THERA'S BLOG

Top 100 Tools for Learning 2009

2010-02-08T11:06:00.001Z

via c4lpt.co.uk

Get started scripting with Autoscript

2010-02-08T11:01:00.001Z

Searching the Knowledge Base and Wiki in-Viewer

2010-02-08T10:38:00.001Z

via vimeo.com

21st Century Teacher Development

2010-02-07T09:33:00.001Z

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AnáLise Do ConteúDo Slides

Pedagogia No Second Life

2010-02-03T07:48:00.004Z

Pedagogia No S Lcompleto

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Esta actividade pretende ser um incentivo à inovação com a procura de novas práticas pedagógicas.
Sabendo que o aparecimento da inovação apresenta sempre duas vertentes - a da resistência e a do entusiasmo - procura-se com esta amostra essencialmente entusiasmar ainda mais quem já aderiu às TIC e "mostrar" aos resistentes que trabalhar no e com o Second Life pode também constituir um " enorme prazer pessoal" principalmente pelos mundos que abre quer ao aluno quer ao professor (a este ultimo também enquanto pessoa).
Nesta pequena apresentação é apenas demonstrado como o Second Life constitui uma mais-valia para a educação. São relatados alguns exemplos e faz-se uma pequena incursão pelos primeiros passos a dar pelo interessado.
Uma vez que grande parte dos tutoriais e outros acontecimentos se passam em Inglês, seriam talvez oportunas mais umas imersões neste mundo, os seus lugares e oportunidades de conhecimento e criação.

Objectivo da sua utilização:

Demonstrar que o SL deve ser utilizado na educação principalmente atendendo a que já estamos perante nativos digitais. Ao fazer esta pequena incursão neste mundo virtual pretende-se também desmistificar alguns aspectos que conduzem à resistência. Experienciar visitas virtuais a museus e/ou laboratórios com propósitos pedagógico-didácticos.

Principais características:

Idealmente seria feito um convite à participação "in loco". O público dirigir-se-ia ao local indicado onde estaria montado um cenário com cadeiras e projector de imagens. O palestrante no inicio daria uma explicação do que esperaria o público e se possível distribuiria notecards informativos prevendo situações de dificuldade em seguir o programa por parte de alguns elementos.
Começaria então por ser projectado o PowerPoint. Após esclarecimentos e eventual explicação o público seria convidado a acompanhar o palestrante a uma incursão pelos locais programados (exploratório, museus, ilha da Presidência, Nasa, Slenglish...). Aí os elementos do público teriam possibilidade de experimentar alguns "artefactos". Pretende-se que a incursão seja breve precisamente para suscitar a vontade de voltar. Assim, de volta ao local de conferência seriam trocadas impressões com o palestrante que se colocaria à disposição para em ambiente Real Life prestar esclarecimentos adicionais e fornecer documentação.

Principais desafios para implementar esta prática no Second Life:

Tal como no EAD, o desafio é inovar e sobretudo levar ao gosto pelo saber, pelo conhecer e pelo construir ...de preferência para além do que foi já feito. No SL existem vários recursos que o proporcionam, principalmente se pensarmos em alunos que frequentem já os últimos anos do ensino secundário e/ou os alunos universitários.
Nesse sentido e na sequência do que é mostrado nos slides a apresentar, optar-se-á por aquilo que considero duas das mais-valias do SL: os laboratórios virtuais (Física e Química) nos quais se enquadram os laboratórios linguísticos e os museus/ monumentos/locais de culto.
As áreas de conhecimento são diferentes e por isso as actividades a levar a cabo também. Assim, no caso de visitas a museus deverá haver uma prévia documentação/preparação por parte do professor relativamente ao trabalho a realizar. De qualquer modo, uma numa primeira etapa os alunos dirigir-se-iam a um mini anfiteatro criado para o efeito e assistiriam à projecção dos slides referidos anteriormente. Com a professora acompanhante a moderar, poderiam ser colocadas dúvidas e feitas propostas. Seguidamente (com as devidas precauções tomadas para que sempre que lhes ocorra uma dificuldade, esta possa ser de imediato resolvida) serão tele-transportados para os locais onde se vai realizar a sessão.
Preferencialmente a documentação e a "acção" para "responder" aos desafios colocados deverão ser recolhidos e inteiramente realizados pelos alunos. No decurso e/ou final da visita, o aluno deve preencher um " quizz" que constituirá elemento de avaliação. Já após o términus da visita (na qual os alunos devem também aprender a fotografar e a filmar) os alunos deveram produzir um "Learning Object" a seu gosto relacionado com o tema.

AnáLise Do ConteúDo Slides

2010-01-27T10:56:00.001Z

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G1 Tecnologia - NOTÍCIAS - Escola ensinará idiomas no Second Life

2010-01-24T19:55:00.001Z

Divulgação

Avatares poderão ter aulas de inglês e espanhol em hotéis e bares, com interação. (Foto: Divulgação)

saiba mais

Brasileiros ganham dinheiro no Second Life

Second life atrai atenção de sociólogos

Em busca de dinheiro no Second Life

'Terroristas' exigem libertação do Second Life

Second Life ainda ‘rejeita’ Windows Vista

‘Vivemos o começo da civilização on-line’

O aprendizado de um novo idioma feito de maneira imersiva, em um ambiente realista e com professores nativos logo estará disponível on-line, no mundo virtual Second Life. Em setembro, a escola de idiomas LanguageLab começa a oferecer aulas de inglês e espanhol virtuais, com custos parecidos com aqueles do mundo real. “Achamos que é muito melhor ensinar assim do que em um espaço físico, pois há muito mais o que se oferecer na web do que em uma sala de aula”, disse o fundador da empresa, David Kaskel.
Os estudantes e professores irão falar e escutar uns aos outros utilizando uma tecnologia VoIP (voz sobre IP) atualmente em testes e que deve ser lançada no Second Life em junho. Atualmente, os usuários que queiram falar com outros avatares devem ter um programa como o Skype instalado em suas máquinas. Agora, essa capacidade estará incluída no software do Second Life. O sistema alcança uma maior variedade de freqüências acústicas (de 50 a 14 mil hertz) que a telefonia normal, e irá beneficiar o aprendizado de idiomas -- algumas consoantes tem uma informação acústica que ocorre em freqüências mais altas que aquelas captadas por um telefone.
Kassel é um usuário veterano no Second Life, e sua idéia para a escola surgiu cerca de um ano e meio atrás. A LanguageLab, sediada em Londres, receberá os avatares dos estudantes em sua ilha no mundo virtual, onde uma cidade inteira foi construída. Os avatares devem se encontrar com seus professores para atividades nos hotéis, bares, clubes, escritórios e lojas detalhadamente realistas. As aulas terão cerca de 50 minutos, várias vezes durante a semana, e os estudantes deverão socializar com seus colegas e poderão se inscrever em cursos extras.

A voz no Second Life também será 3D, o que significa que o som dos avatares que estão perto irá parecer mais alto do que o daqueles que estão mais distantes. O sistema faz isso ao modificar o som de um usuário particular de acordo com a posição de seu avatar. Também há um modo que permitirá conferências e leituras.

Reclamações

Quando as capacidades de som foram anunciadas em fevereiro, muitos usuários reclamaram. Para eles, escutar as vozes dos outros avatares e ter que falar quebraria a virtualidade do mundo, levando-os para aspectos da realidade não requeridos, com características reais como sexo, identidade e nacionalidade. “Ser forçado a utilizar a voz em um mundo virtual, algo que não é de minha escolha, contra minha vontade, parece um golpe final”, escreveu o usuário Prokofy Neva.
Ensinar línguas no Second Life tem uma vantagem sobre outros métodos baseados na web, de blogs e podcasts a conversas de texto, que impressionou professores de fora: o mundo virtual traz um sentido de lugar, trazendo ao aprendizado uma sensação mais humana, uma experiência melhor de socialização on-line.
A LanguageLab não é a primeira escola no mundo virtual: uma variedade de educadores já oferece diversos idiomas. Mas a empresa é a maior escola de idiomas privada a se aventurar e a primeira a ser construída com base nas capacidades de som. Kassel, seu fundador, espera oferecer aulas de outras línguas, e para isso pretende duplicar seu espaço inicial.

via g1.globo.com

Aprendre a aprendre

2010-01-22T10:29:00.001Z

Aprendizagem Colaborativa

2010-01-22T10:25:00.001Z

Epic, como sera Internet hacia el 2015?

2010-01-22T10:22:00.001Z

Tecnologia na Educação a Distância

2010-01-22T10:18:00.001Z

Twitter: Como Usam As Midias Sociais E Redes Sociais Empresas

2010-01-22T10:04:00.001Z

via masternewmedia.org

Web Tempo Real E Twitter: Comunicação Twitter Muda Comportamento

2010-01-22T09:51:00.001Z

via masternewmedia.org

Principles for Improving Online Transparency, Quality by Christopher Hill in Distance Learning

2010-01-21T07:19:00.002Z

Anotated Bibliography

In this articles, the author argues about several principles that can be very useful and perahps shoud be considered in order to promote transparency in online education. however the article focus is courses design.

In his oppinion "One of the requirements for implementing Transparency by Design is the development of a new set of best practices for participating institutions"

These short texts, refer that one factor of major importance for the sucess in online education is also a well designed course with the right attitude of those who work there.

"The keys are disclosure, transparency, the ability to interact with students easily and the quality of the curriculum. So that we know what we’re trying to achieve and we regularly
measure it.”
_________________________________

Hill, Christopher, Principles for Improving Online Transparency, Quality,October 20, 2009 in http://www.facultyfocus.com/articles/distance-learning/principles-for-improving-online-transparency-quality/ viewed in 28/12/09

Hill, Christopher, More Principles for Improving Online Transparency, Quality,October 2, 2009 in http://www.facultyfocus.com/articles/distance-learning/more-principles-for-improving-online-transparency-quality/ viewed in 28/12/09
_______________________________

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

2010-01-21T06:38:00.005Z

Annotated Bibliography

…finding, studying and sharing materials related to transparency in online education

In this interview and answering about what he meant when he argue that transparency improves quality in online education, Professor Paulsen tell us that transparency is important specially because of tree positive effects on quality:

• Preventive quality improvement - obtained essentially by the access to others works and from the others to our own;

• Constructive quality improvement - come from the learning from others when accessing to their work;

• Reactive quality improvement – obtained by the feedback that others give us when they access our work;

Another positive aspect is that with transparency the low quality of courses or the teachers work, do not have very much chances of survival.

Asked about his believes about the propriety of transparency on promoting cooperation in online education, Professor Paulsen explained that it is s much easier to cooperate when we know the work of others.

Furthermore, he thinks that transparency is also fundamental in social networking because “the starting point is the individual or personal which does not happens with discussion forums. Having a personal page and profile that can be modified and developed, one can always being an individual and a member of a community.“In other words, actions within a social networking site are transparent. This creates a kind of indirect or passive form of communication and sharing.”

Replying to the question “Have you publish other recent articles on transparency in on-line education?” Paulsen enumerate some of his last publications and referred some interesting experiences with students.

In order to be even more “transparent” about transparency, Paulsen underlines that “it’s not only information provided by instructors that could be transparent”

As an example he pointed the Universidade Aberta’s where: “all the students have public blogs where you can read the annotated bibliographies and see the learning objects they develop for the course”

In his opinion it’s precisely this “extreme transparency of work-in-progress allows that the students to get feedback not only from their classmates, but from everybody on the internet as a part of their learning experience.” Even in more elementary levels and mostly in the case of families that live abroad, transparency can also be very useful and give very good results.

Paulsen believes also that transparency could improve quality even in evaluation what is underlined when he sates that “ relevant information should be available to the various user groups so that they can learn from the results and understand that they are members of a larger learning community” .

This can be confirmed in the work of NKI where writtings that: Students could see a report showing qualitative statistics of interest to students in their course." underlines that "Teachers could see the same report as the students with additional teacher information from certain parts of the questionnaire or from data related to other courses." and also assigning some importance to the presence of the administrative staff he says that they could see comparative reports showing responses from all user groups and questionnaires. This could also for example be used to identify teachers who receive excellent evaluations or courses that receive worrying evaluations. ”

Pausen nevertheless refers one weekness in these evaluation systems dispite the “NKI quality barometer” when he wrights that “they are not meant for continuous evaluation”, meaning that these types of evaluation should be used only scarcely.

In a kind of conclusion Paulsen remember that an ethical and moral challenge is present to find the right balance between transparency and privacy.

__________________

References:

[1] Michael F. Shaughnessy Senior Columnist EdNews.org; An Interview with Morten Flate Paulsen: Transparency in Online Education; in http://www.moodle.univ-ab.pt/moodle/course/view.php?id=4098#Scene_1 Visited in 26/12/09

Transparency in Cooperative Online Education by Chritian Dalsgaard and Morten Flate Paulsen

2010-01-21T05:23:00.006Z

Activity 1 - Annotated Bibliography

Analysis of an article

The abstract of this article shows clearly the subject, starting that

“ The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? ”

One is also clarified by the authors that they are going to demonstrate their argument “that transparency is a unique feature of social networking services. ”

The text argues that transparency and social networks can be used in cooperative online education in a certain way. In fact the authors believe that social networks and transparency are fundamental to increase ability among students.

The problem identified by the authors is to find in what measure the increasing of the ability can be done and how social networks can support cooperative online learning and how can they be used to innovate and also to increase student motivation. Web2.0 tools i.e. Weblogs, social networking sites, micro-blogging, and social presence tools) can provide the means to do the work and most of all they can stimulate the creativity of the student. Moreover, one of the network characteristics is that people share, ask, give teach and exchange as the authors state.

“People can cooperate only if they know about each other and have access to some common information and services ”

Being very skilled in network (social or not) collaboration and cooperation can perfectly be used as an added value to online (cooperative) education. But foremost transparency is the biggest added value brought to online education as the authors underline “central characteristic of social networking is the potential to facilitate transparency between students. The basic assumption is that transparency is important to cooperative online education. ”

Transparency – what’s that?

“Transparency means that you and your doings are visible to fellow students and teachers within a learning environment. ”

Following the work of the other students and even that of the teachers doesn’t mean appropriation or steeling. It is under the other way around: in online education it can mean specially a big help and a stimulus for innovation and “an idea for new ideas” as the authors suggest. As put it “The purpose of transparency is to enable students and teachers to see and follow the work of fellow students and teachers within a learning environment and in that sense to make participants available to each other as resources for their learning activities.”

Besides, for those that dislike “group work” that don’t allow individual performances and feel the need of exchanging ideas, cooperative learning is the best way to learn specially in distance education.“A central aspect of cooperative learning is to enable students to make use of each other while at the same time maintaining individual freedom ”

Social Networking and Cooperative Learning

Since we live a communication Age it’s natural that networks become quite a must in people’s life and also for students. But communication is not necessarily collaboration and the authors of this article consider mandatory to define what and in what measure social networks are important to cooperative learning and how and in what can they be used as pedagogical tools “ Networks are loosely organized structures (Dron & Anderson 2007) in which people do not necessarily collaborate or communicate directly. However, the question is what role networks play in relation to learning (….) more questions arises: What kind of relations supports learning, and, specifically, how do networks support learning? ”

Morevover “ it is necessary to clarify how different kinds of social relations support learning. Thus, it is necessary to make a connection between learning and types of social relations”.

Because of that it is also necessary to clarify the difference between the concepts of “cooperative” and “collaborative” “We make a distinction between „collaborative‟ versus „cooperative‟ problem solving. Cooperative work is accomplished by the division of labour among participants, as an activity where each person is responsible for a portion of the problem solving. We focus on collaboration as the mutual engagement of participants in a coordinated effort to solve the problem together. (Roschelle & Teasley, 1995, p. 70) ”

To collaborate means in general that there is a participation in a learning community and that there are limits for individual flexibility. The Cooperative approach put the emphasis in the encouragement of both individual flexibility and affinity to a learning community: “Another way to distinguish between the three terms is to claim that individual learning is conducted alone, collaborative learning depends on groups, and cooperative learning takes place in networks. ”

In fact, learning is considered as an active process and social relations are central to learning in a socio-cultural approach. But an individual doesn’t have to “disappear” in the community work that must be constituted as a “group of individuals” “The objective is not community-building or collaboration but increased awareness. ”

Transparency and Cooperative Learning

“We will argue that transparency is a dominant feature of social networking”

Philosophy of cooperative learning is directly related with one of the most important aspect of social networks in wish “the starting point is the individual or personal”. In opposition to the discussion forums, an individual always own is only personal page. So Individuality is always present. And it is as an individual that one share. “In a discussion forum you are represented by your posts only, whereas you are always “present” in a social network through your personal page. ”

“Transparency is particularly relevant within cooperative learning, where students are working on related projects or assignments but are not collaborating. Within cooperative online learning a central challenge is to enable students to follow the work of their colleagues. If students are unaware of the activities of fellow students, they might not make use of each other. This problem is reinforced within online education, where students do not meet face-to-face (Paulsen, 2008). ”

Furthermore, like in a network community, collaboration and cooperation are voluntary. Requiring transparency and using social networks as an attractive pedagogical tool, in cooperative learning student share and use community and individual awareness. “Cooperation will benefit when general and personal information related to the learning and the learners is available directly or indirectly to the learning community.”

Through transparency, quality is promoted because one is always seeking for better performances and “seeing and being seen it is much more easy and stimulating”.

Transparency implies that users to a certain extent can see and be seen, but it is important to find a suitable transparency level. Transparency is also an important driver for improved quality. It has the following three positive effects on quality

Preventive quality improvement -We are prone to provide better quality when we know that others have access to the information and contributions we provide.

Constructive quality improvement - We may learn from others when we have access to their data and contributions.

Reactive quality improvement - We may receive feedback from others when they have access to our data and contributions. ”

Web2.0 social software alows to increase performances on online education. Blogs, wikis, social networking sites, RSS, and social bookmarking become compelling tools in online education. In fact, now “users produce, share, and refine information of mutual interest and benefit for all community members”. Based in the “visibility “and “accessibility” all the productions are transparent and so shared and “cooperative”. And this cooperation can have the size that one can find appropriate. The same happens for evaluation “In cooperative learning environments, the findings and results should be reasonably transparent, and relevant information should be available to the appropriate user groups so that they can learn from the results and understand that they are members of a larger learning community. ”

Transparency: Potential for Online Education

One of the most related problems of Distance Education is the isolation of the student with all the consequences that are inherent to that.

Cooperative learning permits a conjugation of some ideal factors: A student does not have to abandon his individuality to belong, share and participate in a learning community. “This kind of sharing can provide students with insights into the workings of other students, and, thus, give them an increased consciousness and awareness of the activities of other students.”

Despite not being “new learning management systems”, Web 2.0 tools and social networks have become a pedagogical added value to on line learning. For the authors of this article, lying in “transparency and the ability to create awareness among students (…) social networking should be considered as a supplement to other tools”

In a sort of conclusion one can say these authors consider that the pedagogical potential of transparency lies within developing social networks in which students’ activities are visible to other students without denying them their individuality. “Cooperative learning and a socio-cultural approach provide a strong motive for support of transparency between student

----------------------------------------------------

References:

----------------------------------------------------

• Christian Dalsgaard ,Morten Flate Paulsen; Transparency in Cooperative Online Education; International Review of Research in Open and Distance Learning; Volume 10, Number 3; ISSN: 1492-3831 In http://www.irrodl.org/index.php/irrodl/article/view/671/1267 Visited in 26/12/09

• Christian Dalsgaard, Social networking sites: Transparency in online education; Institute of Information and Media Studies, University of Aarhus, Helsingforsgade 14, 8200 Aarhus N,Denmark,http://eunis.dk/papers/p41.pdf%20%20 visited in 26/12/2009

• Morten F. Paulsen; Profiling Online Students in EDEN President’s Blog, Weblog of Alan W. Tait President of EDEN in collaboration with the Executive Committee http://www.eden-online.org/blog/2008/10/01/profiling-online-students/ visited in 26/12/2009

Médias sociaux Il y a une vie après Twitter (heu… laquelle déjà ?)

2010-01-18T10:36:00.003Z

O seu a seu dono: Por lapso a autoria deste artigo não ficou devidamente identificada. Agora que a normalidade foi reposta o meu pedido de desculpas.
Teresa Rafael

Voilà c’est la rentrée, et comme à chaque rentrée je vous propose d’adopter une bonne résolution de rentrée : trouver un remplaçant à Twitter. Pourquoi cela ? Parce que ça fait bien trop longtemps que l’on en parle et que de nombreux signaux nous montrent que la roue est en train de tourner. Attention ne vous méprenez pas : Twitter est et reste un authentique phénomène de société (surtout dans les pays anglo-saxons) qui a révolutionné la façon de publier, consommer et propager de l’info (notamment grâce à sa simplicité et à la dimension quasi-temps réel).

Oui mais voilà toute les bonnes choses ont une fin et la blogosphère est en train de se chercher une nouvelle coqueluche. Pourquoi ? Parce que les médias sont ainsi fait : ils ont besoin de nouveauté et les blogs ne font pas exception, d’autant plus que les poids lourds de la blogosphère ont une organisation et un fonctionnement beaucoup plus proche d’un journal que d’un bloggeur indépendant (avec régie publicitaire et comité de rédaction). Est-ce important ce que la blogosphère pense ? Oui car qu’on le veuille ou non, la masse de blogueurs “spécialisés” dans les médias sociaux influence les agences qui à leur tour influence les annonceurs. Bref, il y a des phénomène de mode (souvenez-vous de Second Life) et elle est en train de changer.

Encore une fois je ne suis pas en train de prédire le déclin de Twitter, mais plutôt le déclin de sa couverture médiatique, un cercle vicieux qui fait que les gros blogs en parlent donc les petits blogs en parlent donc les journaux en parlent donc la TV en parle donc les gros blogs en reparlent… Oui mais là, ça commence à faire beaucoup (cf. Vers une overdose de Twitter). Pourquoi un tel raz-de-marée médiatique ? Parce que Twitter occupe une position ultra-dominante sur le créneau des outils de microblog. Ce service se caractérise par sa simplicité et son ouverture, ce que ne propose pas Facebook par exemple qui a plus fait le choix de l’agrégation sociale (mais j’aurais l’occasion de revenir là-dessus).

Bref, plutôt que de vous demander quel est l’avenir de Twitter, poser-vous plutôt la question de savoir si le microblog à de l’avenir. La réponse est oui, autant que le SMS (une technologie rudimentaire avec de très nombreuses contraintes mais dont le caractère protéiforme et la simplicité à aider les utilisateurs à se l’approprier). Plus qu’un service, Twitter est maintenant en train d’évoluer vers un standard de communication, un protocole autour duquel gravite un écosystème de services et applications. Il y a quelques années je comparais Twitter à la CB du web, maintenant je le compare plus volontiers à la ligne de commande du web (j’aurais l’occasion de revenir là-dessus). Malgré ce que l’on peut en dire, il y a un très gros potentiel derrière ce service et je rejoint l’avis de Robert Scoble : Why Twitter is underhyped and is probably worth five to 10 billion dollars.

Le problème c’est que Twitter est maintenant devenu un phénomène de masse (Twitter a-t-il atteint le point de bascule ?), surtout dans les pays anglo-saxons, et vous savez bien que là où il y a la masse, il n’y a plus le hype. Pire : la moyenne d’âge est plutôt élevé et même s’ils l’utilisent un peu, les “jeunes” préfèrent d’autres services où ils se retrouvent entre eux (Why Don’t Teens Tweet? We Asked Over 10,000 of Them).

Attendez-vous donc à un phénomène de report vers des plateformes plus intimistes : des services ouverts comme identi.ca et Jaiku Engine, ou des services hybrides comme TumblR ou Posterous. Encore une fois je ne parle pas d’un abandon de Twitter par ces utilisateurs, mais plutôt une défection de la part des adopteurs précoces et autres leaders d’opinions (cf. Comment le microblog a bouleversé les pratiques de blog) qui vont entrainer dans leur sillage d’autres utilisateurs.

Mais revenons à nos moutons : la nouvelle coqueluche de la blogosphère. Autant je suis persuadé que l’on a assez parlé de Twitter (ou pour être plus exacte : assez “sur-parlé” de Twitter), autant je constate un intérêt très marqué pour les applications mobiles de nouvelles génération : les plateformes sociales locales à la FourSquare (toujours pas disponible pour Paris) et les applications de réalité augmentée en situation de mobilité (Réalité augmentée, le nouvel eldorado des smartphones).

Le saint Graal de ce nouvel engouement ira très certainement à celui qui parviendra à marier plateforme sociale locale avec terminaux mobiles et réalité augmentée (Augmented reality gets social networking touch with Brightkite Layar). C’est en quelque sorte une plateforme sociale “squared” (façon Web²).
Publié par Fréderic Cavazza le 2 Septembre 2009 dans Analyse
Visitado em: http://www.mediassociaux.com/2009/09/02/il-y-a-une-vie-apres-twitter-heu-laquelle-deja/ em 17/01/2010

via mediassociaux.com

FredCavazza.net Web Squared, transition vers le web 3.0 ou nouveau paradigme ?

2010-01-18T10:21:00.001Z

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Imaginative Classes in Second Life

Imaginative Classes in Second Life

2010-01-09T18:51:00.001Z

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e-Learning e Mundos Virtuais

2010-01-09T18:43:00.001Z

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e-Learning e Mundos Virtuais

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Avaliação em contexto online

2010-01-09T15:25:00.000Z

You Tube In The Online Learning Environement

2009-12-29T22:11:00.001Z

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Digital Literacy and New Teaching Skills for University Lecturers Going Online,

2009-12-29T20:30:00.001Z

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Digital Literacy and New Teaching Skills for University Lecturers Going Online,

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Second Life Teacher's Toolkit

2009-12-29T20:28:00.001Z

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Second Life Teacher's Toolkit

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Outils Web2 education

2009-12-29T20:12:00.001Z

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Outils Web2 education

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Introduction to Social Media for Workforce and Education Professionals

2009-12-11T00:32:00.001Z

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Introduction to Social Media for Workforce and Education Professionals

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2009-12-09T10:45:00.001Z

CRITERIA FOR EVALUATING ONLINE COURSES

Pedagogical Techniques for Computer Mediated Comunication

2009-12-07T04:08:00.000Z

Online teaching techniques - anotated bibliography

2009-11-24T01:36:00.004Z

Digimind; Le Web 2.0 pour la veille et la recherche d’information; Exploitez les ressources ; http://www.digimind.com; viewed in 17/11/2009

This is a document made for the enterprise (Digimind) workers. It is however very interesting because it pretends to be a document that allows to everyone that is interested to know what really is the web 2.0.
The document give us a definition of the web2.0 and its principles, explain the technologies, has a glossary, tell us in what and for what it is useful and before telling us the conclusions, it give us a panoramic of web 2.0. limitations.

Bryan Alexander; Web 2.0 A new wave of innovation for teaching and learning? Viewed in 17/11/2009

Through these sentences we can see what Bryan Alexander has to tell us about web 2.0 and its possibilities:

Social software has emerged as a major component of the Web 2.0 movement

Rather than following the notion of the Web as book, they are predicated on microcontent

Social bookmarking is one of the signature Web 2.0 categories, one that did not exist a few years ago and that is now represented by dozens of projects.

Researchers at all levels (students,faculty, staff) can quickly set up a social bookmarking page for their personal and/or professional inquiries

Users can also subscribe to tags and receive a list of URLs tagged with a certain word on their del.icio.us page.
Each annotated tag is dated, editable, and organized in reverse chronological order, blog-style.

Web services have evolved, projects have emerged that act as social writing platforms.
After e-mail lists, discussion forums, groupware, documents edited and exchanged between individuals, and blogs, perhaps the writing application most thoroughly grounded in social interaction is the wiki. Wiki pages allow users to quickly edit their content from within the browser window. At a smaller level, other Web 2.0 services are aimed at somewhat more constrained yet still easily collaborative writing.

social writing platforms support people creating and editing each other’s content, a different group of Web 2.0 services explores that content from the outside, as it were. Blogging has become, in many ways, the signature item of social software, being a form of digital writing that has grown rapidly into an influential force in many venues, both on- and offline.

Many of these services allow users to save their searches as RSS feeds to be returned to and examined in an RSS reader, such as Bloglines (http://www.bloglines.com/) or NetNewsWire (http://ranchero.com/netnewswire/).

Social writing platforms appear to be logistically useful tools for a variety of campus needs, from student group learning to faculty department work to staff collaborations.

Web 2.0 therefore supports queries for information and reflections on current events of all sorts. Given bloggers’ propensity for linking, not to mention some services’ ability to search links, blogs and other platforms readily lead the searcher to further sources. Students can search the blogosphere for political
Commentary, current cultural items, public developments in science, business news, and so on.
The rich search possibilities opened up by these tools can further enhance the pedagogy of current events
The extensive growth of Web 2.0 projects has even more recently given rise to tools that make use of multiple services simultaneously.

Web 2.0’s lowered barrier to entry may influence a variety of cultural forms with powerful implications for education, from storytelling to classroom teaching to individual learning.

Simon Heid, Thomas Fischer and Walter F. Kugemann; Good Practices for Learning 2.0:Promoting Innovation

“This report is part of the research project “Learning 2.0 – the Impact of Web 2.0 Innovations on Education and Training in Europe”,1 launched by the Institute for Prospective Technological Studies (IPTS) in collaboration with the European Commission Directorate General Education and Culture (DG EAC) at the beginning of 2008. The project aims to gather evidence on the take up of social computing by European Education and Training (E&T) institutions, in order to understand the impact of this phenomenon on innovations in educational practice and its potential for a more inclusive European knowledge society. The project also sets out to identify challenges and bottlenecks so as to devise policy options for European decision makers.”

“This report presents the results of the in-depth study of 8 initiatives employing social computing tools in innovative ways in predominantly formal learning settings. The case assessment examines impacts and outcomes, factors for failure and success, as well as obstacles and barriers, in order to assess good practice and the impact of Learning 2.0 on innovation.”
“The results of this study have been presented at the validation workshop and will feed into the final report of the Learning 2.0 project. They also contribute to continuing previous work conducted in the IS Unit at IPTS,7 in particular the recently concluded IPTS “Exploratory Research on Social Computing” (ERoSC) and the IPTS vision on future “Learning Spaces”, models for future learning in the Knowledge Society, where technologies mediate new participative and flexible opportunities for learning.”

Tom Franklin; Mark van Harmelen; Web 2.0 for Content for Learning and Teaching in Higher Education viewed in 17/11/09

“This report is the result of a study into the use of Web 2.0 technologies for content creation for learning and teaching in Higher Education, funded by the JISC, and carried out between March and May 2007. It draws on existing studies, interviews with staff at universities who have implemented Web 2.0 technologies for learning and teaching, and a week-long web based seminar (webinar) with expert contributions, both from speakers and the audience. The report builds on the briefing documents that were written especially for the webinar and the results of the webinar discussions, many of which can be found in the Moodle site that was used to support the conference.”

In this document we can find:

How Web 2.0 will affect how universities go about the business of education, from learning, teaching and assessment, through contact with school communities, widening participation, interfacing with industry, and maintaining contact with alumni.
the possible realms of learning to be opened up by the catalytic effects of Web 2.0 technologies are attractive, allowing greater student independence and autonomy, greater collaboration, and increased pedagogic efficiency
That Because Web 2.0 is a relatively ‘young’ technology, there are many unresolved problems and issues in its use in universities
Most importantly, because the use of Web 2.0 in various areas of application (learning, teaching, administration, management) is still in an early stage, we recommend that institutions take a light-weight approach use of regulations that might constrain experimentation with the technologies and allied pedagogies.

Recommendations about.

Cooperative and collaborative learning - What benefits?

2009-11-22T20:32:00.000Z

CRITERIA FOR EVALUATING ONLINE COURSES

2009-11-20T13:38:00.004Z

Note: In addition to the following criteria, evaluation of all online courses must also include the criteria for evaluating any Web site: content (accuracy, appropriateness, scope) and technical aspects (navigation, presentation). These criteria are delineated in the NCDPI publication Criteria for Evaluating Web Sites.

Prerequisites

General

Course is accredited by a nationally- or state-recognized academic accrediting agency
Course is aligned to originating state’s academic standards and/or to national standards, with realignment to participant’s state standards guaranteed if necessary
Course reviewed and endorsed by both the Local Education Agency(LEA) and the state Department of Education (DOE)
Course documentation (credit hours, LEA FTEs, certification renewal) determined by LEA and DOE

Teaching Site

Technical requirements for student access are documented
Minimum technology competencies for students are announced and assessed
Access to learning resources (books, periodicals, etc.) is available equal to traditionally delivered course
Online and offline activities are available to the student
Asynchronous and/or synchronous interaction between teacher and student and student-to-student guaranteed
Teacher credentials are verified and in place
Teacher is trained in Web-based instruction techniques
Course has been previously field-tested and revised if necessary
Monitoring plan for student chat sessions and/or student-to-student interaction is in place
Teacher workload and compensation is aligned with LEA/DOE standards

Student Site

All qualified students are given equal opportunity for course enrollment
LEA has approved course for credit
LEA has established policy for tuition/fees and enrollment procedures
Site facilitator/coordinator is trained and in place
Just-in-time technical assistance is available to student and facilitator
Procedures are in place to guarantee security of student work
Students will be advised/surveyed about the program to determine that they possess the self-motivation and commitment to learn online.
Provision is made for students with special needs
Quality control and assessment procedures are in place for both student participation/behavior and course delivery/quality

Course Content

Syllabus available for review and is understandable by students and parents
Course is comparable in rigor, depth, and breadth to traditionally delivered courses
Instructional goals, objectives, strategies, and evaluation are aligned to state/national standards
Instructional and learning goals are clearly defined for student
Course promotes active learning through student interaction with class peers and/or worldwide peers
Course is organized in coherent, sequential manner
Course is designed to take advantage of the unique applications for online delivery
Assignments are clear and understandable to the student and site coordinators.

Teacher Interaction

Course is taught in such a way as to promote trust and teamwork between teacher and student and among students
Various levels of teacher control are planned and teacher guides and monitors students in lower control assignments
Teacher models standards for accountability and appropriate online interaction
Teacher addresses and supports individual student needs, skills, and knowledge
Teacher provides timely, specific, and authentic feedback
Teacher provides criteria for grading and weighting for each assignment.
Teacher provides private communication to students when appropriate.

Evaluation

Student Evaluation

Evaluation is timely, fair, and based on local/state/national standards
Teacher and student sites have monitoring/proctoring policies in place
Teacher and student sites have verification of student participation/performance procedures in place
Teacher and student sites have intervention plans for student failure

Teacher Evaluation

Teacher evaluation is determined and conducted according to state and/or local policies
Teacher evaluation is based on:

Course content
Course design
Course presentation
Student performance
Teacher interaction with students

Course Evaluation

Course is evaluated on a regular basis and revisions documented
Instructional materials are reviewed periodically to ensure they continue to meet program standards.
Course evaluation includes:

Technical design
Curriculum alignment
Rigor, depth, and breadth
Student performance
Student participation and interaction

CRITERIA FOR EVALUATING ONLINE COURSES Posted via email from teresarafael's posterous Viewed in 19/11/09

calçada jardim botânico

2009-11-20T12:46:00.001Z

outono

2009-11-20T12:17:00.001Z

caminha

2009-11-20T12:16:00.001Z

teresarafael's posterous - Home

2009-11-20T11:38:00.001Z

via teresarafael.posterous.com

Web 2.0 traduction
by Thomas-Berthelon