Unit+1+-+Cooperative+freedom

= = = = =UNIT 1= = = = Short description = = = The aim of this unit was by studding different teaching and learning theories in order to understand the advantages that the theory of cooperative freedom brings to online education. In fact, due the specific characteristics of n line education there is a lot of questions that one can do: It was precisely to those questions that we, in the quality of investigators and also as e-learning students had to answer after the analysis of indicated and researched supported bibliography. Based on that study, and after having organized our ideas and thoughts in a annotated bibliography, we produced a learning object related to de subject. All that should introduce a discussion forum about the subject and the work produced by all of us For the first unit Thera did:
 * 1) How much freedom should online students have?
 * 2) Is online collaboration really worth or just a waste of time?
 * 3) How can we facilitate cooperation in paced and unpaced learning environments?

Cooperative freedom

 * media type="custom" key="5485793" || ===//" Today’s students need flexible education that allows them to combine job, family, and education in a manageable way " //===

With this learning object I took the tax of Professor Paulsen" Cooperative freedom" and tried to show the fundaments of this theory. I think that the slide share I made is very light and by seeing it, one can easily understand the fundaments of cooperative freedom. This theory is based in others theories and, in my point of view, it takes the fundamental issues of distance education (with all its advantages and handicaps).Thru this theory one can easily understand the importance of the “control" of the ”freedom gives to students and teachers”. In fact it is necessary to be alert for the fact that each student is a case and for different situations there must contemplate different conditions. Teacher/tutor must be always alert to the risk of abandon by isolation. The promotion of collaborative/ cooperative work is fundamental for the success of learning process.

===// " Future adult students will seek individual flexibility and freedom. That can be combined // //when integrated with other media online education can be the means of joining individual freedom and collective unity into truly flexible, cooperative distance education programs."// === ||

Online collaborative learning
====**//" Collaborative learning is a situation in which two or more people learn or attempt to learn something together. It is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles " //**==== [] ||
 * media type="custom" key="5482593" || With this slideshare I intend to make a reinforcement of the importance of collaborative work forr the success of online learning:

Cooperative and colaborative learning

 * .media type="custom" key="5482513" || =====//"** teachers are increasingly challenged to devise ways to make learning within the school building interesting and relevant for students **//=====

=

 * //Collaborative learning is a situation in which two or more people learn or attempt to learn something together. It is based on the model that knowledge can be created within a population where members actively interact by sharing experiences and take on asymmetry roles"// **=====

With this slideshare I intend to make a reinforcement of the importance of collaborative work for the success of online learning ||

**Cooperative versus colaborative learning**

 * media type="custom" key="5503639" || Here I tried to make a synthesis of the most important aspects of collaborative and cooperative work. I thought that important because, as several authors refer, it's not easy to make distinction of those techniques. Moreover, due the directive characteristics of cooperative learning, sometimes this technique is applied in a very "directive" learning /teaching process that has a very different philosophy of the most modern online theories as for example those that preconize transparency.

//**Many of the elements of cooperative learning may be used in collaborative situations. "**//
||

Anotated Bibliography:
|| It is the result of readigs I made aboiut the subject. ||
 * ===[|Cooperative freedom theory - Anotated bibliography]===
 * //This anotated bibliography was created to better understand the cooperative freedom theory and whith the knowledge brought, create a critical work about.//**
 * **//Kemczinski, Avanilde; Marek, Joel; da Silva Hounsell, Marcelo; Gasparini, Isabela–COLABORAÇÃO E COOPERAÇÃO – PERTINÊNCIA,CONCORRÊNCIA OU COMPLEMENTARIDADE - Brasil www.producao online.ufsc.//**

In this article the authors argue about “the relevancy, competition and/or complementarity of the processes of the collaboration and cooperation front different points-of-view".One of the first focuses goes to the difference between “cooperative” and “colaborative”. For the authors the fundamental problem is to know in what way that matters in a e-learning ambiance. in literature the opinion between authors is not consensual. Being so, the autors of this article give us a brief explanation of each point of view so as the fondamentation.They conclude that all of the point of view are relevant, and that cooperative and colaborative are complementary concepts. ||  ||
 * **//Dr. Morrison; Behavioral Strategy Abstract: Self-Pacing Versus Instructor-Pacing Jennifer Maddrell Old Dominion University IDT 873 Advanced Instructional Design Techniques September 8, 2008//**

The purpose of this study is to compare achievement, student satisfaction, and retention between self-paced and instructor-paced personalized systems of instruction The researchers set out to extend prior research by focusing on the effect of pacing on these measures” “Unfortunately, the authors offer the results as a demonstration of learning achievement, but it is unclear from the results what precisely was learned”

The main objective of research, was to establish whether and under what circumstances collaborative learning was more effective than learning alone. The authors present some of the major developments over recent years in this field, and then considers the implications of such changes for tools and methods with which to observe andanalyse interactions between learners.or them “a social structure in which two or more people interact with each other and, in some circumstances, some types of interaction. The conclusion of this chapter could therefore be that we should stop using the word 'collaboration' in general and start referring only to precise categories of interactions. The work of Webb, reported above, showed that even categories such as 'explanation' are too large to be related to learning outcomes. We have to study and understand the The fundamental question in this article is: “What is the potential of social networking within cooperative online education?” For these authors, transparency and cooperation are the supports of quality. As conclusion they say that the “pedagogical potential of social networking lies within transparency and the ability to create awareness among students” That’s why they believe that:

“Transparency is important for cooperative online education. People can only cooperate if they know about each other and have access to some common information and services. Cooperation will benefit when general and personal information related to the learning and the learners is available directly or indirectly to the learning community. This transparent information may include personal information about the users and statistics related to the users’ deployment of the online tools. It may further include work students and teachers provide in online notebooks, blogs, and discussion forums as well as results from quizzes, surveys, and assignments.”Pedagogical potential that can be viewed in social networks is obviously related with the “special kind of communication and interaction afforded by social networking sites”. It will be very useful to consider social networking as a supplement to other tools. ||  ||
 * **//Paulsen, Morten (2003); “Cooperative Freedom: An Online Education Theory”. Retrieved October 22, 2009, from//** //[|**http://www.studymentor.com/cooperative_freedom.pdf**]//
 * **//Paulsen, Morten (2003); “Cooperative Freedom: An Online Education Theory”. Retrieved October 22, 2009, from//** //[|**http://www.studymentor.com/cooperative_freedom.pdf**]//

It’s referring the three theoretical positions on distance education, identified by Keegan (Theories of autonomy and independence; Theories of industrialization, and Theories of interaction and communication) that Paulsen begin to expose his Theory of Cooperative freedom.

To Paulsen one of the targets in a distance education course “it’s to achieve the high level of freedom for the students”, and the better way to arrive there is using the hexagon of the theory: Time, Space, Pace, Medium, Access and Content.

But the conclusion shows us some difficulties:

 Future adult students will seek individual flexibility and freedom. At the same time, many need or prefer group collaboration and social unity. These aims are difficult to combine, but online education, when integrated with other media, can be the means of joining individual freedom and collective unity into truly flexible, cooperative distance David D. Curtis education programs. ||  ||

Some forum comments
by [|Teresa Rafael] - Thursday, 29 October 2009, 07:38 AM
 * || ===New forms of organization and communication===
 * || ===New forms of organization and communication===

Professor

Until some months ago, English language was only for tourism. University work made me go to Cambridge to learn a little more. Unfortunately professional work don’t give me sufficient time to continue and I had to stop. My performances in English are not very good (as you can see) and I apologies for that, but I tried not to be shy and do my best. The post I present is a result of some of my readings. I must recognize that I used flexibility and still am in the first activity. It’s not my stile, but I did not expect to have classes in English. Besides I’m naturally shy and slow. Ok...here's my post about cooperative freedom and Distance learning evolution;

//Distance education has been fundamental in the last centuries for progress and adult learning.// //Despite technical obstacles, lots of people that looked for more knowledge or working abilities took the distance learning option to get progress in their careers. In the twentieth century, radio, television, and the Internet have all been used to further distance education. Computers and the Internet have made distance learning distribution easier and faster. In spite offering **Flexible schedule; Convenient setting Accessible materials Relevant content; Easy use and allow Work/family balance** the loneliness and the “design courses” – a poor adaptation of the face- to- face ones -- made some people give up. In the last decade, availability course offerings increased and quality become fundamental. Loneliness still was an obstacle and motivation was not sufficient.// //Distance Learning pioneers that tried to increase quality and make “modernity”. CMC and web 2 helped and the major obstacles disappeared. Today, in the third generation, Distance Learning is almost a “way of life”// //Anyway, adult students seek for freedom and flexibility, but most of them need cooperation and a cooperative learning group. They need to be integrated in a learning community on line.// ||


 * ====**Activity 4** - **Role Play by [|Teresa Rafael]**====

- Sunday, 15 November 2009, 10:37 PM
||  || **Re: Activity 4 - Role Playby [|helena prieto] - Sunday, 15 November 2009, 07:58 PM** ||
 * || Hello Helena

You see?! My English language does not work as well as my French language. I did not make me understand. In fact, in my class I even teach students to work with new Technologies. Last year I’ve done with them a class Wikipage. It was a wonderful experience. And I’m talking about 10-11 years students. My problem is that I can't expend this activities to other classes or to the all school because I’m not recognized as someone technically able to do it. Online collaboration supports active learners, who construct knowledge, rather than passively absorb it. Besides....each time I want to do some technical course to learn more I just can't because I belong to the languages group and I must stay there...

I like to teach Portuguese language....and I like to teach... but I want to be proactive in pedagogy....

When I began this project of a class Wikipages I never thought it would work so well. In fact at the end of the school year I had lots of “work mails" from my students and even from their parent that enjoyed the activity.

Students for whom Msn was “private domain” began to use MSN to date for work, to ask technical things an help friends. Most of all they learned how to make a text in "one, two, three, or even four hands”: in a very efficient way and certainly much more quickly than me, they have learn how to collaborate and to cooperate.

// Online collaboration supports active learners, who construct knowledge, rather than passively absorb it. – // That is one of the “big axioms” of e-learning that I’ve already cheeked.

// Collaborative learning, sometimes called “group learning” or “shared learning” takes advantage of learning as a social process. Students are frequently more motivated to work, when there is an audience beyond that of the teacher //

Technology is not a restrict mean. It has different applications in different subjects. Now that I know more about e-learning, I can see much more possibilities to make my classes work better and most of all with “pleasure" for me and my students.

// Community-oriented learning can mobilize the energy, commitment, and idealism of young people, while teaching them leadership skills and personal responsibility. These “service-learning” collaborative projects provide an opportunity for students to apply newly learned skills to real //

I just hope that when I finish this master's degree there’s still a place for me because I still believe that there is much to do in this domain. But one thing his for certain....to make things work properly it is always necessary to have the will, to believe and of course to have the technical capabilities.

Computer mediated collaborative learning allows the recording of a large amount of data about the interaction processes and the task performance of a group of students.

Teresa Rafael

References

Art of Collaboration: Awesome Tools and Proven Strategies Presented by Yvonne Marie Andres, Global SchoolNet Foundation www.globalschoolnet.org

· ||  || Hi Teresa, I so understand how you feel. I feel the same. Completely lost in the world of technology and feeling a bit out of date when in touch with my students. Most of them are very technological. Especially the younger ones -they are the digital generation -. I usually confess my ignorance in using most of the technology and the good thing is I get lots of help from everyone and sometimes extra lessons form my students. We share knowledge and we manage to do good projects. Enrolling in this master's degree has been a tremendous challenge. But I feel more confident and I don't mind exploring a bit on my onw now.I've found out that it is a great way to learn. That's how kids do it, too. ||

Yes ...I was thinking in a way to participate in this activity and during my morning travel to a small village near S. Pedro do Sul a "light came to my mind" and I said to myself: yes I’m going to tell them my story, my example to illustrate how good can be EAD for someone that want as I do to amplify knowledge, to get more culture or even to change his/her career. And have no time for that; or he /she is not in the Wright town to do it....or even if private live does not allow it because he/ her decide to have children.... That’s what happened with me ....as most part of the teachers (nowadays) I can't conciliate my job with student life. Besides, (latte i know... ) I decided to be a mother. If it was not EAD I could not do this. More ...I teach Portuguese language and love technologies and to teach with them, but I must stay a traditional teacher because I don't have the necessary qualifications to integrate a multimedia project for ex. With this master I hope to have more chances and take the train of the future. Right now i already know what is e-leaning from a student perspective. As a teacher i also can analyze the teaching perspective. Being an e-learning student surely is going to make me be a much better teacher of the future in all kind of teaching. With all the difficulties I had and have here i also can do a much better work just trying not to let that that happen to my students or in my future. One thing is already certain for me ....I’m not and I’m not going to be anymore the same person again. EAD experience changed me. But I must confess: group work still a bit difficult thing to me ...I'm shy ...and as the other Teresa and José F...me too I had a story to tell
 * **Activity 4 - Role Play by** [|Teresa Rafael] - Saturday, 14 November 2009, 10:28 PM ||
 * || Amazing....still can't believe how this was possible!

Teresa Rafael ||