, at this age, as lever for education in classroom?
Thanks so much for asking me. In the mid 1990s, I was a member of an OECD team that evaluated a Portuguese program to use computers to improve education for students of that age. The program was called Minerva, I believe, and it was a great success, the best we'd seen in any country in the world.
I congratulate you on your English. But English is full of ambiguity in education, so I'll take a chance and reword your interview question. If I've misunderstood your intent, please correct me.
Interview Question: the Portuguese government is providing a computer with Internet connectivity for every child ages 5-10, along with resources that can be used online in schools. Do you see ways to take advantage of these computers, connectivity and resources to help the children of this age learn?
Answer: My experience is mostly with college age students and mostly with students in North America, so please consider these suggestions with caution.
First, nothing will work without the appropriately prepared teachers and the staff who can help them. Part of the genius of the Minerva Program was the skill with which this was managed through an elegant collaboration among the Portuguese government, universities, and the schools themselves. (Minerva helped schools install a half dozen computers in a lab in each school building and then take advantage of those few machines to improve the learning of many, many children in that school. Teachers were seconded to the project and trained by the universities. These trained teachers then collaborated nationally to develop and implement ideas for using the machines. One popular practice, for example, was for children to interview people in their towns and create magazines of family stories, recipes, history, and such - a computer was used to do page layout and the printer to print the magazine. Ten year olds in one school wrote a whole cookbook which was published and widely circulated.)
One of the classic uses of computers to improve learning is to shift attention from mechanics to process -- from lower order skills to higher order thinking. School children of this age all need to learn the mechanics of writing. Students all need to learn to write with a pen or pencil. But even at this age, students also ought to learn to write (and rewrite, and rethink) at a keyboard, using letters, pictures, color, images and even music in their writing. For adults, and for children, writing should be like sculpting in clay not sculpting in stone (as it was when I was a child). And computers can bring multimedia into the picture. It also makes it more likely that children can create their own projects, magazines and web sites for the enjoyment of their families and neighbors.
That same logic can be applied to other kinds of learning. Students can learn about certain musical ideas by using computers (with appropriate software) to create their own music. Seymour Papert suggested decades ago some means for learning math by playing with math. Ditto art, history simulations, geography, and other areas of learning. (And I do think play is an important element of learning at this age).
The internet opens a much larger library for students. Instead of the tiny library I remember as a school child, the school could manage the children's access to books read aloud (along with the texts), music played aloud (along with the score), and the like. I imagine that there are interesting learning games, such as role playing simulations, that children can be play from computers.
And, of course, for some skills, self-paced, interactive computer tutorials are appropriate. There is ample evidence that, for such skills, children can learn about 1/3 faster than with more traditional methods. I don't know if the learning is any deeper than with traditional methods, but it's quicker, which frees time for other uses.
In all this, I imagine a shortage of software and materials in Portuguese might be an issue.
That problem might become an opportunity if it provides opportunities for college students, high school students and perhaps even somewhat younger children to create the software and resources for children of this age, and to work with the chidren as they try out the prototypes.
To conclude: with this policy in place, I'm very hopeful that there are worthwhile ways to use the investment to the benefit of both the children and the teachers.
Stephen C. Ehrmann
Marco, Maria de Lurdes and Teresa built a document, visually and graphi, quite appealing . No wonder, then, that when I make this comment, the work has already been viewed by 121 visitors. That hapened, certainly, because they used the ISSUU, as a tool to optimize the form of newspaper work. The ability to browse the leaves as a newspaper, in fact, allows us to immerse in the content in a interesting way. About the contents, I highlight that one who is described on page three, since it coincides with the technique I chose to develop the wiki I created: the Forum. I think one way to enrich my work would be, for example, introduce in the wiki the list of benefits that my colleagues enumerated in the Benefits topic. Learning objects like this that Marco, Maria de Lurdes and Teresa built can be very useful when we want to synthesize subjects.
In relation to the resource created by Monica and Sandra, - creating a Facebook group in order to discuss, disseminate information and share materials on teaching online - would be an excellent tool to promote the discussion that I propose, in section Discussion, on my wiki: Can we consider that the forums would be replaced by these recent social technologies? Although this discussion could be developed in the wiki, certainly using Facebook the visibility would be another. It seems to me that the use of social networks, particularly Facebook, are an excellent way to quickly convey information. I have some doubts about the possibility of using Facebook as a tool for gathering information for evaluation.
Meantime, Teresa Rafael also has presented her resource. I will therefore make a brief comment. I think the paper prepared by Teresa fits into the same type of work submitted by colleagues Marco Freitas, Maria de Lurdes Martins and Teresa Fernandes, moreover, the tool used for publication was the same (ISSUU). She built a document that summarizes the various teaching techniques used by the mediation of the computer, as well as the strategies used in online education. I found very interesting that the work begins with the comparison between traditional teaching and learning online. It is, therefore, a query feature, since there are exposed certain content and the choice of ISSUU seems quite appropriate, since it facilitates the reading using the fullscreen, and to peruse the work. Advantage also important , as with the learning object E-Learning Daily News, is be allowed to download.
PORTUGUESE VERSION / VERSÃO PORTUGUESA
Esperei até hoje para fazer os meus comentários a dois dos trabalhos de colegas a fim de poder ter acesso ao maior número de trabalhos e conseguir escolher baseando-me em algum critério.
De todos os recursos publicados, escolhi dois que, de certa forma poderiam interagir com o meu trabalho de forma mais directa:
E-Learning Daily News, por Marco Freitas, Maria de Lurdes Martins e Teresa Fernandes;
O Marco, a Maria de Lurdes e a Teresa construíram um documento bastante apelativo em termos visuais e gráficos. Não admira, pois, que, no momento em que faço este comentário, o trabalho tenha já sido visto por 121 visitantes. Facto que, sem dúvida, terá dado ao trabalho um maior impacto visual foi a utilização do ISSU, como ferramenta, optimizando a forma de jornal do trabalho. A possibilidade de folhear as folhas como se de um jornal, de facto, se tratasse, permite-nos imergir de uma forma como interessante com os conteúdos. Quanto a estes, destaco aquele que é descrito na página três, uma vez que coincide com a técnica que eu escolhi para desenvolver no wiki que criei: o Fórum. Penso que uma forma de enriquecer o meu recurso seria, por exemplo, introduzir no wiki a lista de vantagens que os meus colegas enumeraram no tópico Benefits. Recursos como este que o Marco a Maria de Lurdes e Teresa construíram podem ser muito úteis, quando se pretendem sintetizar matérias.
Em relação ao recurso criado pela Mónica e Sandra, - criação de um grupo no Facebook com o objectivo de divulgar informações discutir e partilhar materiais sobre técnicas de ensino online - seria uma excelente ferramenta para promover a discussão que proponho no wiki, na secção Discussion: Can we consider that the forums would be replaced by these recent social technologies? Ainda que essa discussão se pudesse desenvolver no próprio wiki, certamente que usando o Facebook a visibilidade seria outra. Parece-me que o uso das redes sociais, nomeadamente o Facebook, são uma excelente forma de, rapidamente, veicular informação. Tenho algumas dúvidas sobre a possibilidade de usar o Facebook como instrumento de recolha de informações para avaliação.
Entretanto, a Teresa Rafael apresentou também o seu recurso. Vou por isso fazer um breve comentário. Penso que o trabalho elaborado pela Teresa se encaixa na mesma tipologia de trabalho apresentado pelos colegas Marco Freitas, Maria de Lurdes Martins e Teresa Fernandes, aliás, a ferramenta usada para publicação foi a mesma (ISSUU). Construiu um documento onde apresenta de forma sintética as várias técnicas pedagógicas usadas por mediação do computador, bem como as estratégias usadas no ensino online. Achei muito interessante o facto do trabalho iniciar com a comparação entre o ensino tradicional e o ensino online. Trata-se, portanto, de um recurso de consulta, já que são expostos determinados conteúdos e a escolha do ISSUU parece-me bastante adequada, uma vez que facilita a leitura, utilizando o fullscreen, e permite folhear o trabalho. Vantagem também importante, tal como acontece com o recurso E-Learning Daily Newsé ser permitido o download.
In the first activity of the Unit 2 from uc Pedagogical Processes in ELearning, it was been proposed that we should find, study and share resources that are related to online teaching techniques and than we should make an annotated bibliography.
I adopted the following guideline, first, I searched for materials that speak of the impact of technology in learning. Then I researched online tools available to support the computer mediated education.
IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever- What had motivated me to read this article, written by Arthur W. Chickering and Stephen C. Ehrmann, was the expression 'techonology as lever' used in the title, since I also think that the introduction of new technologies in education is inevitable in the development of an Information Society. In this article, published in 1996 (AAHE Bulletin, October, pp.. 3-6) and updated in January 2008, the authors present seven principles of good practices for success of online learning by use of computers, video and telecommunications in education online, running the technology as a lever for the success of online learning. In 2008, when it is updated, Ehrmann summarizes strategies that have been developed in order to circulate the idea of the seven principles and at the end he refers to an article ( "Using Technology to Make Large-Scale Improvements in The Outcomes of Higher Education : Learning From Past Mistakes" - January/February, 2002) which lists the reasons why the technology, even had helped to arouse interest in these principles, came, too, on the other hand, be inappropriate to ensure real improvements in learning.
Technology, Teaching, and Learning (in Siemens and Tittenberger, Handbook of Emerging Technologies for Learning,March, 2009, 61 pages) - I start by point the fifth point: Teaching with Technology. Here, the authors refer to the seven principles that I mentioned in previous bibliographical note, concluding that these aspects are "suffice as an introduction to the similarity of teaching well with technology and teaching well in a classroom". However, because this annotated bibliography is about teaching online, I think is relevant, in this context, highlight the point 7.3. - Online Learning and 8. - Move to Facilitation. In the first are given platforms where the courses completely online and alternatively, we have the possibility of offering courses through a combination of blogs, email, podcasts, and group-based activities. In the next point, and as facilitators of education, the authors show a variety of tools that we could be used as online teaching techniques that we could include in thisclassification of online teaching techniques for computer-mediated communications. To conclude this note, I would also like to mention the third aspect of this chapter: Personal Learning Environments. In this respect, the authors write that the rapid growth of social technologies, using various tools, such as blogs, wikis, social networking tools, Social bookmarkingt have been replacing Learning Management Systems (LMS).
Top 100 Tools for Learning – a meditation- In this post, dated November 18, therefore, quite recent, Michael Hanley presents a list of 100 tools for learning of 2009, made byJane Hart. What I found most interesting in this post was the interactivity that it allowed in comments, among the various participants, which leads me to conclude that, regardless of the tool, above all, the key is knowing how to motivate the participation.
REFLEXÃO
In this reflection, I will highlight one aspect that arise in the last reference (Top 100 Tools for Learning - a meditation) mentioned in the Annotated Bibliography and that now, reading the articles, I consider relevant to point out:
What I found most interesting in this post was the interactivity that it allowed in comments, among the various participants, which leads me to conclude that, regardless of the tool, above all, the key is knowing how to motivate the participation.
I believe that this aspect in online learning is very important to promote learners participation. In Section 8 that I quote in reference (Technology, Teaching, and Learning), the authors also give prominence to this aspect: "Through access to resources and experts, learners are guided to explore content and ideas, and engage actively in conversation with each other, the instructor, and often, members of the larger discipline." Maybe it was for this reason, because I feel the importance of promoting conversation, which, in the second activity of this unit, I have chosen to develop a teaching resource - the Forum - which promotes the discussion of the learning activities suggested by Siemens and Tittenberger in Section 9 (Teaching and learning activities) of their article .
* Edited the February 25, 2010, to add the relfection and some data information that I highlighted with color pink.
PORTUGUESE VERSION / VERSÃO PORTUGUESA
EDITORIAL
Na segunda actividade da Unidade 2 da uc Processos Pedagógicos em ELearning, foi-nos proposto que encontrássemos, estudássemos e partilhássemos materiais que estivessem relacionados com as técnicas de ensino online e que fizéssemos uma bibliografia anotada.
Adoptei a seguinte linha de orientação: primeiro, procurei materiais que falassem do impacto da tecnologia nas aprendizagens. Depois, tentei pesquisar sobre ferramentas disponíveis online que permitam apoiar o ensino mediado por computador.
IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever- O que motivou a leitura deste artigo, da autoria de Arthur W. Chickering and Stephen C. Ehrmann, foi o facto de ser usada no título a expressão tecnologia como alavanca, uma vez que, também acho que a introdução de novas tecnologias no ensino é inevitável no desenvolvimento de uma Sociedade de Informação. Neste artigo, publicado em 1996 (AAHE Bulletin, October, pp. 3-6.) e actualizado em Janeiro de 2008, os seus autores apresentam sete princípios de boas práticas que permitem utilizar, da melhor forma, a tecnologia como alavanca para o sucesso do ensino online, pelo recurso aos computadores, ao vídeo e às telecomunicações no ensino online, funcionando a tecnologia como alavanca para o sucesso do ensino online. Em 2008, aquando da sua actualização, Ehrmann apresenta sucintamente estratégias que têm sido desenvolvidas no sentido de fazer circular a ideia dos sete princípios e no final faz referência a um artigo ("Using Technology to Make Large-Scale Improvements in The Outcomes of Higher Education: Learning From Past Mistakes" - Janeiro / Fevereiro, 2002) onde apresenta as razões pelas quais a tecnologia, embora tenha ajudado a despertar o interesse por esses princípios, veio, também, por outro lado, a revelar-se inadequada no garante de melhorias efectivas na aprendizagem.
Technology, Teaching, and Learning(in Siemens and Tittenberger, Handbook of Emerging Technologies for Learning - Março, 2009, 61 páginas) - Começo por indicar o quinto ponto: Teaching with Technology. Aqui, os autores fazem referência aos sete princípios que indiquei na anterior nota bibliográfica, concluindo que esses aspectos são "suffice as an introduction to the similarity of teaching well with technology and teaching well in a classroom. " No entanto, sendo esta bibliografia anotada sobre técnicas de ensino online, é pertinente, nesse contexto, dar destaque ao aspecto 7.3. - Online Learning e 8. - Move to Facilitation. No primeiro, são indicadas plataformas onde os cursos totalmente online podem ser ministrados e, como alternativa, é apresentada a hipótese de oferecer os cursos através de uma combinação de blogs, e-mails, podcasts, e actividades baseadas em grupos. No ponto seguinte, e como facilitadores do ensino, são apresentadas várias ferramentas que podem ser usadas como técnicas de ensino online já que as poderíamos incluir nestaclassificação das técnicas para o ensino online mediadas por computador. A terminar esta nota, gostaria ainda de referir terceiro aspecto deste capítulo: Personal Learning Environments. Neste aspecto, os autores escrevem que o rápido crescimento das tecnologias sociais, com a utilização das várias ferramentas, por exemplo, blogs, wikis, Social networking tools, Social bookmarkingt, têm vindo a substituir Learning Management Systems (LMS).
Top 100 Tools for Learning – a meditation- Neste post datado de 18 de Novembro, portanto, bastante recente, Michael Hanley apresenta a lista das 100 ferramentas de aprendizagem de 2009, feita por Jane Hart. O que achei mais interessante neste post foi a interactividade que ele permitiu, nos comentários, entre os vários participantes, o que me leva a concluir que, independentemente da ferramenta, importa, acima de tudo, saber estimular a participação.
REFLEXÃO
Nesta reflexão, irei destacar um aspecto que aflorei na última referência (Top 100 Tools for Learning – a meditation ) citada na Bibliografia Anotada e que agora, relendo os artigos, considero pertinente sublinhar:
O que achei mais interessante neste post foi a interactividade que ele permitiu, nos comentários, entre os vários participantes, o que me leva a concluir que, independentemente da ferramenta, importa, acima de tudo, saber estimular a participação.
Julgo que este aspecto, no ensino online, seja bastante importante: promover a participação. dos estudantes. No ponto 8 que cito na referência (Technology, Teaching, and Learning), os autores dão também destaque a esse aspecto: "Through access to resources and experts, learners are guided to explore content and ideas, and engage actively in conversation with each other, the instructor, and often, members of the larger discipline." Talvez tenha sido por esta razão, por sentir a importância de promover a conversação, que, na segunda actividade desta unidade, tenha optado por elaborar um recurso pedagógico - o Fórum - que promove a discussão, uma das actividades de aprendizagem sugerida por Siemens and Tittenberger, no ponto 9 (Teaching and learning activities) do seu artigo.
e-Arquivo de trabalhos resultantes de atividades propostas por Rosalina Simão Nunes, na sua prática pedagógica, na Escola EB 2,3 Dr. João das Regras do Agrupamento de Escolas D. Lourenço Vicente, Lourinhã.
Mensagens
