tag:blogger.com,1999:blog-23504753218997186042024-03-05T15:14:05.531-08:00marinampel04Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-2350475321899718604.post-89890318827910697732012-10-08T06:46:00.001-07:002012-10-08T06:46:01.978-07:00 <a href="http://www.wordle.net/show/wrdl/5826706/m%C3%B3dulo_7.1_-_forma%C3%A7%C3%A3o"
title="Wordle: módulo 7.1 - formação"><img
src="http://www.wordle.net/thumb/wrdl/5826706/m%C3%B3dulo_7.1_-_forma%C3%A7%C3%A3o"
alt="Wordle: módulo 7.1 - formação"
style="padding:4px;border:1px solid #ddd"></a>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-22138545750810876992010-07-12T06:58:00.000-07:002010-07-31T16:26:48.213-07:00Second Life - Passeio Informal<div align="justify"><span style="font-size:130%;"><strong><span style="color:#009900;"><span style="font-size:180%;">Passeio Informal ao México...</span><br /></span></strong></span></div><div align="justify"><br />Olá a todos! …<br /><br />…no dia 22 de Maio foi a minha estreia nos passeios informais no Second Life. E sabem que mais?! Adorei!<br /><br />O destino escolhido foi o México e devo dizer-vos que achei esta escolha muito curiosa. Na vida real está quase a fazer 6 anos que visitei este país, mais propriamente a Riviera Maya, que já desde a escola básica e o estudo das primeiras civilizações me fascinava a mim e ao meu marido.<br /><br />Casei em 2004 e escolhemos Riviera Maya para passar a nossa lua-de-mel. Foi uma experiência única e absolutamente espectacular. Durante a nossa estadia visitamos Cancun, uma aldeia onde vive a última tribo que nos confeccionou o almoço nesse dia e onde fizemos rapel e canoagem, e, claro, como não podia deixar de ser ChiChen Itza, a famosa cidade maya e as suas ruínas.<br /><br />Chegámos a ChiChen Itza de autocarro e depois foram-nos fornecidas bicicletas com as quais, com o nosso guia turístico entramos na floresta fantástica que envolve esta cidade mítica. Foi magnífico e à medida que nos aproximávamos do centro da cidade ficávamos cada vez mais fascinados!<br /><br /><br />Aqui no Second Life, este passeio informal foi mesmo em ChiChen Itza, porém sob uma perspectiva virtual.<br /><br />Assim, uma vez que já tinha visitado as ruínas de ChiChen Itza <em>in loco</em>, tive a oportunidade de dar o meu contributo e fui (quase) a cicerone deste passeio…se bem que, como seria de esperar, as diferenças são muitas. E, tendo em conta estas diferenças, eis algumas fotos “reais” da cidade maya mais conhecida onde em alguns casos se vêem "outros companheiros de viagem" que também se encontravam na "excursão".<br /></div><div align="justify"></div><div align="justify"></div><div align="justify">E eis que chega a primeira de Kukulkan, também muito conhecido com "El Castillo":</div><div align="justify"><br /></div><p align="center"><a title="Kukulkan por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786080417/"><img alt="Kukulkan" src="http://farm5.static.flickr.com/4122/4786080417_d13234bce7.jpg" width="500" height="375" /></a></p><p></p><p><br />Nesta foto vê-se um pouco melhor o corpo da serpente que acompanha a pirâmide no sentido descendente e que era símbolo de protecção e que também desempenhava e um papel igualmente significativo no período do "equinócio"...<br /><br /></p><p align="center"><a title="chichen-itza1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786709180/"><img alt="chichen-itza1" src="http://farm5.static.flickr.com/4093/4786709180_4ed1496e49.jpg" width="500" height="375" /></a></p><div align="justify"><br /><br />A subir a escadaria interminável de "El Castilho"... por acaso não tirei nenhuma foto da vista quando cheguei ao topo, mas posso assegurar-vos que o verde não tem fim...é lindíssíma a vista!<br /><br /></div><p align="center"><a title="chichen-itza-steps4 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786078071/"><img alt="chichen-itza-steps4" src="http://farm5.static.flickr.com/4143/4786078071_af547899a3.jpg" width="500" height="375" /></a></p><br /><br />Um trabalho extraordinário...<br /><br /><br /><p align="center"><a title="chichen-itza-mexico3 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786708820/"><img alt="chichen-itza-mexico3" src="http://farm5.static.flickr.com/4081/4786708820_89ed358a52.jpg" width="500" height="375" /></a></p><br /><br /><br />Passeando em plenas ruínas...<br /><br /><br /><p align="center"><a title="cenote5 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786710090/"><img alt="cenote5" src="http://farm5.static.flickr.com/4114/4786710090_362954d19d.jpg" width="500" height="375" /></a></p><div align="justify"><br /><br /><br />Uma foto do Cenote onde muitas jovens eram sacrificadas...a foto é bonita...mas ao vivo é de cortar a respiração... só se ouvem os pássaros e a mística que nos envolve é tremenda!<br /><br /></div><p align="center"><a title="3_1224846000_1_chichen-itza-cenote5 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786710334/"><img alt="3_1224846000_1_chichen-itza-cenote5" src="http://farm5.static.flickr.com/4082/4786710334_d19944c5e5.jpg" width="375" height="500" /></a></p><div align="justify"><br /><br />Uma foto da argola onde se encontra o campo do Jogo da Pelota. Este jogo consiste em lançar uma bola um pouco maior do que uma bola de futebol, feita em pedra, com as ancas, tendo que passar nesta argola. O chefe da equipa que ganhasse seria sacrificado aos deuses! Que prémio, hein?!<br /><br /></div><p align="center"><a title="chichen-itza-mexico2 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786711718/"><img alt="chichen-itza-mexico2" src="http://farm5.static.flickr.com/4075/4786711718_5323406ce4.jpg" width="337" height="450" /></a></p><br /><br />E agora seguem-se as que tirei no Second Life durante o nosso passeio, que culminou com um passeio a cavalo! Espectaculares não acham?!<br /><br /><br /><p align="center"><a title="Mexico 2 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786735492/"><img alt="Mexico 2" src="http://farm5.static.flickr.com/4119/4786735492_9655cb5044.jpg" width="500" height="337" /></a></p><br /><br /><br /><p align="center"><a title="Mexico por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786737598/"><img alt="Mexico" src="http://farm5.static.flickr.com/4123/4786737598_a8698dcfb8.jpg" width="500" height="337" /></a></p><p><br /><br /><br />Aqui estamos no interior do magnífico "El Castillo":<br /><br /></p><p align="center"><a title="Pirâmide - México Passeio por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786733326/"><img alt="Pirâmide - México Passeio" src="http://farm5.static.flickr.com/4082/4786733326_a603819bfa.jpg" width="500" height="337" /></a></p><p><br /><br />Um momento de pausa para decidir o que visitar a seguir...<br /><br /></p><p align="center"><a title="Algures no México por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786103677/"><img alt="Algures no México" src="http://farm5.static.flickr.com/4114/4786103677_d41a0d1488.jpg" width="500" height="337" /></a></p><p><br /><br />Nas edificações que estão junto da casa do monarca...<br /><br /><br /></p><p align="center"><a title="Grupo casa do monarca_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786105769/"><img alt="Grupo casa do monarca_001" src="http://farm5.static.flickr.com/4093/4786105769_2e3b0b110d.jpg" width="500" height="337" /></a></p><br /><br />Algures nas ruínas da vila de ChiChen Itza...<br /><br /><br /><p align="center"><a title="ruinas de uma vila - Mexico passeio por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786108409/"><img alt="ruinas de uma vila - Mexico passeio" src="http://farm5.static.flickr.com/4122/4786108409_ffd37421d2.jpg" width="500" height="337" /></a></p><p><br /><br />E no fim do nosso passeio...uma cavalgada!...<br /><br /></p><p align="center"><a title="Mexico - cavalgada Passeio por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4786108977/"><img alt="Mexico - cavalgada Passeio" src="http://farm5.static.flickr.com/4116/4786108977_924604c373.jpg" width="500" height="337" /></a></p><div align="center"><span style="color:#ff6600;"></span></div><div align="center"><span style="color:#ff6600;"></span></div><div align="center"><span style="color:#ff6600;">~~~~~~~~~~~~~@@@@@@~~~~~~~~~~~~</span></div><div align="justify"><br /><em><span style="color:#009900;">Antes de terminar, gostaria apenas de esclarecer o nome escolhido: </span></em></div><div align="justify"><em><span style="color:#009900;"></span></em></div><ul><li><div align="center"><em><span style="color:#009900;">Chi - refere-se a boca ou garganta (funda);</span></em></div></li><li><div align="center"><em><span style="color:#009900;">Chen - indica bem, estar bem;</span></em></div></li><li><div align="center"><em><span style="color:#009900;">Itza - nome da tribo.</span></em></div></li></ul><p align="justify"><em><span style="color:#009900;">Deste modo à letra ChiChen Itza possui duas interpretações, nomeadamente "o bem da boca de Itza" ou "a garganta funda e cheia de Itza" - muito curioso não acham ... pois ambas as interpretações demonstram que houve uma grande preocupação em arranjar um local onde esta tribo pudesse arranjar subsistência de modo a que os seus alicerces de existência estivesse assegurados e, foi graças a esta enorme inteligência e ao esforço colectivo que se tornou num centro de vida política, económica, religiosa e militar de grande renome, deixando um grande contributo para história mundial de todos os povos!</span></em></p><p align="justify"><em><span style="color:#006600;"></span></em></p><p align="center"><span style="color:#ff6600;">~~~~~~~~~~~~~@@@@@@@~~~~~~~~~</span><span style="color:#ff6600;">~~~</span></p><p align="justify"></p><p align="justify">Quero agradecer a todos os colegas…espero que tenham gostado da minha companhia e do meu “relato”…foi muito agradável servir de guia e foram todos um grupo de “turistas” excelente! Nota máxima!!! </p><p align="justify"><br />Um grande obrigado mais uma vez! </p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com2tag:blogger.com,1999:blog-2350475321899718604.post-38931625921531349082010-06-24T15:07:00.000-07:002010-06-24T16:06:15.476-07:00PPEL - Unit 4: Final Report on Task 2<div align="center"><span style="font-size:180%;color:#663366;"><strong>Unit 4 - Final Report...<br /></strong></span><br /><span style="font-size:130%;color:#ff6600;"><strong>Review of my three LO's...<br /></strong></span></div><div align="justify"><br /><br /><span style="color:#663300;">Bering in mind this task, I was asked to create a Learning Module where I would publish and present the revision's of my three LO's.<br /><br />So here is my <strong><span style="font-size:130%;color:#009900;">Learning Module</span></strong>...</span></div><span style="color:#663300;"><div align="justify"><br />For the <span style="font-size:130%;color:#ff6666;"><strong>first unit</strong></span>, I prepared a Learning Object in Toonlet and I published it on my blog on The Theory of Cooperative Freedom, its advantages and the most relevant characteristics. It was the first time that I worked with Toonlet and it fascinated me… for improvement, a colleague suggested putting it smaller, but due to the blog’s format it was not possible, another suggestion, this time by Professor Paulsen, was to write as shorter introduction to it at my blog which I hope to have completed successfully.<br /><br /></div><div align="center"><em>Here is my introduction to it:</em></div><div align="justify"></div><div align="justify"><br />Regarding the first LO I decided to do it using Toonlet because I saw professor Paulsen’s work and I found it an interesting, appealing and – at first sight – a light and concentrated reading of the Theory Cooperative Freedom, its ideas and implications. I enjoyed working with Toonlet and I found it an excellent and challenging tool. Regarding the final work, I may say that in overall it fulfilled my expectations and I hope that in the future it may become a good resource for further students and researchers that wish to know more on the Theory of Cooperative Freedom.<br /><br /><br /><script type="text/javascript" src="http://toonlet.com/embed/strip?i=42288"></script><br /><br /><br />For the <span style="font-size:130%;color:#ff6666;"><strong>second task of unit 2</strong></span>, I decided to present and LO regarding Online Teaching Techniques and Web 2.0. The original LO that I presented was elaborated using several tools, namely Powerpoint, Toonlet, Video Converter and finally Youtube to publish it.<br /><br /><br /><br />The making of this LO was challenging and it took a lot of time to prepare it, for I had some difficulties in converting the Powerpoint presentation to video. Nevertheless, once the final product was achieved, the result did not satisfy me completely for, as Professor Paulsen well pointed out, in some situations the text was hard to read and in some cases it was hard to digest all the information, but no matter how hard I tried it was very difficult for me to improve it. So, I after the its presentation and once I got the feedback on it, I started to think on ways to improve it…I exchanged ideas with some colleagues – and I thank them for their input because it was decisive – and the final version of the LO finally arise. This last version was done using all the tool previously mentioned, but instead of the Video converter I used Windows Movie Maker, as it was well suggested by a colleague, and once the video was done I used again the Youtube to publish it.<br /><br /><br />I hope you find this version better because in fact the images are clearer, the text is easier to read and to understand and in overall it satisfies me a lot. My thanks to my colleague (!) and here is the updated version…</span><br /><br /><br /></div><p align="center"><object width="500" height="405"><param name="movie" value="http://www.youtube.com/v/KjTm9l25cNg&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/KjTm9l25cNg&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object></p><p align="justify"><br /><br /><br /><span style="color:#663333;">For the <strong><span style="font-size:130%;color:#ff6666;">LO of the third unit</span></strong>, Professor Paulsen made some suggestions, namely writing the storyboard of the LO and also changing the background music for another one more calm. I found these suggestions very pertinent, because they indeed improve and contribute to the understanding of the presentation. In the end, I also did another change…I expanded the time of some slides so that the reading becomes more comprehensive and as the colleague, that reviewed it well pointed out, I also put the letters bigger. I hope you will find these changes as worthy as I did and thank you all for you feedback! </span></p><span style="color:#663333;"><p align="center"><br /></span><br /><br /><b>GoAnimate.com</b>: <a href="http://goanimate.com/movie/0oTR99Ym_fZ8?utm_source=embed&uid=0NQNM60LEjsk" target="_blank">Transparency and cooperative learning</a> by <a href="http://goanimate.com/user/0NQNM60LEjsk" target="_blank">marinampel04</a><br /><embed height="268" type="application/x-shockwave-flash" width="400" src="http://goanimate.com//api/animation/player" wmode="transparent" flashvars="userId=0NQNM60LEjsk&movieId=0oTR99Ym_fZ8&chain_mids=&movieLid=0&movieTitle=Transparency+and+cooperative+learning&movieDesc=Unit+3%2C+task+2%2C+LO+publication&apiserver=http://goanimate.com/&appCode=go&thumbnailURL=http://goanimate.com/files/thumbnails/movie/1071/883071/1920039L.jpg&fb_app_url=http://goanimate.com/go/&copyable=0&showButtons=1&tlang=en_US&ctc=go&isEmbed=1&is_private_shared=0&isPublished=0&originalId=0zEt_fo4L-5k&is_slideshow=0&is_emessage=0&averageRating=0&ratingCount=0" allowscriptaccess="always" allowfullscreen="true"></embed><br />Like it? Create your own at <a href="http://goanimate.com/?utm_source=embed" target="_blank"><b>GoAnimate.com</b></a>. It's free and fun!<br /><br /><br /><strong><span style="font-size:130%;color:#ff99ff;">Here is the storyboard of my LO…<br /></span></strong><br /><br /><strong><span style="font-size:180%;"> </span></strong></p><strong><span style="font-size:180%;"></span></strong><p align="justify"><br /><br /><span style="color:#999900;">This is Gerson Branco. He is a Brazilian journalist aged 32. Gerson wants to take a MA but he doesn’t know where.<br /><br />It has to be a distance learning course because he is always travelling and he doesn’t have a lot of time.<br /><br />This is Vera Silva. She is a Portuguese primary teacher aged 30. She met Gerson 10 years ago and they keep in touch thanks to Skype.<br /></span><br /><span style="color:#ff99ff;">Vera</span> – I’m taking an online MA at Universidade Aberta – a well known Portuguese University. It’s great! It promotes transparency and cooperative learning between students.<br /><br /><span style="color:#330099;">Gerson</span> – Transparency? Cooperative learning? What do you mean?<br /><br /><span style="color:#ff99ff;">Vera</span> – Transparency means that you are able to see and follow your colleague’s work and they can also see and follow yours within a learning environment. In short, you can see others and others see you, clear?<br /><br /><span style="color:#330099;">Gerson</span> – I understand what you mean. That’s very interesting.<br /><br /><span style="color:#ff99ff;">Vera</span> – Yes, it is. Transparency gives insight into each other actions and it is a unique characteristic of social networking services.<br /><br /><span style="color:#330099;">Gerson</span> – Ok. That is also clear to me. What about cooperative learning?<br /><br /><span style="color:#ff99ff;">Vera</span> – Cooperative learning also takes place in networks. It encourages both individual flexibility and the affinity to a learning community.<br /><br />It has an important objective within a learning community because it supports consciousness and awareness of the activities of others. It is very important to online education.<br /><br /><span style="color:#330099;">Gerson</span> – I see what you mean. That is also very useful. But about transparency…How far does it go?!<br /><br /><span style="color:#ff99ff;">Vera</span> – Are you referring to the limits of transparency?!<br /><br /><span style="color:#330099;">Gerson</span> – Of course!<br /><br /><span style="color:#ff99ff;">Vera</span> – Transparency must be handled carefully bearing in mind privacy issues.<br /><br /><span style="color:#330099;">Gerson</span> – That is right! So, how far does transparency go?<br /><br /><span style="color:#ff99ff;">Vera</span> – You create your presentation with the necessary basic information about yourself to initiate and maintain communication online.<br /><br /><span style="color:#330099;">Gerson</span> – What do you mean by “necessary basic information”?<br /><br /><span style="color:#ff99ff;">Vera</span> – Your name, a photo, e-mail address, telephone number, chatting identities, some geographical information (zip codes for example) in case of an eventual face-to-face meeting…<br /><br /><span style="color:#330099;">Gerson</span> – Oh…ok! That’s what you mean!...<br /><br /><span style="color:#ff99ff;">Vera</span> – Good! Now is everything clear?<br /><br /><span style="color:#330099;">Gerson</span> – Clear as water!!! Thank you very much Vera!!!<br /><br /><span style="color:#ff99ff;">Vera</span> – Glad to help you Gerson my friend and new colleague! It’s good to have you on the winning team!!! See you online!<br /><br /><span style="color:#330099;">Gerson</span> – I will go to their homepage and get information right now! I’m so happy!!!<br /></p><p align="center"><br /><br /><strong><span style="color:#999900;">THE END</span></strong><br /></p><p align="justify"><br /><strong><span style="font-size:180%;color:#663300;">In conclusion...</span></strong></p><p align="justify"></p><p align="justify"><br /></p><p align="justify"><span style="color:#663300;">The making of these LO’s was very significant to me, because I was able to get in touch with new realities and I enjoyed a lot in doing these activities. </span></p><p align="justify"><span style="color:#663300;">At first, I may say that it was a little complicated, but as I am a persistent person, I kept trying and felt happy with the final products and their revisions. </span></p><p align="justify"><span style="color:#663300;">This activity was extremely enlightening and challenging…it had an important impact in my experience as an e-learner and it helped me in systematizing the contents learnt and also in interiorizing them. </span></p><p align="center"><br /><span style="color:#663300;">Thank you all for making it possible! @@@<br /></p></span>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-6043308232625801772010-06-24T07:55:00.000-07:002010-06-24T18:46:44.025-07:00PPEL - Unit 4: Final Report on Task 1<div align="center"><span style="font-size:180%;color:#663366;"><strong>Unit 4 - Final Report...</strong></span></div><br /><br /><div align="justify"><span style="color:#663300;">Review of my</span> <strong><span style="font-size:180%;color:#ff0000;">three Annotated Bibliographies</span></strong> <span style="color:#663300;">and presenting a Comprehensive Bibliography on the readings developed in this course. </span></div><br /><div align="justify"><br /><br /><span style="color:#663300;">Before I start to share my final work I would like to add some comments on the method I decided to use to present it. </span></div><div align="justify"><span style="color:#663300;"></span></div><div align="justify"><br /><span style="color:#663300;">To begin with, , the recent changes were written with the color brown, so the difference between what is now done and what was already done is more perceptible and I also chose to use the green and italics in the transcriptions, so that they may become more noticeable… the rest of the work remains unchanged. Further, I also found pertinent to place the number of pages of each reading in the case of the Annotated Bibliographies and the date in which the documents were consulted, so that this also becomes clearer. These considerations were taken in regard when reviewing all three units and the method was also re-used in all of them.<br /></span></div><div align="justify"><br /><span style="color:#663300;">Regarding the feedback on Unit 3…it was suggested by both Professor Paulsen and by the colleague that reviewed it… that it would be good “to write a short introduction or conclusion that brings it all together” - I decide to write a conclusion. In addition, I also decided to make some changes namely regarding the illustration…I decided to replace it with the course of a small stream to establish a comparison between transparency and the transparency of the water, the borders of the stream and the limits that each one of us has to establish regarding the level of transparency and, finally, the interaction that transparency allows in online education and course of the water, which is shown with movement and dynamism.<br /><br /><br />I hope you will find my readings as valuable and as pertinent as I did… I wish you all a safe and good reading!!!<br /></span></div><br /><div align="center"><br /><strong><span style="font-size:180%;color:#33ff33;">@@@@@@@@@@ </span></strong></div><br /><div align="justify"><br /><br /><span style="color:#663300;">In this last unit we are asked to improve and finalize all our annotated bibliographies and learning objects. Bearing in mind this request I will now start working on unit 1 and compile it, refine it and as it was also asked to expand it.<br /><br /></span></div><div align="center"><br /><span style="color:#663300;">So, bearing in mind unit 4 - Task 1 here is my final work… </span><br /><br /><br /><strong><span style="color:#ffcc00;">~~~~~~~~~((()))~~~~~~~~~ </span></strong></div><br /><br /><div align="center"><br /><span style="font-size:130%;color:#ff6600;"><strong>Unit 1 – Task 1: Cooperative Freedom</strong></span> </div><br /><div align="justify"><br />Therefore, for the first task of this unit an Annotated Bibliography was prepared and presented on my blog where all the readings were shown as well as the most important aspects of them. </div><div align="justify"></div><div align="justify"></div><div align="justify">Regarding the improvement I decided to do a revision on the presentation of my work, namely in distinguishing my personal reflections as well and the transcriptions of the authors of my readings. I also decided to add the number of pages that each referenced work has in order so that what it is required in our learning contract on “ <span style="color:#009900;"><em>find and read 100-200 pages of articles, blog entries etc, related to the topics discussed in this course</em></span>” becomes more understandable.<br /><br /></div><p align="center"><object width="500" height="405"><param name="movie" value="http://www.youtube.com/v/HVXtbLg5ycE&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><br /><br /><embed src="http://www.youtube.com/v/HVXtbLg5ycE&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object></p><br /><div align="center"><a href="http://www.youtube.com/watch?v=HVXtbLg5ycE"><span style="color:#cc33cc;">http://www.youtube.com/watch?v=HVXtbLg5ycE</span></a></div><br /><br /><div align="justify"><br />• <span style="color:#990000;">Paulsen, M. F., 2008, <strong><span style="font-size:130%;">Cooperative Online Education</span></strong>. Seminar.net, Vol. 4, No. 2.</span> (20 pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 10th of March , taken from: http://seminar.net/index.php/volume-4-issue-2-2008-previousissuesmeny-124/100-cooperative-online-education )<br /></span><br /><br />A very “real” and up-to-date article, for it shows graphics regarding the popularity of cooperative online education among students as well as other resourceful illustrations on individual, cooperative and collaborative environments, namely regarding the question of flexibility and others. It starts by saying:<br /></div><div align="right"><br /><br /><span style="color:#009900;">“<em>Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities”.<br /></em></span><br /></div><br /><div align="justify"><br />To introduce the topic it starts by doing a brief background information on cooperative online education and it refers to have been built under the scope of The Theory of Cooperative Freedom, by prof. Morten Flate Paulsen, who is also the author of the article in question. Bearing this in mind, Prof. Morten Flate Paulsen makes reference to NKI – as well as its graphics to corroborate his version -, one of his creations, that was:<br /><br /></div><div align="right"><em><span style="color:#009900;">“(...)developed to support cooperative freedom and transparency in a large-scale online education environment” </span></em></div><br /><div align="justify"><br />and that: </div><br /><div align="right"><br /><span style="color:#009900;"><em>“(...) it facilitates individual freedom within a learning community in which online students serve as mutual resources without being depend on each other.” </em></span></div><br /><br /><br /><div align="justify"></div><div align="justify">According to the article thanks to NKI, in cooperative learning, individual flexibility and freedom is center of the question and in his theory the claims that there important flexibility facets to consider, such as time, space, pace, medium, access and content and students whether they decide to work alone or with “(online)learning partners” their success is granted.<br /><br /><br />• <span style="color:#990000;"><strong><span style="font-size:130%;">Theory of Cooperative Freedom</span></strong>, MortenFP . toonlet.com</span> (1 page) </div><br /><div align="justify"><span style="color:#cc33cc;">(Research done on the 9th of March , taken from:http://toonlet.com/archive?m=s&i=10870)<br /></span></div><br /><br /><br /><div align="justify"><br /><br /><script type="text/javascript" src="http://toonlet.com/embed/strip?i=10870"></script><br />Theory of Cooperative Freedom<br />by MortenFP related [www.ednews.org]<br /><br /><br /><br />A straightforward and “amusing” way of giving highlights – sort of a BD - on online education and the Theory of Cooperative Freedom. Its author Prof. Morten Flate Paulsen presents “a concentrated recipe” about this theory in a very concise and a joyful manner by offering the reader some of the main ideas described in the thinking of Cooperative Freedom. Through the existence of individual learning, collaborative learning and cooperative learning in online environments, students, either those who search an individual way of study or a collaborative one, or a cooperative way to achieve their aims and goals within their pace, time, content, space access and medium reach their academic success.<br /><br /><br /><br />• <span style="color:#990000;">Paulsen, M.F. 2003, Part One: <strong><span style="font-size:130%;">Online Education, Teaching and Learning, Cooperative Freedom: An Online Education Theory, Education Online</span></strong>.</span> (12 pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 9th of March, taken from: http://www.studymentor.com/cooperative_freedom.pdf )<br /></span><br />A very interesting, concise and challenging article that gives us insights on The Theory Cooperative Freedom, by exposing right at the top that:<br /></div><div align="right"><br /><em><span style="color:#009900;">“ (...) the theory of cooperative freedom argues that online education can foster both freedom for the individual and group cooperation”.<br /></span></em><br /></div><br /><div align="justify"></div><div align="justify">At first, the article provides a sort of chronological information on Distance Education Theories, explores their content and shows some of the most preeminent writers for each theory, namely The Theories of autonomy and independence, by Moore, 1983; the Theories of Industrialization, by Peters, 1988; the Theories of Interaction and Communication, by Holmberg, 1988, and others up until nowadays with The Theory of Cooperative Freedom, by Prof. Morten Flate Paulsen.<br /></div><br /><div align="justify">According to this more recent perspective this theory presents a solution for the tension existing between the notion of individual independence and collective cooperation that in most cases stresses students as well as their academic work. The theory depicts a scenario in which online education can give the individual freedom and the group cooperation needed, by offering the right dimension of space, pace, medium, access and content within its contexts for student to achieve individually, or in a collaborative and in a cooperative way his achievement academically.<br />Although at first sight finding the right way to study may seem difficult to conceive and achieve for we know that while some students seek individual flexibility and freedom, others the group collaboration and social unity, this study concludes that with online education we can have the both options working side-by-side in a cooperative and flexible environment.<br /><br /><br />• <span style="color:#990000;">Paulsen, Morten Flate et Slaatto, Torhild, 2006, <strong><span style="font-size:130%;">NKI in Learning Partner - Opportunities for Cooperation in Distance Learning</span></strong>, elearningeuropa.info.</span> (4 pages)<br /><br /><span style="color:#cc33cc;">(Reseach done on the 10th of March, taken from <a href="http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng=6">http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng=6</a>)<br /></span><br /></div><div align="right"><br /><em><span style="color:#009900;">“NKI Distance Education facilitates individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other."<br /></span></em><br /></div><br /><div align="justify">A brief article on what is NKI’s premise and on what it has to offer to online learning communities. NKI’s philosophy is based on the Theory of Cooperative Freedom by Prof. Morten Flate Paulsen. </div><div align="justify"><br />NKI is innovative and through it individual freedom within the learning community is facilitated for with it online students voluntary may study wherever they are, they can also become mutual resources without being dependent on each other and it also offers them the possibility to start a course at any time of the year and always be able to follow their study progression.<br /></div><div align="justify">According to the theory, there are six facets of flexibility of high importance – time, space, medium, access and content. In order to have a worldwide cooperative learning environment online, NKI invites all students to enter a personal presentation and in the future they may become “learning partners” and help those who are feeling unmotivated and unsatisfied with the progress of their studies by working in a cooperative (online) perspective, for there are others that prefer to continue their work individually. NKI’s main goal is students’ satisfaction on online education environments.<br /><br /><br />• <span style="color:#990000;">Millis, Barbara J.,2oo2, <strong><span style="font-size:130%;">Enhancing Learning - and More! - Through Cooperative Learning</span></strong>, theideacenter.org., IDEA PAPER #38</span> (10 pages)<br /><br /><em><span style="color:#cc33cc;">(Research done on the 10th of March, taken from http://www.theideacenter.org/sites/default/files/IDEA_Paper_38.pdf )<br /></span></em><br />An overview of cooperative learning divided in subtitles. It gives brief explanations on several pertinent issues regarding cooperative learning, namely the premises underlying it, which are three; the first one deals with the respect for students:<br /></div><div align="right"><br /><em><span style="color:#009900;">“(...)regardless of their ethnic, intellectual, educational, or social background”<br /></span></em><br /></div><br /><div align="justify">and it has a strong belief in students potential and academic success; the second one illustrates the strong sense of community:<br /><br /></div><div align="right"><br /><em><span style="color:#009900;">“(...) for learning, like living, is inherently social”<br /></span></em><br /></div><br /><div align="justify">and it helps students to enlarge and improve their relationships; the third one is based on the notion that:<br /><br /></div><div align="right"><br /><em><span style="color:#009900;">“ (...) learning is an active, constructive progress”.<br /></span></em><br /></div><br /><div align="justify">The article delves into several interesting subtitles for it explains what is cooperative learning, its effectiveness, the motivation implicit on it and so on. In conclusion, cooperative learning is seen as an essential part of online education because it satisfies, for students, a human desire for connection and cooperation. Besides that it gives the opportunity to deal and to handle complex tasks very difficult to solve alone. Remember we are social human beings and therefore the sense of a learning community helps us/students to enhance the social and communication capacity needed to succeed in a (future) career.<br /><br /><br />• <span style="font-size:130%;color:#990000;"><strong>Tips on Cooperative Leaning</strong></span><br /><br /><span style="color:#cc33cc;">(Research done on the 10th of March, taken from http://www.youtube.com/watch?v=5LWE2HF1v1Y )<br /></span></div><div align="justify"><br /><br /></div><p align="center"><object width="500" height="405"><param name="movie" value="http://www.youtube.com/v/5LWE2HF1v1Y&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><br /><br /><embed src="http://www.youtube.com/v/5LWE2HF1v1Y&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object></p><br /><div align="justify"><br />A sort of casual encounter between colleagues gives room for a talk on tips for cooperative learning for it suggests good strategies for teachers to work with students. There are several suggestions very easy to put into practise, bearing always in mind, students interest, motivation and cooperative group work input. The presentation starts from scratch, that is, it explains how to start cooperative group - pair work - and goes to bigger groups. It is a very concise way of highlighting this tipe of learning in "presential" classes. </div><br /><div align="justify"></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;">Unit 2 - Task 1: Online Teaching Techniques</span></strong></div><br /><br /><div align="justify"><span style="color:#990000;">Paulsen, M. F., <span style="font-size:130%;"><strong>The Online Report on Pedagogical Techniques for Computer-Mediated Communication</strong></span>.</span> (76 Pages)<br /><br /><br /><span style="color:#666666;">(An updated version of the report is available in: Paulsen, M.F., Online Education and Learning Management Systems: Global E-learning in a Scandinavian Perspective [www.studymentor.com])<br /></span><br /><br /><span style="color:#cc33cc;">(Research done on the 4th of April, taken from: http://www.nettskolen.com/forskning/19/cmcped.html)<br /></span><br /><br />A very challenging and interesting report that puts in evidence pedagogical techniques on computer-mediated communication and it also presents an overview about them. This report, according to the author, Prof. Morten Flate Paulsen, was presented in Birmingham, England in June 26-30, 1995 at a conference conducted by the International Council for Distance Education. Bearing in mind the author’s work, the report starts by making reference to one of my favorite techniques – brainstorming. By brainstorming we understand “creation of a pool of ideas” on a specific topic and this approach helps the “class” to “break the ice” by introducing a topic which will make the group think in a creative way and expand their thoughts upon the ideas of the elements of the “class”. In this case specifically, Prof. Paulsen used this technique to lead the participants to share experiences in pedagogical techniques that have been applied in CMC.<br /><br />According to Prof. Paulsen a pedagogical technique is a way of achieving teaching objectives. Throughout the report, he author also points out in a very clear and objective way that there are four pedagogical techniques: one-alone techniques, one-to-one techniques, one-to-many techniques and many-to-many techniques. Once he states them, he describes them and specifies each one bearing in mind the approaches to be used.<br /><br />In this online report, Prof. Paulsen also makes reference to other books and their authors as well as their contributions for the topic in question.<br /><br />To sum up, balancing to the embracement of online education by some institutions – which I am sure to increase significantly in the future - , I feel this report is very enlightening and it can also be a good resource for further researches.<br /><br /><br /><br /><span style="color:#990000;">Kim, Kyong-Jee and Bonk, Curtis J., 2006, <strong>The Future of Online Teaching and Learning in Higher Education: The Survey Says… - A survey substantiates some ideas about online learning and refutes others</strong>, Vol. 29, Number 4, Educause Quarterly.</span> (16 pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 5th of April, taken from: <a href="http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426"><span style="color:#cc33cc;">http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426</span></a><span style="color:#cc33cc;">)</span><br /></span><br /><br />An interesting and well illustrated survey based on a study conducted by a group of individuals that believed to have relevant experience and insights regarding the present and future conditions of online education. This survey was also built as a way to understand and to bring insights to the use of technology in teaching, within both higher education and corporate training settings. This survey takes place from late November 2003 to early January 2004 and it shows several demographics of online instructors to portray a significant perspective of online teaching, its growth, its expected quality, its pedagogical techniques and it also presents predictions on to measure the quality of online teaching in the future. A good overview of the future of teaching in online environments.<br /><br /><br /><span style="color:#990000;">Salter, G. and Hansen, S., <strong><span style="font-size:130%;">Modelling New Skills For Online Teaching, Department of Computing and Information Systems</span></strong>, University of Western Sydney.</span> (16 Pages)<br /><br /><span style="color:#cc33cc;">(Reseach done on the 5th of April, taken from: http://www.ascilite.org.au/conferences/brisbane99/papers/salterhansen.pdf )<br /></span><br />The content of this article is easy to grasp and it draws our attention to the need and (continuous) search for modeling new skills for online teaching. The authors make reference to the advantages of online material and describe the included methods for teaching online: asynchronous computer mediated communication, synchronous computer mediated communication, online assessment, learning resources, documents, multimedia, links to external resources and student prepared material.<br /><br />The article also puts into evidence the new role of the teacher, which is now a facilitator instead of an expert authority (old perspective).<br /><br />Another aspect that is also highlighted is the importance of the real and constant need to evolve because “<em><span style="color:#009900;">as technology is evolving so rapidly (…) new teaching possibilities arise regularly</span></em>” and we must be prepared for that.<br /><br />I found this article very lighthearted and interesting for it deals with the urgency to monitor and update teaching strategies in order to teach successfully in an online environment.<br /></div><div align="justify"><br /><span style="color:#990000;">Bawden, David. Robynson, Lyn et al., 2007, <strong><span style="font-size:130%;">Curriculum 2.0? Changes In Information Science Education for a Web 2.0 World in Digital Information and Heritage</span></strong>, INFuture 2007. </span>(13 Pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 6th of April, taken from: http://infoz.ffzg.hr/INFuture/2007/pdf/1-03%20Bawden%20et%20al,%20Curriculum%202.0.pdf)<br /></span><br /><br />Web 2.0 is depicted as an essential facilitator of online teaching for it:<br /><br /></div><div align="right"><br /><em><span style="color:#009900;">“provides both the content of learning, and the tools to promote learning itself.”</span></em> (p. 39)<br /><br /></div><br /><div align="justify">In my opinion this study provides a significant glimpse of how Web 2.0 can be used and its implications in five countries, for they are the countries of origin of its authors – England, Australia, Ireland, Lithuania and Slovenija. A very interesting work!<br /><br /></div><div align="right"><br /><span style="color:#009900;"><em>“…the use of Web 2.0 facilities by academic staff themselves, for their own purposes, will enhance their understanding, and hence promote more credible teaching.”</em> </span>(p.40)<br /><br /><br /></div><div align="justify"><span style="color:#990000;">Shihab, Mahmud, 2008, <strong><span style="font-size:130%;">Web 2.0 Tools Improve Teaching and Collaboration in English Language Classes, Presented at the National Educational Computing Conference 2008</span></strong>, San Antonio, TX. </span>(21 Pages)<br /><br /><br /><span style="color:#cc33cc;">(Research done on the 5th April, taken from: http://staging.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC2008/Shihab.pdf)<br /></span><br /><br />A very challenging and stick to the point approach on Web 2.0 taking into account its huge role in online teaching and more precisely in English Language Classes.<br /><br /><br /></div><div align="right"><br /><br /><span style="color:#009900;"><em>“Web 2.0 tools, namely blogs, wikis, podcasts, and RSS were introduced to change teaching practices of in-service high school teachers to improve the collaboration of today’s students in the English language classroom.”</em></span> (p.1)<br /><br /><br /></div><div align="justify">This text deals with an experience in which changes in teaching practices, interviews, and other resourceful strategies were put into practice to study the best method in order to put into evidence the effectiveness of the learning process. In my opinion, this article depicts an idea of the impact and potential that Web 2.0 has and will have in online teaching and I found its reading very representative and enlightening.<br /></div><div align="center"><br /><strong><span style="font-size:130%;color:#ff6600;">Unit 3 - Task 1: Transparency in Online Education</span></strong></div><br /><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><br /><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></div></span></strong><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 320px; DISPLAY: block; HEIGHT: 240px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5486363516887715042" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnxTM4tTvSqKya2qHcpdNlT648DccR6tH-ARJuS8wtpnRcBFTQrYSsjhp8W5mdQ6HkaSybuZ4g-s63BRfGvo26GuizX_svhBuKAeNMPSNb9p1pLeqPMb2SToe0PLKfHXaQrcM-EGoUlIU/s320/Creek.jpg" /><br /><br /><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><br /><div align="right"><br /><em><span style="color:#009900;">“What we REALLY need is the pertinent information to the situation AND to get to know each other." </span></em></div><br /><div align="justify"></div><br /><div align="right"><br /><span style="color:#cc33cc;">in Missing the Point: Transparency without Authenticity. <span style="color:#cc33cc;">(</span><a href="http://allenjfuller.com/2010/02/missing-the-point-transparency-without-authenticity/"><span style="color:#cc33cc;">http://allenjfuller.com/2010/02/missing-the-point-transparency-without-authenticity/</span></a></span><span style="color:#cc33cc;"><br /><br /></span></div><br /><div align="justify"><br />• <span style="color:#990000;">Paulsen, Morten Flate et Dalsgaard, Christian. <strong><span style="font-size:130%;">Transparency in Cooperative Online Education.</span></strong> June 2009.</span> (12 Pages)<br /></div><br /><div align="justify"><br /><span style="color:#cc33cc;">(Research done on the 3rd of May, taken from: </span><a href="http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/671/1267"><span style="color:#cc33cc;">http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/671/1267</span></a><span style="color:#cc33cc;">) </span></div><br /><div align="justify"></div><br /><div align="justify"><br />This is a very interesting and pertinent article when dealing with transparency in online teaching education for it is about the impact and the pedagogical potential that social networking has as a facilitator of transparency and awareness among students. Bearing in mind that the aim of transparency is:</div><br /><div align="justify"></div><br /><div align="right"><em><span style="color:#009900;">“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”</span></em> </div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="justify">it is quite understandable why, according to its authors, it has such a vital role in social networking. The authors throughout the article point out the importance of “<em><span style="color:#009900;">being able to see and to be seen</span></em>” because it is very significant that in an online teaching environment where cooperation is the basis of it that the information that students give about themselves and their work is as transparent as possible for eventual future sharing situations. Bearing in mind the term cooperative, the authors distinguish the existence of three types of learning, being the last one their choice of election: </div><br /><div align="justify"></div><br /><div align="justify"><br />- Individual learning, which as the name indicates is conducted alone with no interaction of a learning community; </div><br /><div align="justify"></div><br /><div align="justify"><br />- Collaborative learning, which happens in face-to-face meetings and online education and that requires the input of a group and consequently limits the individual; </div><br /><div align="justify"></div><br /><div align="justify"><br />- Cooperative learning, which seeks to foster some of the benefits of individual freedom and the benefits of cooperation in online learning communities and that takes place in networks.<br /></div><br /><div align="justify"><br />Nevertheless being as authentic as possible also raises other controversial questions which are also dealt the level of authenticity and of privacy. Regarding these two questions the authors create a “Transparency Barometer” to analyze them and later in the part dedicated to Cooperative Student Catalogues they point out what they consider essential to be authentic in order to facilitate cooperation:</div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><span style="color:#009900;"><em>“e-mail address, telephone numbers, chatting identities, information regarding geographical location (e.g. zip-codes) for eventual face-to-face meetings and progress plan information so that students can identify peers who are working with in the same study unit.” </em></span></div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="justify">But even for these elements the authors also call attention that this private information must be handled carefully and an authorization to make them public is always needed.<br /><br />In my opinion, the choice of this article is very important for it cleared my mind regarding transparency in online teaching education. I found it also enriching to see how the two authors dealt with the question of authenticity, its impact in the course’s development and in teachers and students’ interactions during the studies.<br /><br /><br />• <span style="color:#990000;">Bowles, Michelle. <strong><span style="font-size:130%;">5 Twitter Tips for Staying Authentic and Transparent</span></strong>. 2009 (28th September)</span> (7 Pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 3rd of May, taken from: http://www.toprankblog.com/2009/09/twitter-tips-authentic-transparent/)<br /></span><br />In 5 Twitter Tips for Staying Authentic and Transparent, Michelle Bowles presents in a very straightforward way five tips on how to be authentic and transparent, which I will start to explain: </div><br /><div align="justify"></div><br /><div align="justify"><br />1. The first one deals with the placing of a photo and a name for this helps to establish connections with the ones that look at our work or that wish to interact with us, for in fact:</div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><em><span style="color:#009900;">“Putting a face and a name behind your Tweets through a photo and brief bio can help followers relate to and connect with your brand.” </span></em></div><br /><div align="justify"></div><br /><div align="justify"><br />2. The second one is regarding personality and it is in favor of showing that in fact we are “real individuals” with feelings and humor for:</div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><span style="color:#009900;"><em>“It doesn’t have to be all business all the time. Have some fun with your Tweets by telling humorous stories or poking a little fun at yourself now and then.”</em></span></div><br /><div align="justify"></div><br /><div align="justify"><br />3. Regarding the third one it is important that you admit when you are wrong, not only because with mistakes we learn, but also because it is part of our nature and people make mistakes and they must also know how to cope with them. </div><br /><div align="justify"></div><br /><div align="justify"><br />4. On the fourth one, it deals with “<span style="color:#009900;"><em>Get to know your followers</em></span>” it is important to be known but it is also important to know who you are dealing with, so this fourth tip is about asking questions simple questions about themselves, such as name, age, interests (nothing too personal). </div><br /><div align="justify"></div><br /><div align="justify"><br />5. The last one is “<span style="color:#009900;"><em>Don’t get carried away by your accomplishments</em></span>” and the tip is that you should not let your success get to your head for it were your followers that gave it to you and that have largely contributed for it. So remember…be modest! </div><br /><div align="justify"></div><br /><div align="justify"><br /><br />I found this text interesting, easy to read and with good tips regarding our present in Online Teaching Education and one of the sentences that exemplifies what is presented is “<em><span style="color:#009900;">Be authentic and transparent in all you do</span></em>.”<br /></div><br /><div align="justify"></div><br /><div align="justify"><br />• <span style="color:#990000;">Hill, Christopher. <strong><span style="font-size:130%;">Principles for improving Online Transparency</span></strong>. 2008 (1st April).</span> (4 Pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 4th of May , taken from: </span><a href="http://www.facultyfocus.com/articles/distance-learning/principles-for-improving-online-transparency-quality/"><span style="color:#cc33cc;">http://www.facultyfocus.com/articles/distance-learning/principles-for-improving-online-transparency-quality/</span></a><span style="color:#cc33cc;">)<br /></span></div><br /><div align="justify"><br />The reading of this article gives emphasis to the idea that a “<em><span style="color:#009900;">well-informed student or prospective student – benefits everyone</span></em>.” In addition, this article depicts the theory that everybody, universities and colleagues only have to gain with transparency and to defend this thought three principles are mentioned and explained for the institutions that seek and want transparency. </div><br /><div align="justify"></div><br /><div align="justify"><br />1. Make distance education a central element of your mission – if you are dealing in fact with distance learning make sure that you are ready for it and be prepared, so that your students may have access to all resources online in order to carry out a good quality program;<br /></div><br /><div align="justify"></div><br /><div align="justify">2. Accountability to stakeholders – deals with giving adequate information to students about the content of the course-study, who teaches it and who is present for future questions that any prospective students may have related to the course itself; </div><br /><div align="justify"></div><br /><div align="justify"><br />3. Responsiveness – means that an educational institution must be prepared to respond quickly to an online-student so that he may have feedback as soon as possible within 24 to 48 hours;<br /></div><br /><div align="justify"></div><br /><div align="justify">I feel this article points out several aspects that need to be taken into account when we are confronted with the problem of being and of creating transparency in online teaching. According to Michael Offerman, president of Capella University: </div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><span style="color:#009900;">“<em>To meet the education needs of adult students, we must provide them with trustworthy and transparent ways to choose among many available options and to gauge the potential of each one to further their careers. The goal of the program is to lead universities and colleges toward greater accountability and transparency</em>.”<br /></div></span><br /><div align="justify"></div><br /><div align="justify"><br />• <span style="color:#990000;">Dalsgaard, Christian. <strong><span style="font-size:130%;">Social Networking Sites: Transparency in Online Education</span></strong>.</span> (11 pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 3rd of May, taken from: http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/32.htm)<br /></span><br />An excellent approach on the pedagogical potentials of networking sites bearing in mind the fact that these sites are a combination of personalization and socialization regarding those that in a transparent way truly take part in them. According to this study when students take part in these networking sites and publish their thinking, aims, works and share it with others they are being transparent, that is they:</div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right">“<span style="color:#009900;"><em>have insight into each other’s work, thoughts, and productions</em></span>.” </div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="justify">Taking into account this idea student’s personal information becomes known to others through the process of sharing in a larger scale – a social network – and in this sense the notion of a social group with similar interests and relations emerges. Through this scenario we can observe the immense potential of these “social networking sites”, which the author reveals as:</div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><span style="color:#009900;"><em>“a supplement to other tools” for according to him “the potential of social networking lies within transparency and the ability to create awareness between students – potentially across institutions and nations.” </em></span></div><br /><div align="justify"></div><br /><div align="justify"><br /><br />This challenging and amazing reading delves into the impact of social networking sites and the transparency that they involve when dealing with online teaching.<br /></div><br /><div align="justify"></div><br /><div align="justify"><br />• <span style="color:#990000;">Paulsen, Morten Flate. <strong><span style="font-size:130%;">Profiling Online Students</span></strong>.</span> (2 Pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 4th of May, taken from: http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/43.htm)<br /></span><br />This interesting article aims to the use of transparency in Online Teaching and describes one of the strategies used to develop this idea of transparency at NKI Distance Education and the impact they had in it. </div><br /><div align="justify"></div><br /><div align="justify"><br />In order to develop, promote transparency and future situations with it, a profile was created where students are given the choice to do their presentations and t publish them in an “open catalogue”, by clicking the “global visibility checkbox” in their profile. Later, when analyzed the impact of this measure, the following conclusions were achieved:</div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><em><span style="color:#009900;">1. “… most presentations act as favorable homepages that focus on the students’ achievements.” </span></em></div><br /><div align="right"><em><span style="color:#009900;"></span></em></div><br /><div align="right"><br /><em><span style="color:#009900;">2. “The users are excellent ambassadors for NKI when they share their presentation with others. They provide a lot of relevant information for prospective students and key words for the search engines.” </span></em></div><br /><div align="right"><em><span style="color:#009900;"></span></em></div><br /><div align="right"><br /><em><span style="color:#009900;">3. “…the fact that so many serious, hard-working and successful students are willing to share achievements and experiences in an open, online catalogue is valuable for the field of online education.”<br /></span></em></div><br /><div align="justify"></div><br /><div align="justify"><br />In my opinion this was truly an amazing finding to promote transparency among online teaching.<br /></div><br /><div align="justify"></div><br /><div align="justify"><br />• <span style="color:#990000;">Siemens, George. <strong><span style="font-size:130%;">Teaching as Transparent Learning</span></strong>.</span> (4 Pages)<br /><br /><span style="color:#cc33cc;">(Research done on the 3rd of May, taken from: </span><a href="http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/55.htm"><span style="color:#cc33cc;">http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/55.htm</span></a><span style="color:#cc33cc;">)<br /></span></div><br /><div align="justify"></div><br /><div align="right"><br /><em><span style="color:#009900;">“I’ve gained much from being a transparent learner.” </span></em></div><br /><div align="justify"></div><br /><div align="justify"><br /><br />George Siemens, the author, describes his path, experiences and progress as a transparent learner. According to him transparency is an important and significant requisite in online teaching for “when we make our learning transparent, we become teachers” and “watching others learn is an act of learning” for as he clearly point out:<br /></div><br /><div align="justify"><br /><em><span style="color:#009900;">“When someone decides to share their thoughts and ideas in a transparent manner, they become a teacher to those who are observing. Social technology - such as Twitter, blogs, Facebook – opens the door to sharing the process of learning, not only the final product.” </span></em></div><br /><div align="justify"></div><br /><div align="justify"><br />I found this reading encouraging and appealing for it deals with the experience of a “transparent learner” and his personal sharing of it.<br /><br />• <span style="color:#990000;">Paulsen, Morten Flate. <strong><span style="font-size:130%;">Transparency for Quality</span></strong>. Toonlet.<br />Transparency for Quality</span><br />by MortenFP related [www.seminar.net]<br /><br /><span style="color:#cc33cc;">(Research done on the 4th of May, taken from: </span><a href="http://toonlet.com/creator/MortenFP"><span style="color:#cc33cc;">http://toonlet.com/creator/MortenFP</span></a><span style="color:#cc33cc;">)</span> </div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="justify"><br /><script type="text/javascript" src="http://toonlet.com/embed/strip?i=11247"></script><br /></div><br /><div align="justify"><br /></div><br /><div align="justify"></div><br /><div align="justify">This comic strip is a very clear and presents a very objective approach on the importance that transparency has in order to improve the quality of online teaching for if others see what we publish, incorrect information becomes easily detected, feedback on it is given and errors are corrected. Clear, concise and stick to the point!<br /></div><br /><div align="justify"></div><br /><div align="justify"><br />• <span style="color:#990000;">Paulsen, Morten Flate. <strong><span style="font-size:130%;">Transparency for Cooperation</span></strong>. Toonlet.<br /></span><br />Transparency for Cooperation<br />by MortenFP related [www.seminar.net]<br /><br /><br /><span style="color:#cc33cc;"><span style="color:#cc33cc;">(Research done on the 4th of May, taken from: </span><a href="http://toonlet.com/archive?i=11245"><span style="color:#cc33cc;">http://toonlet.com/archive?i=11245</span></a><span style="color:#cc33cc;">)</span> </span></div><span style="color:#cc33cc;"></span><br /><span style="color:#cc33cc;"><br /><div align="justify"><br /><br /><script type="text/javascript" src="http://toonlet.com/embed/strip?i=11245"></script><br /></span></div><br /><div align="justify"><br />This comic strip deals with matters related to the cooperation that the use of transparency promotes in online teaching. When students give personal and transparent information about themselves other students interact more and a sense of cooperation is established between them. Nevertheless, an essential point is also presented - students’ transparency is to be handled carefully regarding their privacy and in this way students themselves should be the ones to choose the level of transparency to be allowed.<br /><br />• <span style="color:#990000;"><strong><span style="font-size:130%;">Welcome to my PLE! - A Personal Tour by a 7th Grade Science Student</span>.<br /></strong>(Youtube Presentation)<br /></span></div><span style="color:#990000;"><br /><div align="justify"></div></span><div align="justify"><br /></div><p align="center"><object width="500" height="405"><param name="movie" value="http://www.youtube.com/v/YEls3tq5wIY&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><br /><embed src="http://www.youtube.com/v/YEls3tq5wIY&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object></p><br /><div align="justify"><br /><br /><span style="color:#cc33cc;">(Research done on the 4th of May, taken from: http://www.youtube.com/watch?v=YEls3tq5wIY)<br /></span><br /><br />I choose this Youtube Presentation because I found it a good example of transparency. Although it was created by a young student, matters such as organization and transparency are very clear and were carefully dealt and are now presented in a very objective way. This “PLE” – Personal Learning Environment - is the culminate of a research and intense work on networking sites, for as the student clearly points out he “spent some time since the beginning of the school year learning how to find information online and how to pull it out together on a personal page”, which we can observe thanks to its publication.<br /></div><br /><div align="justify"></div><br /><div align="center"><strong><span style="color:#ff6666;">=========@@@@@@@@@@@========</span></strong></div><br /><div align="justify"></div><br /><div align="justify"><br />• <span style="font-size:130%;color:#663300;"><strong>Final considerations...<br /></strong></span><br /><span style="color:#663300;">Bearing in mind my readings, I conclude that in attended classes cooperative learning provides for students’ interaction in heterogeneous groups for it is built with the purpose of offering a leaning support for the elements of the group. In online education, cooperative learning provides the encouragement of individual flexibility and the affinity of learning within an educational community (Prof. Morten Flate Paulsen, 2003).<br /><br />Although these two perspectives may seem difficult to combine, for they lead us to a controversy, the truth is that cooperative learning in online learning environments emerges as the solution for it emphasizes the co-existence of students that enjoy individual work and its benefits and outcomes, and the others that prefer the benefits of collaborative learning, or a so called, a learning community.<br /></span></div><br /><div align="right"><br /><br /><span style="color:#009900;"><em>“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 a truly flexible, cooperative distance educational programs.” </em></span></div><br /><div align="justify"></div><br /><div align="justify"></div><br /><div align="right"><br /><span style="color:#663300;">(Prof. Morten Flate Paulsen, in Cooperative Freedom: an Online Theory Education, 2003) </span></div><br /><div align="justify"><span style="color:#663300;"></span></div><br /><div align="justify"><span style="color:#663300;"></span></div><br /><div align="justify"><span style="color:#663300;"></span></div><br /><div align="justify"><span style="color:#663300;">The contribute of these readings is enormous because thanks to them I was able to perceive the importance and the significance that Transparency plays in Cooperative Learning…which is massive! All the resources played an essential role in achieving my understanding of it and they took a fundamental part in it. </span></div><br /><div align="justify"><span style="color:#663300;"></span></div><br /><div align="justify"><br /><span style="color:#663300;">Therefore, now that my opinion is truly formed, I am happy and proudly I say: </span></div><br /><div align="justify"><span style="color:#663300;"></span></div><br /><div align="justify"><br /><span style="color:#663300;"><strong><span style="font-size:130%;">I have gained, I am gaining and I hope to continue to gain much from being a transparent learner!*</span></strong><br /><br />(*This last sentence was readapted from “I’ve gained much from being a transparent learner.” by George Siemens in Teaching as Transparent Learning.) </span></div><div align="justify"></div><div align="justify"></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-35708722246368655932010-06-16T17:24:00.000-07:002010-06-17T15:08:48.550-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><br /><a title="img_p_sloodle2 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707179137/"><img height="151" alt="img_p_sloodle2" src="http://farm5.static.flickr.com/4055/4707179137_a4716f41c6.jpg" width="500" /></a><br /><br /><span style="font-size:180%;"><span style="color:#ff6666;"><strong>Congresso no Second Life - II. Parte - dia 15 de Junho de 2010</strong></span> </span></div><br /><br /><p align="center"><a title="img_congresso1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707178991/"><img height="418" alt="img_congresso1" src="http://farm5.static.flickr.com/4015/4707178991_72eae3720c.jpg" width="370" /></a></p><p align="justify"><br /><span style="color:#339999;">Olá, hoje é a nossa apresentação…seremos o último grupo…torço para que corra tudo bem tanto a nós como ao 4º grupo!!! Coragem…está quase na recta final… </span></p><span style="color:#3333ff;"><p align="center"><br /></span><br /><strong><span style="font-size:130%;"><span style="color:#990000;">4º Grupo – Grupo GARRISON</span> </span></strong></p><span style="font-size:130%;"><p align="center"><a title="4 - congresso 1_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707124871/"><img height="292" alt="4 - congresso 1_001" src="http://farm5.static.flickr.com/4042/4707124871_11037fae20.jpg" width="500" /></a></p><p align="right"><br /></span><span style="color:#cc66cc;"><strong><em>Tema:</em></strong> <em>Pesquisando sobre o Modelo Comunidade de Inquirição: Revisão, Questões e Perspectivas futuras."</em></span></p><p align="justify"><br /><span style="color:#666666;">O texto que este grupo trabalhou abordava pesquisas recentes sobre o modelo COI, em especial tendo em mente a “Presença Social”, Cognitiva e, como não podia deixar de ser, a questão do ensino. </span></p><p><span style="color:#666666;"></span></p><p align="center"><span style="color:#666666;"><a title="4 - congresso3_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707769658/"><img height="292" alt="4 - congresso3_001" src="http://farm5.static.flickr.com/4014/4707769658_579991149d.jpg" width="500" /></a></span></p><p align="center"></p><p align="center"><span style="color:#666666;"></span></p><p><span style="color:#666666;"></span></p><p align="center"><span style="color:#666666;"><a title="4 - congresso5_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707770958/"><img height="292" alt="4 - congresso5_001" src="http://farm5.static.flickr.com/4051/4707770958_c9e4158d15.jpg" width="500" /></a></span></p><p><span style="color:#666666;"></span></p><p align="justify"><br /><span style="color:#666666;">Devo dizer que este grupo defendeu o seu trabalho de modo excelente e a sua apresentação foi também muito boa – portanto, meus caros, tarefa superada!!! </span></p><p align="justify"><br /><span style="color:#666666;">Seguiram-se os habituais comentários positivos, aplausos, a opinião e a já tradicional questão do professor.<br /></p></span><p align="center"><br /><span style="color:#339999;">E eis que agora somos nós… </span></p><span style="color:#339999;"><p align="center"><br /></span><br /><span style="color:#990000;"><strong><span style="font-size:130%;">5º Grupo – Grupo KEHRWALD</span></strong></span></p><p><span style="color:#990000;"></span></p><p align="center"><span style="color:#990000;"><a title="5 - congresso1_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707128243/"><img height="292" alt="5 - congresso1_001" src="http://farm5.static.flickr.com/4029/4707128243_91a775575d.jpg" width="500" /></a></p><p align="right"><br /></span><br /><span style="color:#cc66cc;"><strong><em>Tema:</em></strong> <em>“Comprendendo a Presença Social em Ambientes Virtuais de Aprendizagem Baseados em Texto.”</em> </span></p><span style="color:#cc66cc;"><p align="justify"><br /></span><br /><span style="color:#666666;">O nosso trabalho analisou as questões em torno da noção de “Presença Social”, nomeadamente a sua definição, a sua natureza, papel e função, sem esquecer o modo com esta é sustentada e estabelecida em ambientes de aprendizagem online. Igualmente pertinente e objecto de estudo foi uma perspectiva de “presença social” ilustrada na acção humana em contextos online. </span></p><p align="justify"></p><p align="center"><span style="color:#666666;"><a title="5 - congresso2_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707128891/"><img height="292" alt="5 - congresso2_001" src="http://farm2.static.flickr.com/1279/4707128891_ffdc523266.jpg" width="500" /></a></span></p><p align="center"><span style="color:#666666;"></span></p><p align="justify"><span style="color:#666666;"></span></p><p align="justify"><span style="color:#666666;"></span></p><p align="center"><a title="5 - congresso4_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707773866/"><img height="292" alt="5 - congresso4_001" src="http://farm5.static.flickr.com/4072/4707773866_b5cbf62994.jpg" width="500" /></a></p><p align="justify"><br /><span style="color:#666666;">Acho que apresentamos bem o nosso trabalho e que o autor do nosso texto teria orgulho em nós! (Pelo menos é o que espero!) Apesar das dificuldades técnicas que nós surgiram nesta etapa…penso estarmos todos de parabéns!!! </span></p><p align="justify"><br /><span style="color:#666666;">Também connosco se seguiram os comentários positivos, os aplausos e como não podia deixar de ser a questão do professor. </span></p><p align="justify"><span style="color:#666666;"></span></p><p align="justify"></p><p align="center"><span style="color:#ffcc00;">~~~~~~~~~~~~~~~{{{{}}}}~~~~~~~~~~~~~~~</span></p><p align="justify"><br /><span style="color:#6666cc;">Adorei a participação neste congresso e devo dizer que me senti tão nervosa com se fosse uma apresentação presencial e preparei-me do mesmo modo também! Sinto que todos nós ao trabalharmos os nossos textos respectivamente "demos" um pouco de nós e esse complemento enriqueceu-nos e amadureceu-nos, na medida em que eles, se é que o posso dizer, se tornaram um pouco "nossos"!</span></p><p align="justify"><span style="color:#6666cc;">Foi um momento vivido com nervos e com uma intensidade muito grande…desde já os meus agradecimentos à Mysa, ao professor e a todos os colegas por serem uma parte integrante desta experiência fantástica e alucinante!!! </span></p><p align="justify"><br /><span style="color:#6666cc;">Muito obrigada… ;-)<br /></span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-62990437919609900032010-06-16T16:49:00.000-07:002010-06-18T08:55:18.627-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><strong><em><span style="font-size:130%;color:#ff6666;"></span></em></strong></div><strong><em><span style="font-size:130%;color:#ff6666;"><div align="justify"></div><p align="center"><a title="img_p_sloodle2 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707179137/"><img style="WIDTH: 491px; HEIGHT: 129px" height="151" alt="img_p_sloodle2" src="http://farm5.static.flickr.com/4055/4707179137_a4716f41c6.jpg" width="500" /></a></p><p align="center"></p><p align="center"></p><p align="center"></p><div align="justify"></span></em></strong></div><div align="justify"></div><div align="center"><span style="font-size:180%;color:#ff6666;"><strong><em>Congresso no Second Life - I. Parte - dia 14 de Junho de 2010</em></strong></span></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"><a title="img_congresso1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707178991/"><img height="418" alt="img_congresso1" src="http://farm5.static.flickr.com/4015/4707178991_72eae3720c.jpg" width="370" /></a></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:180%;color:#ff6666;"></span></em></strong></div><div align="justify"></div><div align="justify"><br /><em><span style="color:#339999;">Nesta primeira parte do congresso três equipas fizeram as suas apresentações, que passo a descrever muito resumidamente e a ilustrar com as fotos que tirei dos momentos mais significativos…</span></em></div><em><span style="color:#666600;"><div align="justify"><br /></span></em></div><p align="center"><br /><span style="font-size:130%;color:#cc0000;"><strong>1º Grupo – Grupo RIVA</strong></span><strong><span style="font-size:130%;"></span></strong> </p><p></p><p align="center"><a title="1 apresentação (2)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707118973/"><img height="292" alt="1 apresentação (2)_001" src="http://farm5.static.flickr.com/4023/4707118973_68dff70990.jpg" width="500" /></a></p><p></p><div align="right"><br /><span style="color:#cc66cc;"><em><strong>Tema:</strong></em> <em>“Comunicação Multimédia e Presença Social. As Camadas de Presença: Uma Abordagem Bio-Cultural para Compreender a Presença em Ambientes Naturais Mediatizados.”</em></span></div><div align="justify"><br /><span style="color:#666666;">O tema trabalhado por este grupo era relativo às dimensões de “Presença Social” mas tendo em conta uma noção de presença tendo em conta uma perspectiva externa e enquadrando-a numa vertente essencialmente psicológica, e consequentemente filosófica.</span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"><span style="color:#666666;"></span></div><p align="center"><span style="color:#666666;"></span></p><p align="center"><span style="color:#666666;"><a title="1 apresentação_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707118427/"><img height="292" alt="1 apresentação_001" src="http://farm5.static.flickr.com/4065/4707118427_12a5d05f7c.jpg" width="500" /></a></span></p><p align="center"><span style="color:#666666;"></span></p><p align="center"><span style="color:#666666;"></span></p><p align="center"><span style="color:#666666;"><a title="1 apresentação (3)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707119489/"><img height="292" alt="1 apresentação (3)_001" src="http://farm5.static.flickr.com/4018/4707119489_4761288b00.jpg" width="500" /></a></span></p><div align="justify"><br /><span style="color:#666666;">Após a apresentação seguiram-se muitos aplausos, palavras de apreciação muito positiva e o nosso professor Ongberg Bluebird teceu os seus comentários e colocou uma questão.</span></div><div align="justify"><br /><span style="color:#666666;">Muito bem Grupo RIVA – tarefa superada!</span></div><span style="color:#666666;"><div align="center"><br /></span><br /><span style="font-size:130%;color:#cc0000;"><strong>2º Grupo – Grupo IJSSEL</strong></span></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"><a title="2 apresentação (1)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707763906/"><img height="292" alt="2 apresentação (1)_001" src="http://farm5.static.flickr.com/4026/4707763906_9c67cacf13.jpg" width="500" /></a></span></strong></div><span style="font-size:130%;"><div align="justify"><br /></div><p align="right"></span><em><span style="color:#cc66cc;"><strong>Tema:</strong> “Estar Lá: A Experiência da Presença em Ambiente Mediados.” </span></em></p><em><span style="color:#cc66cc;"><p><br /></p></span><p align="center"><a title="2 apresentação (2)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707120769/"><img height="292" alt="2 apresentação (2)_001" src="http://farm5.static.flickr.com/4055/4707120769_eacd57f11e.jpg" width="500" /></a></p><p align="justify"><br /></em><span style="color:#666666;">Este grupo, tendo em conta o texto trabalhado, “reavaliou” e repensou o sentido de “Presença Social” tendo em conta a questão dos avanços da tecnologia e a suas implicações em situações de ambientes mediados.</span> </p><p></p><p></p><p align="center"><a title="2 apresentação (3)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707121393/"></a></p><p align="center"><a title="3 apresentação (4 - grupo)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707768068/"><img height="292" alt="3 apresentação (4 - grupo)_001" src="http://farm5.static.flickr.com/4030/4707768068_7dc33e0a62.jpg" width="500" /></a></p><div align="justify"><br /><span style="color:#666666;">Também a este grupo se seguiram comentários, muitos aplausos e considerações por parte do nosso professor e houve igualmente espaço para uma questão.</span></div><div align="justify"><br /><span style="color:#666666;">Os meus sinceros parabéns pelo trabalho desenvolvido e apresentado!!!</span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"></div><div align="center"><br /><strong><span style="font-size:130%;color:#cc0000;">3º Grupo – Grupo KREJINS</span></strong></div><div align="center"></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="justify"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><div align="justify"><strong><span style="font-size:130%;color:#cc0000;"></span></strong></div><p align="center"><strong><span style="font-size:130%;color:#cc0000;"><a title="3 apresentação (1)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707121941/"><img height="292" alt="3 apresentação (1)_001" src="http://farm5.static.flickr.com/4032/4707121941_71fa46d972.jpg" width="500" /></a></span></strong></p><strong><span style="font-size:130%;"></span></strong><div align="right"><br /><span style="color:#cc66cc;"><em><strong>Tema:</strong> “Determinar Sociabilidade, Espaço Social e presença Social em Grupos Colaborativos (A)Síncronos.”</em></span></div><span style="color:#cc66cc;"><div align="justify"><br /></span><br /><span style="color:#666666;">A temática abordada por este grupo centra-se na importância das interacções sociais tendo em vista a aprendizagem em contextos e ambientes CSCL.</span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"><span style="color:#666666;"></span></div><div align="justify"></div><p align="center"><a title="3 apresentação (3)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707766912/"><img height="292" alt="3 apresentação (3)_001" src="http://farm2.static.flickr.com/1283/4707766912_169941727a.jpg" width="500" /></a></p><p align="center"></p><p align="center"></p><p align="center"></p><p align="center"></p><div align="justify"></div><div align="justify"></div><div align="center"><a title="3 apresentação (4 - conclusão)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707767480/"><img height="292" alt="3 apresentação (4 - conclusão)_001" src="http://farm5.static.flickr.com/4015/4707767480_4d470aae1e.jpg" width="500" /></a></div><div align="justify"><br /><span style="color:#666666;">Esta foi a última apresentação da noite e podemos dizer que terminou com chave de ouro pois os colegas saíram-se muito bem! Houve comentários positivos e aplausos…</span></div><div align="justify"><br /><span style="color:#666666;">O nosso professor teceu algumas considerações e colocou a já esperada questão.</span></div><div align="justify"></div><div align="center"><br /><br /><span style="color:#ffcc00;"><strong>~~~~~~~~~~~~{{{}}}}~~~~~~~~~~~</strong></span></div><div align="justify"><span style="color:#ffcc00;"></span></div><div align="justify"><br /><br /><span style="color:#6666cc;">Relativamente a esta primeira fase do congresso devo dizer que está a ser uma experiência fantástica e única. Sinto que me tenho vindo a preparar diariamente para um momento singular e que é já amanhã pois somos o 5º Grupo… só espero estar à altura deste e que corra tudo bem para todos nós. Acredito que temos vindo a desenvolver laços uns com os outros de certo modo mais puros do que se estivéssemos em aulas presenciais. A cada dia que passa sinto-me mais rica com esta experiência…adoro cada momento! Obrigada por tudo…</span></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-27531628921451068762010-06-16T16:35:00.000-07:002010-06-18T09:01:47.687-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>Relato de experiências de uma aluna no Second life...</em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>9ª Aula - 8 de Junho de 2010</em></strong></span></div><span style="font-size:130%;"><strong><em></em></strong></span><br /><br /><span style="color:#6666cc;">Olá a todos,</span><br /><span style="color:#6666cc;"></span><br /><div align="justify"><br /><span style="color:#6666cc;">Esta última aula foi particularmente difícil para mim…pelo que passo a descrevê-la…</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><br /><span style="color:#6666cc;">Hoje andámos às voltas com o <span style="color:#009900;"><strong><em>SLOODLE presenter e a sua utilização</em></strong></span>.</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><div align="justify"></div><p align="center"><a title="9 - 2_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707113717/"><img height="292" alt="9 - 2_001" src="http://farm5.static.flickr.com/4046/4707113717_a988d96653.jpg" width="500" /></a></p><div align="justify"><br /><span style="color:#6666cc;">O SLOODLE presenter é uma peça fundamental para as nossas apresentações pois é nele que o nosso trabalho vai ser projectado, além de permitir também visualizar apresentações e páginas de internet.</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><p align="center"><a title="9 -10 - indicações p ver as imagens_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707117289/"><img height="292" alt="9 -10 - indicações p ver as imagens_001" src="http://farm5.static.flickr.com/4042/4707117289_625c11f239.jpg" width="500" /></a></p><div align="justify"><br /><span style="color:#6666cc;">Uma vez tido o primeiro contacto teórico, foram-nos dadas indicações para experimentar esta ferramenta única do SL, alertando-nos no inicio da necessidade de configurar este equipamento a fim de o preparar para o propósito que pretendemos. E, face a esta questão, e para a exemplificar, a Mysa criou diapositivos - que desde já quero dizer que estavam absolutamente espectaculares – relativos ao nosso percurso como estudantes no SL que foram depois projectados neste ecrãn. </span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><p align="center"><span style="color:#6666cc;"><a title="9 - important_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707760576/"><img height="292" alt="9 - important_001" src="http://farm5.static.flickr.com/4009/4707760576_53082d5dd0.jpg" width="500" /></a></span></p><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">No entanto, eis que as coisas se complicaram…pois vieram as dificuldades e infelizmente alguns de nós, incluindo eu, não os conseguíamos visualizar! Porém graças à rápida ajuda da Mysa esta barreira foi sendo ultrapassada…contudo, eu fiquei para o fim! E, verdade seja dita passei, talvez a experiência mais educativa e elucidativa no SL, pois tive a oportunidade de estar com a Mysa e juntas tentámos resolver a questão para superar o problema… </span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">Desde já o meu muito obrigado à Mysa…considero-a uma pessoa muito profissional, perseverante, optimista e enfim…não me deixou desistir enquanto eu não consegui ver os diapositivos por ela tão primorosamente criados. E, quando consegui visualizar o primeiro, já tínhamos a colega Anemolif connosco e em grupo demos saltos de contentes… só tenho pena de não ter tirado uma foto para registo desse momento de glória singular. </span></div><p align="center"><a title="9 - aleluia_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4707761692/"><img height="292" alt="9 - aleluia_001" src="http://farm5.static.flickr.com/4013/4707761692_0045ed5fd6.jpg" width="500" /></a></p><p><br /><span style="color:#6666cc;">E, perante está vitória muito desejada quero novamente agradecer à Mysa…</span><br /><span style="color:#6666cc;"></span><br /><br /><span style="color:#6666cc;">Muito obrigada Mysa por todas as experiências e momentos únicos aqui vividos!</span><br /><span style="color:#6666cc;"></span><br /><br /><span style="color:#6666cc;">A passos largos chegam as datas do congresso que começa no dia 14 de Junho e é aqui nesta árdua tarefa que os nossos esforços se concentram! Boa sorte a todos!!!</span><br /><span style="color:#6666cc;"></span><br /></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-31324576063332846362010-06-07T16:45:00.000-07:002010-06-08T17:58:03.391-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><strong><em><span style="font-size:130%;color:#ff6600;">Relato de experiências de uma aluna no Second Life...</span></em></strong></div><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong><br /><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;">8ª Aula - 1 de Junho de 2010</span></em></strong></div><br /><div align="justify"><span style="color:#6666cc;">Nesta aula começamos a tratar de <strong><em><span style="color:#009900;">texturas</span></em></strong>, uma componente essencial para a nossa apresentação no congresso.</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><p align="center"><a title="8º aula 1-06 3_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4677000432/"></a></p><div align="center"><br /><span style="color:#6666cc;"><strong>Sobre texturas no SL :</strong></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><p align="center"><span style="color:#6666cc;"><a title="8º aula 1-06_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4677000452/"><img height="292" alt="8º aula 1-06_001" src="http://farm5.static.flickr.com/4072/4677000452_dd710a97e8.jpg" width="500" /></a></span></p><div align="justify"><span style="color:#6666cc;"></span></div><span style="color:#6666cc;"><p align="justify"><span style="color:#6666cc;">As <strong>texturas aplicam-se ao powerpoint</strong> e, neste sentido, o <strong>powerpoint é um suporte para as nossas apresentações</strong>. Assim, devemos ter em mente o seguinte:</span></p><p align="justify"><br /><span style="color:#6666cc;">· No powerpoint inicial não devemos de incluir nem sons, nem animações e, quando este estiver concluído e pronto a ser convertido em imagens slide a slide, deve estar numerado de modo a facilitar a sua inserção no presenter e a fim de evitarmos enganos na sua sequência;<br />· As imagens de diapositivos devem ser gravadas em “png.”;<br />· Não deve ser usada a gravação em imagens do powerpoint porque desse modo esta fica muito pesada e perde qualidade;<br />· É recomendável o uso da captação de imagem através do “<em>printscreen</em>” captado no powerpoint.<br /><br /><strong>Nesta aula a foi-nos dada muita informação e fomos alertados para a proximidade das datas do congresso e para a urgência de nos prepararmos para este acontecimento</strong>. A Mysa, que nos acompanha sempre, mostrou que se encontra ao nosso dispôr para esclarecimento de dúvidas. </span></p><p align="justify"><span style="color:#6666cc;"><span style="color:#6666cc;">Achei esta aula bastante teórica…a vertente prática surgirá quando começarmos a preparar a nossa apresentação. Aguardo ansiosa os próximos dias em que colocaremos à prova o que temos vindo a aprender…<br /></span></span></p><p align="center"><span style="color:#6666cc;"><span style="color:#6666cc;">~~~~~~~~~~ }}}}} {{{{{ ~~~~~~~~~~</p></span></span><p align="justify"><span style="color:#6666cc;">Depois de toda esta teoria, a Mysa levou-nos a um lugar mágico e único (onde tenho passado algum tempo... só que este visualmente era bem melhor)! Existe lugar melhor para uma aquariana do que o fundo do mar?! Ora vejam e deslumbrem-se com esta maravilha! Absolutamente extraordinário...</span></p><p align="center"><a title="8º aula 1-06 4_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4677000442/"><span style="color:#6666cc;"><img height="292" alt="8º aula 1-06 4_001" src="http://farm5.static.flickr.com/4034/4677000442_10151a004b.jpg" width="500" /></span></a></p><p align="justify"><span style="color:#6666cc;"></span></p><p align="center"><a title="8º aula 1-06 6_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4677000446/"><span style="color:#6666cc;"><img height="292" alt="8º aula 1-06 6_001" src="http://farm2.static.flickr.com/1275/4677000446_49c966a694.jpg" width="500" /></span></a></p><p align="justify"><span style="color:#6666cc;">Até ao nosso próximo encontro...<br /><br /></span></p></span>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-52803568397584753512010-06-07T16:29:00.000-07:002010-06-08T18:01:25.628-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><strong><em><span style="font-size:130%;color:#ff6600;">Relato de experiências de uma aluna no Second Life...</span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><span style="font-size:130%;"></span></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;">7ª Aula - 28 de Maio de 2010</span></em></strong></div><br /><br /><div align="justify"><span style="color:#6666cc;">Boa noite a todos! Nesta aula tivemos desde o sol, às nuvens passando pela chuva e pela neve…deslumbrante! E aprendemos a tratar da <strong><em><span style="color:#009900;">questão das texturas</span></em></strong>…muito importante para o nosso congresso!</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><p align="center"><span style="color:#6666cc;"><a title="aula 7 - 1_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4676348867/"><img height="292" alt="aula 7 - 1_001" src="http://farm5.static.flickr.com/4028/4676348867_ae8e33a322.jpg" width="500" /></a></span></p><span style="color:#6666cc;"><div align="justify"><br />Para começar convém-me esclarecer que a questão das texturas se relaciona com as “<em>snapshots</em>”, ou seja, as fotografias … e, nesta aula, foi este o tema abordado.<br />Como já puderam verificar, em cada aula tenho-me servido das “<em>snapshots</em>” para ilustrar cada momento académico virtual e considero-as muito úteis pois ajudam-me a “activar” a minha memória de estudante virtual.<br /><br />Existem duas <strong><span style="color:#009900;">formas de fazer “<em>snapshots</em></span></strong>” (e estas foram descobertas, ainda no nosso módulo de aprendizagem):</div><div align="justify"><br />1 – Botão snapshot que existe na barra inferior da janela do SL;<br />2 – Através de menu>file>take snapshot. </div><div align="justify"></div><div align="justify"><br /></div><div align="justify">E eis a nossa foto memorável...</div><div align="justify"></div><div align="justify"></div><div align="justify"></div><p align="center"><a title="aula 7 - 8(bolas)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4676348891/"><img height="292" alt="aula 7 - 8(bolas)_001" src="http://farm5.static.flickr.com/4021/4676348891_f4524b3896.jpg" width="500" /></a></p><div align="justify"><br />Como se recordam comecei por dizer que nesta aula tivemos um pouco de tudo desde sol, nuvens, chuva e até neve e para tal explorámos as configurações do ambiente. Eis o relato!</div><p align="justify"></p><p align="center"><a title="aula 7 - 4(editor)_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4676348879/"><img height="292" alt="aula 7 - 4(editor)_001" src="http://farm5.static.flickr.com/4072/4676348879_ffa96e4039.jpg" width="500" /></a></p><p align="justify"><br />No menu existe uma modalidade que nos permite alterar as fases do dia, desde a manhã, à tarde e à noite...</p><p align="justify"><br />Através de desta modalidade podemos alterar as configurações da atmosfera, tendo assim acesso ao sol, às nuvens, à chuva, à neve…enfim a um mundo de possibilidades atmosféricas com que a Mysa nos deslumbrou e fascinou!</p><p align="justify"></p><p align="center"><a title="aula 7 - 3_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4676348869/"><img height="292" alt="aula 7 - 3_001" src="http://farm5.static.flickr.com/4063/4676348869_8b2216197f.jpg" width="500" /></a></p><p align="justify"><br />Nestes ambiente virtuais, digam-me quem é que já teve a oportunidade de ter uma aula à chuva ou à neve?! E o melhor de tudo é que a nossa aula teve lugar à beira mar! Absolutamente único e inesquecível! Imaginem só se isto fosse possível na vida real…</p><p align="justify">...e eis os bravos que resistiram nesta versão moderna e virtual de "serenata à chuva"...</p><p align="justify"></p><p align="center"><a title="aula 7 - 9serenata à chuva_001 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4677000430/"><img height="292" alt="aula 7 - 9serenata à chuva_001" src="http://farm5.static.flickr.com/4052/4677000430_64b5fa7404.jpg" width="500" /></a></p><p align="justify"></p><p align="justify"><br />Adorei cada momento e senti-me uma verdadeira "<em>expert</em>" meteorológica! ;-)</span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-41095741890464919492010-06-07T16:22:00.000-07:002010-06-08T18:03:55.266-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><strong><em><span style="font-size:130%;color:#ff6600;">Relato de experiências como aluna no Second Life...</span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;">@ 6ª Aula - 25 de Maio de 2010 @</span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><br /><p align="center"><a title="Aula 6 - 1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643632794/"><img height="293" alt="Aula 6 - 1" src="http://farm5.static.flickr.com/4031/4643632794_a9d864d2a4.jpg" width="500" /></a></p><br /><div align="justify"><span style="color:#6666cc;">Olá mais uma vez! Cá estamos para mais uma aula virtual e desta vez foram abordados os <strong><em><span style="color:#009900;">procedimentos a ter em conta na nossa apresentação no congresso</span></em></strong>. </span></div><div align="justify"><br /><span style="color:#6666cc;">Apesar de as datas do congresso ainda não terem ficado determinadas, fomos esclarecidos que as apresentações decorreriam em dois dias. No primeiro, apresentariam três grupos e no segundo apresentariam os dois grupos que faltam. </span></div><div align="justify"><br /><span style="color:#6666cc;">Cada apresentação terá lugar no auditório do SL, e será de mais ou menos 20 minutos e é seguida de um debate no sloodle, havendo portanto duas componentes – a síncrona e a assíncrona. Cada presentação terá características semelhantes a uma comunicação na vida real e a preparação da comunicação será desenvolvida recorrendo ao áudio ou ao texto.</span></div><div align="justify"><br /><span style="color:#6666cc;"><strong>Com este congresso pretende-se que cada grupo elabore uma apresentação sobre o texto que trabalhou, dando deste modo a conhecer o autor e a temática abordada.</strong></span></div><div align="justify"><br /><span style="color:#6666cc;"><strong>Cada a presentação terá uma apresentação em powerpoint sem som nem movimentos que será adaptado a imagens … esta questão será desenvolvida na aula das texturas.</strong></span></div><div align="justify"><br /><span style="color:#6666cc;">Quando o nosso powerpoint estiver pronto este deve ser convertido em imagens, diapositivo a diapositivo e numerados para que a sua inserção no presenter seja facilitada e a ordem fique correcta, ficando desde a indicação que quando fizermos o powerpoint este deve ser salvo enquanto ficheiro <strong>TGA</strong> ou <strong>PNG</strong>. </span></div><div align="justify"><br /><span style="color:#6666cc;">Por fim, fomos informados de que teríamos à nossa disposição o auditório no SL, o presenter, um servidor para colocarmos as imagens das apresentações, e como não podia deixar de ser a ajuda da própria Mysa que é sempre muito bem-vinda.</span></div><div align="justify"><br /><span style="color:#6666cc;">Resta-nos agora preparar a nossa apresentação e fazer “boa figura”! ;-)</span></div><div align="justify"><br /><span style="color:#6666cc;">Boa sorte e bom trabalho a todos!</span></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-72144602450821320402010-06-07T15:39:00.000-07:002010-06-08T18:12:02.461-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>Relato de experiências como aluna no Second Life...</em></strong></span></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>5ª Aula - 24 de Maio de 2010</em></strong></span></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><a title="aula 4 - 1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643622554/"><img height="293" alt="aula 4 - 1" src="http://farm5.static.flickr.com/4022/4643622554_b02393f667.jpg" width="500" /></a></div><br /><div align="justify"><span style="color:#6666cc;">Esta aula teve lugar no auditório da academia e explorámos o “<strong><em><span style="color:#009900;">menu</span></em></strong>” e “<strong><em><span style="color:#009900;">preferences</span></em></strong>”…aprendemos a <strong><em><span style="color:#009900;">utilizar os controlos da câmara e o zoom</span></em></strong> e, no final inserimos uma imagem no nosso <strong><em><span style="color:#009900;">perfil individual</span></em></strong> (curioso é que esta parte eu já tinha realizado com o nosso módulo de ambientação inicial).</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><div align="justify"><span style="color:#6666cc;"></span></div><p align="center"><a title="aula 4 - 1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643622554/"></a></p><div align="justify"><br /><span style="color:#6666cc;"></span><span style="color:#009900;"><strong><em>E, começamos com "generalidades (!)"</em></strong></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><br /><span style="color:#6666cc;">1. Trilhámos este caminho para configurar algumas opções essenciais.<br />2. "<em>Start Location</em>": foi muito interessante descobrir que aqui podemos escolher a localização em que desejamos que o programa se inicie quando fazemos o “<em>login</em>”. Normalmente escolhemos a nossa casa ou o último local onde estivemos…a decisão é nossa. (E o que eu escolhi foi a nossa querida Academia! Pois ultimamente tenho visto o fundo do mar demasiadas vezes!)<br />3. “<em>Show names</em>”: permite que possamos ver os nomes dos avatares com quem estamos.<br /></span></div><div align="justify"><br /><span style="color:#6666cc;"></div><div align="justify"><strong><em><span style="color:#009900;"><br /></div></span></em></strong><p align="center"><a title="aula 4 - 1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643622554/"><img height="293" alt="aula 4 - 1" src="http://farm5.static.flickr.com/4022/4643622554_b02393f667.jpg" width="500" /></a></p><div align="justify"><br />Na opção relativa ao "<strong><em><span style="color:#009900;">voice chat</span></em></strong>" aprendi que as opções de onde pretendemos ouvir a voz depende do que estamos a fazer no momento. Assim, quando estamos com outros avatares devemos seleccionar “<em>Hear voice chat from avatar position</em>”, se andarmos a passar a câmara devemos optar por “<em>Hear voice chat from camera position</em>”. 2. Com estas alterações, tive alguma dificuldade em ouvir os outros e em fazer-me ouvir, mas, enfim, nada que o hábito não venha resolver. (Espero! ;-]) </div><div align="justify"><br /></div><div align="justify"></div><p align="center"><a title="aula 4 - 3 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643623056/"><img height="293" alt="aula 4 - 3" src="http://farm5.static.flickr.com/4002/4643623056_551f68d230.jpg" width="500" /></a></p><div align="justify"><br /><strong><em><span style="color:#009900;"><br /></span></em></strong><br />De seguida, relativamente à modalidade de "<span style="color:#009900;"><strong><em>communication</em></strong></span>" exploramos as várias opções disponíveis e a respectiva gravação da janela de conversa e foi salientado que temos de desmarcar para parar de gravar.<br /><br />Após estas configurações essenciais e respectivas explorações fomos <strong><em><span style="color:#009900;">testar os controlos de câmara</span></em></strong>, mais propriamente as duas “rosas de vento” em azul que aparecem no ecrã e que no meio há uma tabela que oscila entre o mais e o menos. </div><div align="justify"></div><div align="justify"></div><div align="justify"></div><div align="justify"></div><div align="justify"></div><div align="center"></div><p></p><p align="center"><a title="aula 5 - 2 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643623836/"><img height="293" alt="aula 5 - 2" src="http://farm5.static.flickr.com/4017/4643623836_0a1b8d039e.jpg" width="500" /></a></p><div align="center"></div><div align="center"><br /><div align="justify"></div><br />Feito todo este trabalho, foi-nos explicada a <strong><em><span style="color:#009900;">noção de perfil individual e o que é</span></em></strong>. E eis que passo a explicar o que aprendi…</div><div align="justify"><br /><strong>Perfil individual</strong> – O perfil individual é no SL o que dá a conhecer cada um de nós a toda a comunidade in-world, pois contém informações pessoais sobre cada um de nós. Para abrir o perfil dos nossos colegas é só usar o botão dto do rato sobre o avatar que se pretende abrir.</div><div align="justify"></div><div align="justify"><br />Na minha opinião esta aula foi das mais importantes e sinto que aprendi imenso! </div><div align="justify"></div><div align="justify">Está a ser uma experiência muito enriquecedora e agradeço à Mysa pela sua paciência e boa vontade e aos colegas por estarem presentes e serem uma parte activa de toda esta aprendizagem!</div><div align="justify"></div><div align="justify"><br />Obrigada a todos!</span></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-71789887154626429832010-06-06T18:05:00.000-07:002010-06-08T18:16:01.218-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><strong><span style="font-size:130%;color:#ff6600;"><em>Relato de experiências como aluna no Second Life...<br /><br /><br />@4ª Aula - 18 de Maio de 2010@<br /></em></span></strong><br /><br /></div><div align="center"><span style="color:#6666cc;"><strong>Nesta aula marcámos a Academia como “nossa casa”!!!</strong></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">Criar esta situação foi muito importante para mim, pois muitas das vezes tenho dificuldades na ligação e quando me teleporto o local de destino é sempre o fundo do mar (:-[)! Depois tento ir para a Academia ao seleccionar "<em>world>teleport home"</em> às vezes consigo e às vezes não sou muito bem sucedida … E, claro está, nestas ocasiões conto com a preciosa ajuda da Mysa e dos colegas para ver se consigo chegar a um porto seguro.</span></div><div align="justify"><br /><span style="color:#6666cc;">O principal tema desta aula foi a <strong><span style="color:#009900;">Toolbar do SLOODLE</span></strong> e foi nesse sentido que partimos à exploração!</span></div><div align="justify"></div><div align="justify"></div><p align="center"><a title="aula 3 - 1 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643619498/"><img height="337" alt="aula 3 - 1" src="http://farm5.static.flickr.com/4058/4643619498_b325022fc6.jpg" width="500" /></a></p><div align="justify"><br /><span style="color:#6666cc;">A Toolbar do SLOODLE é uma barra visualizada na interface da janela e contém dois separadores. Esta barra apresenta três funções:</span></div><div align="justify"><span style="color:#6666cc;"></span></div><ul><li><div align="justify"><span style="color:#6666cc;">Blog;<br /></span></div></li><li><div align="justify"><span style="color:#6666cc;">Classroom Gestures;<br /></span></div></li><li><div align="justify"><span style="color:#6666cc;">AviListe.</span></div></li></ul><p align="justify"><span style="color:#6666cc;">A Mysa distribuiu o objecto “<em>Sloodle Toolbar V. 1.4</em>.” por cada um de nós, e que se encontra no nosso "inventary" depois é só vestir (wear), como tudo o que acontece no nosso “<em>inventary</em>”. Uma vez "vestida" a barra esta parece no topo central do ecrã.</span></p><p align="center"><a title="aula 3 - 2 por Marina259, no Flickr" href="http://www.flickr.com/photos/moleirinhompel04/4643005091/"><img height="337" alt="aula 3 - 2" src="http://farm4.static.flickr.com/3406/4643005091_6d6b52e7d8.jpg" width="500" /></a></p><p align="justify"><br /><span style="color:#6666cc;">Numa primeira utilização a ToolBar precisa da indicação sobre a plataforma Moodle a ser utilizada …</span></p><p align="justify"><span style="color:#6666cc;"></span><br /><strong><span style="color:#009900;">Depois:</span></strong></p><ul><li><div align="justify"><span style="color:#6666cc;">Digitamos o endereço e seguimos as instruções (inserir dos dados de utilizador e respetiva senha); </span></div></li><li><div align="justify"><span style="color:#6666cc;">O estado da barra passa para “<em>Ready</em>” agora podemos usar os gestos e gravar no blogue na plataforma Moodle directamente do SL.</span></div></li></ul><p align="justify"><span style="color:#6666cc;"></span></p><p align="justify"><strong><span style="color:#009900;">Classroom Gestures:</span></strong></p><strong></strong><p align="justify"><br /><span style="color:#6666cc;">Ao clicarmos em “<em>classroom gestures</em>” temos acesso aos gestos e, mais concretamente, às animações do nosso avatar dando-lhe uma aparência mais real. </span></p><p align="justify"><br /><span style="color:#6666cc;">Existem alguns gestos que necessitam de dois toques – um para ligar e outro para desligar – como é o caso do acena de mão e outros em que basta um toque, como um acenar afirmativo de cabeça.</span></p><p align="justify"><br /><span style="color:#6666cc;">Uma vez seleccionado o gesto esta informação bem como o avatar respectivo aparece no nosso Local Chat.</span></p><ul><li><div align="justify"><span style="color:#6666cc;"><strong>Blog:</strong> Esta barra possibilita-nos escrever textos no SL como entradas no blog que se encontra na plataforma associada.</span></div></li></ul><p align="justify"><span style="color:#6666cc;"></span></p><p align="justify"><span style="color:#6666cc;"></span></p><p align="justify"><span style="color:#6666cc;"></span><br /><span style="color:#6666cc;">Muito interessante… continuo muito entusiasmada com estas aulas e a vontade de aprender e descobrir parece não ter fim!...</span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-68194066389295390462010-06-06T17:51:00.001-07:002010-06-08T18:19:05.643-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>Relato de experiências como aluna do Second Life...</em></strong></span></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"><em></em></span></strong></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>@3ª aula - 14 de Maio de 2010@</em></strong></span></div><br /><br /><span style="color:#6666cc;">Boa noite! Hoje aprendi a criar e a enviar “<strong><span style="color:#009900;">notecards</span></strong>”.</span><br /><span style="color:#6666cc;"></span><br /><div align="justify"><br /><span style="color:#6666cc;">Uma “<strong>notecard</strong>” é uma ferramenta de texto disponibilizada pelo SL semelhante ao “<strong>notepad</strong>” onde se transmite toda a informação que se pretende quer seja sobre um objecto, conteúdos, imagens (“<em>snapshots” </em>ou <em>texturas, Urls </em>ou<em> Slurls,</em> outros <em>“notecards</em>”, uma ilha…ou até os procedimentos a ter em conta para uma determinada tarefa e sua realização. Além de tudo isto podemos ainda através das “<em>notecards</em>” armazenar imagens e listas de “<em>landmarks</em>” dos sítios mais emblemáticos do SL. Esta ferramenta, por tudo o que foi exposto, demosntra ter um enorme potencial.</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><br /><span style="color:#6666cc;">Aprendi também que é possível <span style="color:#009900;"><strong>interligar</strong></span> “<em>notecards</em>” entre si criando assim uma espécie de diário… só temos que inserir “<em>notecards</em>” em “<em>notecards</em>”. </span></div><div align="justify"><span style="color:#6666cc;"></span><span style="color:#6666cc;"><br />Igualmente interessante é a possibilidade de <span style="color:#009900;"><strong>renomear</strong></span> as "<em>notecards</em>" criadas…</span></div><p><br /><span style="color:#6666cc;"><strong>Relembrámos</strong> ainda que:</span></p><ul><li><div align="justify"><span style="color:#6666cc;">PP – usa-se no “local chat” para pedir a palavra quando estamos com grupos e queremos ter uma participação activa na conversação escrita;</span></div></li><li><div align="justify"><span style="color:#6666cc;">Para aceder à conversação através do micro no canto inferior direito temos de pressionar o cadeado para falar e voltar a pressionar para desligar. Contudo devemos ter cuidado e não falar em simultâneo com os colegas pois faz interferência e resulta em dificuldades comunicativas. Quando um colega ou nós falamos observam-se uma “ondas azuis” que representam o micro activo.</span></div></li></ul><p align="justify"><br /><span style="color:#6666cc;">Estou muito entusiasmada com as descobertas que vamos desenvolvendo… </span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-85542617058803811432010-06-06T17:46:00.000-07:002010-06-06T18:49:50.119-07:00Comunicação Educacional - Aulas no Second Life<div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>Relato de experiências como aluna no Second Life...</em></strong></span></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"><em></em></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"><em></em></span></strong></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em></em></strong></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>2ª aula - 11 de Maio de 2010</em></strong></span></div><br /><br /><div align="justify"><span style="color:#6666cc;">Nesta segunda aula foi abordada a importância das <span style="color:#009900;"><strong>regras durante a moderação de uma sessão</strong></span>.</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">A nossa professora referiu algumas no inicio e uma das mais valiosas é intervir quando na verdade é pertinente. Contudo, apesar de acreditar que todos nós percebemos esta máxima…quando estamos perante uma novidade todos queremos experimentar…é como tal torna-se difícil conter o entusiasmo!!!</span></div><div align="justify"><br /><span style="color:#6666cc;">Igualmente pertinente foi ter aprendido a <span style="color:#009900;"><strong>gravar as conversas para utilização posterior</strong></span>, e o caminho a seguir é o seguinte:</span></div><ul><li><div align="center"><em><span style="color:#6666cc;">Menu – Edit – Preferences – Communication – Save a Logo of Local Chat</span></em></div></li></ul><em><div align="justify"><br /></em><span style="color:#6666cc;">E, já está…gravamos tudo o que foi tratado e temos também acesso às mensagens instântaneas (IM) …espectacular! Acredito que esta possibilidade me irá servir de muito no futuro em relação ao desafio que tenho pela frente!</span></div><div align="justify"><br /><span style="color:#6666cc;">De seguida procedemos à inscrição dos Avatars no sloodle – SLOODLE Reg Enrol Both -, ou seja, é a partir deste momento que o nome do utilizador da plataforma do sloodle é associado ao avatar correspondente e… o Moodle fica a saber que sou a Marina Hindrabar no SL. </span></div><div align="justify"><br /><span style="color:#6666cc;">Foi com entusiamo que a porta se abriu – “<em>Check Door</em>” e me indicou que a minha inscrição tinha sido realizada com sucesso e com orgulho e satisfação li “<em>Access is granted to Marina Hindrabar.</em>”</span></div><div align="justify"><br /><span style="color:#6666cc;">Por último, deu-se o <strong><span style="color:#009900;">1º contacto com a WebInterCom</span></strong>. É este objecto que nos permite seguir a conversa que decorre no SL, no Chat do Sloodle e vice-versa. Quem como eu, por vezes tem dificuldade em entrar no SL, pode dar o seu contributo à sessão de chat… e tudo bastando entrar no chat da u.c.</span></div><div align="justify"><br /><span style="color:#6666cc;">É incrível com tudo funciona na perfeição…e estranho ao mesmo tempo é como se estivéssemos em várias realidades em simultâneo…fascinante!</span></div><div align="justify"><br /><span style="color:#6666cc;">E foi assim que terminou a 2ª aula…e já anseio pela 3ª…o que será que vem a seguir?... Aguardo com expectativa!</span></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-29582101623154292812010-06-06T17:19:00.000-07:002010-06-08T18:22:45.709-07:00Comunicação Educacional - Aulas no Second Life<div align="justify"><span style="color:#6666cc;"></span></div><div align="center"><span style="color:#6666cc;"><span style="font-size:130%;"><strong><span style="color:#ff6600;"><em>Relato de experiências de aluna no Second Life...</em></span></strong> </span></span></div><div align="center"><span style="font-size:130%;color:#6666cc;"></span></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>@ 1ª Aula - 10 de Maio de 2010 @</em></strong></span></div><div align="center"><strong><em><span style="font-size:130%;color:#ff6600;"></span></em></strong></div><div align="center"></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">Olá!... No dia 10 de Maio de 2010 iniciaram-se as aulas no Second Life. O horário destas aulas é às terças e sextas feiras a partir das 22 horas e aos sábados temos um encontro informal onde partimos à descoberta de locais. </span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">É neste ambiente virtual que iremos participar num congresso e faremos uma apresentação em grupo do texto que trabalhámos para a u. c. de Comunicação Educacional e, estas aulas "virtuais" têm como função dar-nos competências para que a nossa apresentação decorra dentro da normalidade ...</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;">Eis o meu relato das aulas e das experiências até ao momento...</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"></div><div align="justify"></div><div align="justify"></div><div align="justify"></div><div align="center"><span style="font-size:130%;color:#ff6600;"><strong><em>1ª aula - 10 de Maio de 2010</em></strong></span></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"><strong><span style="font-size:130%;color:#ff6600;"></span></strong></div><div align="center"><strong><span style="color:#ff6600;"></span></strong></div><div align="center"></div><div align="center"><strong><span style="color:#ff6600;"></span></strong></div><div align="center"><strong><span style="color:#ff6600;"></span></strong></div><div align="justify"><strong><span style="color:#ff6600;"></span></strong></div><div align="justify"><strong><span style="color:#ff6600;"></span></strong></div><div align="justify"></div><div align="justify"></div><div align="justify"><strong><span style="color:#ff6600;"></span></strong></div><div align="justify"><strong><span style="color:#ff6600;"></span></strong></div><div align="justify"></div><div align="justify"><span style="color:#6666cc;">A minha primeira aula no Second Life (SL) não foi na companhia dos meus colegas, pois tratou-se de uma aula suplementar, que desde já volto a agradecer novamente a Mysa Randt, que nos acompanha nesta u.c. virtual, pela sua disponibilidade.</span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><span style="color:#6666cc;"></span></div><div align="justify"><br /><span style="color:#6666cc;">Antes de proceder à minha entrada no campus, a Mysa esclareceu-me quanto ao seguinte:</span></div><ul><li><div align="justify"><span style="color:#6666cc;"><strong><span style="color:#009900;">Conversa Local</span></strong> é uma janela de conversa entre todos os presentes;</span></div></li><li><div align="justify"><span style="color:#6666cc;"><strong><span style="color:#009900;">eLearning3 Academy</span></strong> é a janela de conversa do nosso grupo;</span></div></li><li><div align="justify"><span style="color:#6666cc;"><strong><span style="color:#009900;">IM, Instant Message</span></strong> é uma janela onde podemos conversar individualmente com os nossos contactos. </span></div></li></ul><p align="justify"><br /><em><span style="color:#6666cc;">(Estas nomenclaturas não eram novas para mim, pois já tinha tido contacto com elas quando frequentei o Módulo de Ambientação inicial ao SL. Relativamente ao IM é através destas que solicitamos e que podemos oferecer teleporte e qualquer tipo de ajuda.)</span></em></p><p align="justify"><br /><span style="color:#6666cc;">Entrei no campus universitário do SL que é um espaço magnífico, cheio de verde e de “vida virtual” muito bem conseguido! Foi com igual entusiasmo que segui as indicações da Mysa (Professora Mª Balsamão), acedi à plataforma do Sloodle e toquei numa caixa que depois permitiu a minha inscrição neste espaço e que me possibilitou a passagem pelos portões de acesso da academia …e Iupiiiiiiii!... Consegui entrar!!!</span></p><p align="justify"><br /><span style="color:#6666cc;">Em seguida a Mysa conduziu-me pelas salas extraordinárias e muito bem conseguidas da nossa academia, sem esquecer o bar, a biblioteca, enfim…tudo espectacular … e com uma vista maravilhosa para o mar! Era tão bom que a realidade também fosse assim! ... ;-)</span></p><p align="justify"><span style="color:#6666cc;"></span></p><p align="justify"><span style="color:#6666cc;">Ah… E, já me esquecia…recebi uma prenda…uma t-shirt da Universidade Aberta que irei vestir com muito orgulho!!! </span></p><p align="justify"><br /><span style="color:#6666cc;">Adorei este encontro e aguardo ansiosa agora pelos próximos encontros onde irei reencontrar os meus colegas. Sinto-me como um passarinho a experimentar o seu primeiro voo! … A expectativa é muita e a segunda aula é na sexta feira dia 14 pelas 22h! Mal posso esperar… é que na sexta-feira iremos encontrar-nos “ao vivo” na 1ª conferência do nosso MPEL e à noite o ponto de encontro será virtual. Será um dia bastante preenchido!</span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-75049343198023610912010-05-21T17:36:00.000-07:002010-05-21T18:11:26.989-07:00PPEL - Unit 3: Task 3<div align="justify"><span style="font-size:130%;"><span style="color:#ff9900;"><strong>Comment on Hugo Domingos' Annotated bibliography and Margarida Marmeleira's LO.</strong> </span></span></div><div align="justify"><br /><span style="font-size:130%;"><span style="color:#990000;">Bearing in mind the <strong>Annotated Bibliography</strong>…<br /></span><br /><span style="color:#6666cc;">Regarding this Annotated Bibliography I decided to review Hugo Domingos’ work. I have accompanied the work of this colleague and I find it significant, interesting and very pertinent.<br /><br />Hugo Domingos’ Annotated Bibliography consists of: </span></span></div><span style="font-size:130%;"><div align="justify"><br /><span style="color:#6666cc;">1. An animated video made by José Carlos and Paulo Simões on <strong><em>Transparency in Cooperative Education</em></strong>; </span></div><div align="justify"><br /><span style="color:#6666cc;">2. A document written by Sónia Valente and Telma Jesus on <strong><em>Transparency in Online Education;</em></strong> </span></div><div align="justify"><br /><span style="color:#6666cc;">3. An article made by Christian Dalsgaard on <strong><em>E-learning Beyond Learning Management Systems</em></strong>; </span></div><div align="justify"><br /><span style="color:#6666cc;">4. A slideshow made by Professor Morten Flate Paulsen on <strong><em>Visualizing Student Profiles Through NKI’s Online Catalogue</em></strong>. </span></div><div align="justify"><br /><span style="color:#993399;">Taking into consideration the <strong>first one</strong>…</span> </div><div align="justify"><br /><strong><span style="color:#990000;">1</span></strong>. <span style="color:#9999ff;"><span style="color:#6666cc;">Figueiredo, José Carlos e Simões, Paulo. <strong>Transparency in Cooperative Online Education</strong>. Flv. Go! Animate, 2010. http://goanimate.com/movie/0t WqQCZr6m8. </span></span></div><div align="justify"><span style="color:#9999ff;"><span style="color:#6666cc;"><br /></span></span><span style="color:#990000;">Source - </span><a href="http://goanimate.com/movie/0t_WqQCZr6m8?utm_source=embed"><span style="color:#990000;">http://goanimate.com/movie/0t_WqQCZr6m8?utm_source=embed</span></a></div><div align="justify"><br /><br /><span style="color:#6666cc;"><span style="color:#6666cc;">This interesting and animated presentation in excellent for it shows in a very lighthearted and accessible way what transparency is and the importance that feedback has for transparency and online education whether it is from colleagues or other web users. </span></span></div><div align="justify"><span style="color:#6666cc;"><span style="color:#6666cc;"><br />This video illustrates and compares the two methods of teaching – the traditional one of a classroom and the online one – and it presents the advantages of the last one. The final message is that with online education and with transparency we gain “<em>openness in sharing</em>” pertinent “<em>self made resources</em>” that provide feedback which leads to a huge improvement in terms of “<em>quality and cooperative learning between students</em>.” </span></span></div><div align="justify"><span style="color:#6666cc;"><span style="color:#6666cc;"><br />Im my opinion this reading was excellent!<br /></span><br /></span><span style="color:#993399;">Having in mind the idea of transparency, Hugo Domingos prepares us for his <strong>second choice</strong>…<br /></span><br /><span style="color:#990000;">2</span>. <span style="color:#9999ff;"><span style="color:#6666cc;">Valente, Sónia e Telma Jesus. <strong>Transparency in Online Education</strong>. Janeiro, 2010. Issuu. </span></span></div><div align="justify"><span style="color:#9999ff;"><span style="color:#6666cc;"><br /></span></span><span style="color:#990000;">Source:</span> <a href="http://issuu.com/telmaesonia/docs/transparency%20work%20soniatelma1">http://issuu.com/telmaesonia/docs/transparency%20work%20soniatelma1</a></div><div align="justify"><br /><br /><span style="color:#6666cc;">This extraordinary choice is also a very successful one taking into consideration the importance of transparency in online education presented by its authors, which Hugo synthesizes with the following statement:<br /><br />“<em>Individuals (students and teachers) sharing knowledge and feedback in an open learning environment</em>.”<br /><br />And regarding the statement of the authors…<br /><br />“<em>Transparency brings the opportunity to improve knowledge quality with less effort, because exist many people to work and sharing for the same goal: learn more, learn better, in less time!”</em><br /><br />I share Hugo’s perspective regarding the disagreement of the statement “<em>in less time</em>” as he well points out “<em>when you spend more time connecting with others, you have more efficiency in producing new knowledge</em>.” That is, while I am working in “<em>Networking</em>” I have learnt done so many things that I had never dreamed of…and in this sense, as Hugo well mentions: “<em>Networking gives you more information, more critical analysis, more quality, more efficiency and more motivation in the overall learning experience.</em>”<br /><br />A good point of view! Very well stated! Well done if I may say!<br /></span><br /><span style="color:#993399;">This article leads us leads us to Hugo’s <strong>third choice</strong> of readings.<br /></span><br /><span style="color:#990000;"><strong>3</strong></span>. <span style="color:#9999ff;"><span style="color:#6666cc;">Dalsgaard, Christian. <strong>Social Software: E-Learning Beyond Learning Manaement Systems</strong>. Institute of Information and Media Studies – University of Aarhus. </span></span></div><span style="color:#9999ff;"><span style="color:#6666cc;"><div align="justify"><br /></span></span><span style="color:#990000;">Source:</span> <a href="http://www.eurodl.org/materials/contrib/2006/Christian_Da_%20Isgaard.htm">http://www.eurodl.org/materials/contrib/2006/Christian_Da_%20Isgaard.htm</a><br /><br /><span style="color:#6666cc;">In this very well written and relevant article the author guides the reader in a journey where it is suggested the integration of a social software, namely weblogs, wikis and others, within an LMS. This innovative perspective brings significant changes to the field of modern education, because with it students “<em>not only learn a specific topic, but they are equipped with tools to navigate and make active use of the web to solve future problems</em>”…once the course ends, networking prevails with fresh, and in some cases, re-adapted and challenging resources to which a huge variety of net users has access and is able to contribute making the learning process always alive. </span></div><div align="justify"><span style="color:#6666cc;"><br />In my opinion this theory is innovative and it was good to find it so well dealt!<br /></span><br /><span style="color:#993399;">Bearing in mind this theory, Hugo Domingos puts it into practice by presenting us his <strong>fourth and last reading</strong>…<br /></span><br /><span style="color:#990000;"><strong>4</strong></span>. <span style="color:#9999ff;"><span style="color:#6666cc;">Paulsen, Morten Flate. <strong>Visualizing Student Profiles Through NKI’ s Online Catalogue and Student Networks</strong>. Cambridge International Conference on Open Distance Learning, September 23, 2009. </span></span></div><div align="justify"><span style="color:#9999ff;"><span style="color:#6666cc;"><br /></span></span><span style="color:#990000;">Source:</span> <a href="http://www.slideshare.net/MortenFP/visualizing-student-profiles-through-nkis-online-catalogue-and-student-network">http://www.slideshare.net/MortenFP/visualizing-student-profiles-through-nkis-online-catalogue-and-student-network</a></div><div align="justify"><br /><br /><span style="color:#6666cc;">This last and amazing slideshow provides us a real context where the previous suggestion id implemented – the NKI Model for Online Education. Also a very good choice because this presentation allows us to see the importance that a “<em>public profile</em>” has in terms of transparency in an online educational environment.<br /><br />“<em>By allowing students to develop a public profile and decide their privacy levels, students can involve with each other by connecting as learning partners.”</em> (slide 15)<br /><br />Thanks to the use of this strategy, where transparency plays a significant role, individual flexibility and cooperative learning at different levels are allowed and students become able to make decisions regarding their work, their learning-partners if they have and even about their future…<br /><br />I found this reading extraordinary, useful and very pertinent for it provides us an overall perspective of the impact that transparency has in online cooperative learning.<br /><br />Hugo Domingos also suggests “<strong>other related bibliographies</strong>” which I also consider important regarding the Annotated Bibliographies of unit 1 – Theory of Cooperative Freedom for Online Education – and unit 2 – Online Teaching Techniques.<br /></span><br /><strong><span style="color:#993399;">My conclusion…</span></strong><br /><br /><span style="color:#6666cc;">Finally, I feel Hugo Domingos’ choice of readings regarding content and pertinence was a very skillful one and the way in which he organized his work was also excellent. I just have one thing to point out…while doing quotations a different style could be used, perhaps italic.<br /><br />So, regarding his work I suggest the following equation:<br /><br />Excellent choices + Good approaches = An excellent work!<br /></span><br /><br /><span style="color:#990000;">Bearing in mind the <strong>LO</strong>… </span></div><p><span style="color:#990000;"></span></p><span style="color:#990000;"><div align="justify"><object style="WIDTH: 420px; HEIGHT: 297px"><param name="movie" value="http://static.issuu.com/webembed/viewers/style1/v1/IssuuViewer.swf?mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true&documentId=100517163144-768b47598371429180752825178d3fb1&docName=transparency_online_education_ppel&username=margaridarosa&loadingInfoText=Transparency%20in%20Online%20Education&et=1274489860117&er=63"><param name="allowfullscreen" value="true"><param name="menu" value="false"><embed src="http://static.issuu.com/webembed/viewers/style1/v1/IssuuViewer.swf" type="application/x-shockwave-flash" allowfullscreen="true" menu="false" style="width:420px;height:297px" flashvars="mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true&documentId=100517163144-768b47598371429180752825178d3fb1&docName=transparency_online_education_ppel&username=margaridarosa&loadingInfoText=Transparency%20in%20Online%20Education&et=1274489860117&er=63"></embed></object><div style="WIDTH: 420px; TEXT-ALIGN: left"><a href="http://issuu.com/margaridarosa/docs/transparency_online_education_ppel?mode=embed&layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true" target="_blank">Open publication</a> - Free <a href="http://issuu.com/" target="_blank">publishing</a> - <a href="http://issuu.com/search?q=ppel" target="_blank">More ppel</a></div><br /></span><br /><span style="color:#6666cc;">I decided to comment Margarida Marmeleira’s work because I consider it concise, straightforward and objective. Regarding the content and the language used I found it very easy to read and an excellent example for it clearly defines what transparency is, what it implies and its enormous contribute in terms of quality to online education. </span></div><div align="justify"><br /><span style="color:#6666cc;">As the colleague well points in emphasis in the introduction to her work: </span></div><div align="justify"><br /><em><span style="color:#6666cc;">“Transparency is very important in online education, because it promotes cooperation and quality.” </span></em></div><div align="justify"><br /><span style="color:#6666cc;">Margarida Marmeleira also brings light to the question of the level of transparency, which I feel is very important. Yet, in my opinion, she could have developed it a little more, but in general she did an excellent work! Well done! </span></span></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-23993691241159786262010-05-17T15:49:00.000-07:002010-05-17T16:21:23.908-07:001ª Conferência do Mestrado Pedagogia do Elearning<div align="justify"><br /></div><a href="http://4.bp.blogspot.com/_FuyE3xBRd5A/S_HLax9Jl3I/AAAAAAAAAD8/3eOpiHGty8A/s1600/Frangipani+Flowers.jpg"><img id="BLOGGER_PHOTO_ID_5472378683178719090" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 320px; CURSOR: hand; HEIGHT: 240px; TEXT-ALIGN: center" alt="" src="http://4.bp.blogspot.com/_FuyE3xBRd5A/S_HLax9Jl3I/AAAAAAAAAD8/3eOpiHGty8A/s320/Frangipani+Flowers.jpg" border="0" /> </a><p align="center"><br /><em><span style="font-size:130%;color:#cc33cc;">"Quando alguém quer alguma coisa, todo o universo</span></em></p><p align="center"><em><span style="font-size:130%;color:#cc33cc;">conspira para que se realize esse seu desejo."</span></em></p><p align="right"><span style="font-size:130%;color:#cc33cc;">in, <strong>O Alquimista</strong>, Paulo Coelho.</span></p><p align="justify"><br /><br /><span style="color:#663366;"><span style="font-size:130%;"><span style="font-family:georgia;">Olá a todos!!!<br /></span><br />No passado dia 14 de Maio teve lugar a <strong>1ª Conferência do Mestrado de Pedagogia do Elearning</strong>, na Fundação Portuguesa das Comunicações em Lisboa.<br /><br />Devo dizer-vos que este encontro que promove o contacto dos mestrandos do Mestrado em Pedagogia do Elearning desde a 1ª versão, até a actual - 4ª versão - relativa a 2010-2012, com professores e outros entusiastas destes assuntos foi excelente, motivador e revigorante.<br /><br />O programa era ambicioso, mas foi muito agradável ouvir as intervenções e apresentações dos professores António-Quintas Mendes, Alda Pereira, António Teixeira, Morten Paulsen, José Carlos Mota, Angelina Macedo, Mª Balsemão Mendes e Luís Tinoca, bem como a apresentação jovial e única dos colegas do Mpel 3, e ainda as impressões e outras experiências de mestrandos. Destaco ainda aintervenção da nossa coordenadora a professora Lina Morgado que traçou um percurso deste jovem e promissor mestrado e das alterações que este tem vindo a sofrer para acompanhar as necessidades do nosso quotidiano, do nosso mercado de trabalho e, mais do que tudo,do nosso enriquecimento pessoal!<br /><br />Foi muito agradável rever as caras que vi pela 1ª vez na Futurália, este ano na Expo, e outras que fiquei a conhecer e acredito que os colegas partilham do mesmo sentimento! Espero que estes encontros continuem e que o contacto perdure!...<br /><br />Obrigada à coordenação e obrigada a todos por terem estado presentes!</span> </span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-71127909013362554622010-05-16T14:43:00.000-07:002010-05-16T15:15:34.850-07:00MREL - Temática II: Fase 2Selecção de Recursos Educacionais Abertos e sua utilização numa actividade de aprendizagem.<br /><br />Através deste link está toda a descrição da actividade:<br /><br /><a href="http://dl.dropbox.com/u/7148781/MREL%20-%20Planifica%C3%A7%C3%A3o%20de%20uma%20actividade%20com%20dois%20REA.docx">http://dl.dropbox.com/u/7148781/MREL%20-%20Planifica%C3%A7%C3%A3o%20de%20uma%20actividade%20com%20dois%20REA.docx</a><br /><br />Boa consulta e votos de bom trabalho!Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-24296476754769458532010-05-13T11:36:00.000-07:002010-05-17T16:22:44.858-07:00PPEL - Unit 3: Task 2 LOPublication of the Learning Object regarding Unit 3, Task 2.
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<br />This LO was created using GOANIMATE.COM.
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<br />I hope you enjoy it as much as I had in doing it!
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<br />It is about <strong><span style="color:#ff6600;"><span style="color:#009900;">transparency and cooperative learning in online teaching </span></span><span style="color:#009900;">environments</span></strong><span style="color:#009900;">. </span>
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<br /></span><b>GoAnimate.com</b>: <a href="http://goanimate.com/movie/0oTR99Ym_fZ8?utm_source=embed&uid=0NQNM60LEjsk" target="_blank">Transparency and cooperative learning</a> by <a href="http://goanimate.com/user/0NQNM60LEjsk" target="_blank">marinampel04</a>
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<br /><embed src="http://goanimate.com//api/animation/player" width="400" height="268" type="application/x-shockwave-flash" wmode="transparent" flashvars="userId=0NQNM60LEjsk&movieId=0oTR99Ym_fZ8&chain_mids=&movieLid=0&movieTitle=Transparency+and+cooperative+learning&movieDesc=Unit+3%2C+task+2%2C+LO+publication&apiserver=http://goanimate.com/&appCode=go&thumbnailURL=http://goanimate.com/files/thumbnails/movie/1071/883071/1920039L.jpg&fb_app_url=http://goanimate.com/go/&copyable=0&showButtons=1&tlang=en_US&ctc=go&isEmbed=1&is_private_shared=0&isPublished=0&originalId=0zEt_fo4L-5k&is_slideshow=0&is_emessage=0&averageRating=0&ratingCount=0" allowscriptaccess="always" allowfullscreen="true"></embed>
<br />Like it? Create your own at <a href="http://goanimate.com/?utm_source=embed" target="_blank"><b>GoAnimate.com</b></a>. It's free and fun!
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<br />I would like to add that the making of this LO is based on the readings described and commented in the Annotated Bibliography regarding <strong>Transparency in Online Education</strong> also published on this Blog.
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<br />Thank you all and keep up the good work! :-)
<br />Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-15750703015429207132010-05-12T19:55:00.000-07:002010-05-12T20:00:23.907-07:00Educação e Sociedade em Rede<div align="justify"><strong><span style="font-size:130%;">Síntese do debate em equipa subordinado a autenticidade e transparência na rede.<br /></span></strong><br />Tendo em conta o debate desenvolvido, este foi dividido em 2 partes. Cada parte continha 2 perguntas. Na primeira parte o professor colocou as seguintes questões:<br /></div><ol><li><div align="justify">Em que medida a nossa identidade digital é um prolongamento da nossa identidade pública ou um campo alternativo de expressão de uma dimensão escondida da nossa personalidade íntima?</div></li><li><div align="justify">O perigo da fraude intelectual (ex.: plágio) aumentou com o advento da internet? </div></li></ol><div align="justify"><br />Tendo em conta a <em>primeira questão</em>, esta centrou-se na problemática e na controvérsia em torno da noção de identidade digital. Uma das colegas enumerou o modo como alguns de nos tratamos os nossos dados com alguma leviandade e foi nesse sentido que elaborei a minha intervenção. Pois, considero importante o estar alertado para o modo como tratamos a informação que é sobre a nossa pessoa, visto se por um lado é devemos tratar os assuntos com alguma transparência, por o outro, há que estabelecer limites, como diz o seguinte excerto:</div><div align="justify"><br /><span style="font-family:georgia;"><em>"I don't need to know everything about you, and you don't need to know everything about me. In fact we think some things should be private (like Social Security numbers and bank account numbers). What we REALLY need is the pertinent information AND to get to know each other. (...) BE AUTHENTIC."*</em></span></div><em></em><div align="justify"><br />O que somos e como somos é um reflexo da nossa forma de estar e quer esta seja presencial ou online é igualmente o reflexo da nossa vivência em sociedade. Os subterfúgios e/ou estratégias a que recorremos para nos apresentarmos são igualmente um espelho do que somos. É verdade que a internet tem uma componente experimental, porém até mesmo as experiências devem ser lidadas com alguma prudência, visto que passos em falso podem conduzir a areias movediças e é sempre aconselhável saber quem está do outro lado de modo, a interagir, esperemos, de modo transparente.</div><div align="justify"><br />*"<em><strong>Missing the point: Transparency without Authenticity</strong></em>." in <a href="http://allenjfuller.com/2010/02/missing-the-point-transparency-without-authenticity/">http://allenjfuller.com/2010/02/missing-the-point-transparency-without-authenticity/</a></div><div align="justify"> </div><div align="justify"><br />Relativamente à <em>segunda questão</em>:</div><div align="justify"><br />Esta questão era sobre o perigo da fraude intelectual, nomeadamente plágio, e do seu crescimento com o advento da internet. Penso que nos tempos que correm, e pela experiência que tenho, os alunos estão cada vez mais habituados ao “copy & paste” e muitas das vezes nem reparam na origem do texto, no seu autor e na sua inserção na pesquisa em causa, conferindo depois ao trabalho final, em muitos casos, uma total falta de adaptação ao tema em questão. É necessário desenvolver sensibilidade e apetências para que os alunos ultrapassem esta barreira…e, creio que uma das figuras de 1ª linha para o fazer é o professor, pois este deve auxiliar os alunos a entrar no trilho certo! A internet e a sua multiplicidade de recursos é, sem dúvida, na minha opinião, um grande facilitador do plágio, repare-se que até obras completas podemos encontrar…cabe ao professor auxiliar o aluno a libertar-se da ideia do plágio e da “ilusória facilidade” que este confere para a criação de um texto seu e posterior publicação num blog. Com esta estratégia, o aluno torna-se autor e começa a ganhar a “sensibilidade” desejada pois o seu trabalho ao ser publicado e objecto de referência é partilhado por outros colegas, gerando novas publicações onde a ideia de uma cadeia de partilha de conhecimentos autênticos está subjacente.</div><div align="justify"> </div><div align="justify"><br />Na segunda parte foram abordados os seguintes assuntos:</div><ol><li><div align="justify">É possvel alguma entidade particular ou alguém (e se sim, qual ou quem) controlar a rede?</div></li><li><div align="justify">Em que medida a rede é segura e em que medida a informação nela partilhada é confiável? Quem o pode garantir?</div></li></ol><div align="justify"><br />Tendo em conta a <em>primeira pergunta</em> sobre a possibilidade de alguém controlar a rede, creio que esse controlo não é viável, pois acho que a internet é “um espaço aberto”, que Lévy descreve como “um universo aberto sem totalidade” onde todos os seus utilizadores têm a liberdade de publicar tudo o que desejarem, desde o mais interessante ao mais “inadequado”.</div><div align="justify"><br />Relativamente à <em>segunda pergunta</em>, sobre a segurança da rede e sobre a viabilidade da informação que ela comporta, referi que efectivamente deve existir uma entidade, que acredito ser humana apesar de a componente virtual auxiliar muito, que analisa e que separa “o trigo do joio” conferindo à informação organização segundo áreas temáticas, de acordo com autores. Isto porque quando é efectuada uma pesquisa aparecem ligações a outros documentos, estabelecendo pontos de convergência de informação que culminando com uma apresentação de vários tópicos onde são abordadas as temáticas e/ou palavras usadas nos motores de busca. É certo, porém, que se nos dirigirmos a entidades institucionais a viabilidade e autenticidade da informação se torna mais segura, pois estas entidades conferem-lhe esse estatuto e são palpáveis e reais.<br /> </div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-59977172949905181942010-05-07T15:41:00.000-07:002010-05-07T16:27:56.240-07:00PPEL: Unit 3 - Task 1<div align="justify">Here is my <strong><span style="font-size:130%;">Annotated Bibliography</span></strong> on <strong><span style="font-size:130%;">Transparency in Online Education</span></strong>:<br /></div><br /><p><img id="BLOGGER_PHOTO_ID_5468669672351653986" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 103px; CURSOR: hand; HEIGHT: 122px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTnkyPJaZW2_k5_qqsV73dWiM3fvdytcRNtM9Dv1_sOTaPR9m6SCIjkAUfHUPUR1aDGBxdp1bwPHuFtyYwcu-ilowRW1e1qu8twfm7k7IgLWZ4SQFB4DbuQQUQM09RQFqx-ToSNn4-AzQ/s400/YWXV0CABXG7I4CAXIP6U3CANZBDHPCAH39KAYCA48PSPRCAM1OHZBCAXNE1Y5CAVJXWQKCAV605ZECAC1JVKWCAZ3UJH9CA3AEFCJCAUJC248CAQTOCZ5CAHDBUBFCAQY9XC3CA0T2OL0.jpg" border="0" /><br /></p><p><em>“What we REALLY need is the pertinent information to the situation AND to get to know each other."</em><br /></p><p align="right">in <strong>Missing the Point: Transparency without Authenticity.</strong> (<a href="http://allenjfuller.com/2010/02/missing-the-point-transparency-without-authenticity/">http://allenjfuller.com/2010/02/missing-the-point-transparency-without-authenticity/</a></p><br /><p align="justify"><br />· Paulsen, Morten Flate et Dalsgaard, Christian. <strong>Transparency in Cooperative Online Education</strong>. June 2009.<br /><br /><a href="http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/671/1267">http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/671/1267</a></p><p align="justify">This is a very interesting and pertinent article when dealing with transparency in online teaching education for it is about the impact and the pedagogical potential that social networking has as a facilitator of transparency and awareness among students. Bearing in mind that the aim of transparency is “<em>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</em>” it is quite understandable why, according to its authors, it has such a vital role in social networking. The authors throughout the article point out the importance of “<em>being able to see and to be seen</em>” because it is very significant that in an online teaching environment where cooperation is the basis of it that the information that students give about themselves and their work is as transparent as possible for eventual future sharing situations. Bearing in mind the term cooperative, the authors distinguish the existence of three types of learning, being the last one their choice of election:</p><p align="justify">- Individual learning, which as the name indicates is conducted alone with no interaction of a learning community;</p><p align="justify">- Collaborative learning, which happens in face-to-face meetings and online education and that requires the input of a group and consequently limits the individual;</p><p align="justify">- Cooperative learning, which seeks to foster some of the benefits of individual freedom and the benefits of cooperation in online learning communities and that takes place in networks.<br /><br />Nevertheless being as authentic as possible also raises other controversial questions which are also dealt the level of authenticity and of privacy. Regarding these two questions the authors create a “<em>Transparency Barometer</em>” to analyze them and later in the part dedicated to Cooperative Student Catalogues they point out what they consider essential to be authentic in order to facilitate cooperation: “<em>e-mail address, telephone numbers, chatting identities, information regarding geographical location (e.g. zip-codes) for eventual face-to-face meetings and progress plan information so that students can identify peers who are working with in the same study unit</em>.” But even for these elements the authors also call attention that this private information must be handled carefully and an authorization to make them public is always needed.<br /><br />In my opinion, the choice of this article is very important for it cleared my mind regarding transparency in online teaching education. I found it also enriching to see how the two authors dealt with the question of authenticity, its impact in the course’s development and in teachers and students’ interactions during the studies. </p><p align="justify"><br /><br />· Bowles, Michelle. <strong>5 Twitter Tips for Staying Authentic and Transparent</strong>. 2009 (28th September)<br /><br /><a href="http://www.toprankblog.com/2009/09/twitter-tips-authentic-transparent/">http://www.toprankblog.com/2009/09/twitter-tips-authentic-transparent/</a><br /><br />In <strong>5 Twitter Tips for Staying Authentic and Transparent</strong>, Michelle Bowles presents in a very straightforward way five tips on how to be authentic and transparent, which I will start to explain: </p><p align="justify">1. The first one deals with the placing of a photo and a name for this helps to establish connections with the ones that look at our work or that wish to interact with us, for in fact: “<em>Putting a face and a name behind your Tweets through a photo and brief bio can help followers relate to and connect with your brand</em>.” </p><p align="justify">2. The second one is regarding personality and it is in favor of showing that in fact we are “real individuals” with feelings and humor for “<em>It doesn’t have to be all business all the time. Have some fun with your Tweets by telling humorous stories or poking a little fun at yourself now and then</em>.” </p><p align="justify">3. Regarding the third one it is important that you admit when you are wrong, not only because with mistakes we learn, but also because it is part of our nature and people make mistakes and they must also know how to cope with them.</p><p>4. On the fourth one, it deals with “<em>Get to know your followers</em>” it is important to be known but it is also important to know who you are dealing with, so this fourth tip is about asking questions simple questions about themselves, such as name, age, interests (nothing too personal).</p><p align="justify">5. The last one is “<em>Don’t get carried away by your accomplishments</em>” and the tip is that you should not let your success get to your head for it were your followers that gave it to you and that have largely contributed for it. So remember…be modest!</p><br /><p align="justify">I found this text interesting, easy to read and with good tips regarding our present in Online Teaching Education and one of the sentences that exemplifies what is presented is “<em>Be authentic and transparent in all you do</em>.”<br /></p><p align="justify"><br />· Hill, Christopher. <strong>Principles for improving Online Transparency</strong>. 2008 (1st April).<br /><br /><a href="http://www.facultyfocus.com/articles/distance-learning/principles-for-improving-online-transparency-quality/">http://www.facultyfocus.com/articles/distance-learning/principles-for-improving-online-transparency-quality/</a><br /><br />The reading of this article gives emphasis to the idea that a “<em>well-informed student or prospective student – benefits everyone</em>.” In addition, this article depicts the theory that everybody, universities and colleagues only have to gain with transparency and to defend this thought three principles are mentioned and explained for the institutions that seek and want transparency.</p><p align="justify">1. Make distance education a central element of your mission – if you are dealing in fact with distance learning make sure that you are ready for it and be prepared, so that your students may have access to all resources online in order to carry out a good quality program;</p><p align="justify">2. Accountability to stakeholders – deals with giving adequate information to students about the content of the course-study, who teaches it and who is present for future questions that any prospective students may have related to the course itself;</p><p align="justify">3. Responsiveness – means that an educational institution must be prepared to respond quickly to an online-student so that he may have feedback as soon as possible within 24 to 48 hours;<br /></p><p align="justify">I feel this article points out several aspects that need to be taken into account when we are confronted with the problem of being and of creating transparency in online teaching. According to Michael Offerman, president of Capella University: “<em>To meet the education needs of adult students, we must provide them with trustworthy and transparent ways to choose among many available options and to gauge the potential of each one to further their careers. The goal of the program is to lead universities and colleges toward greater accountability and transparency</em>.”<br /></p><p align="justify"><br />· Dalsgaard, Christian. <strong>Social Networking Sites: Transparency in Online Education</strong>.<br /><br /><a href="http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/32.htm">http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/32.htm</a><br /><br />An excellent approach on the pedagogical potentials of networking sites bearing in mind the fact that these sites are a combination of personalization and socialization regarding those that in a transparent way truly take part in them. According to this study when students take part in these networking sites and publish their thinking, aims, works and share it with others they are being transparent, that is they “<em>have insight into each other’s work, thoughts, and</em> <em>productions</em>.” Taking into account this idea student’s personal information becomes known to others through the process of sharing in a larger scale – a social network – and in this sense the notion of a social group with similar interests and relations emerges. Through this scenario we can observe the immense potential of these “<em>social networking sites</em>”, which the author reveals as “<em>a supplement to other tools</em>” for according to him “<em>the potential of social networking lies within transparency and the ability to create awareness between students – potentially across institutions and nations</em>.”<br /><br />This challenging and amazing reading delves into the impact of social networking sites and the transparency that they involve when dealing with online teaching.<br /></p><p align="justify"><br />· Paulsen, Morten Flate. <strong>Profiling Online Students</strong>.<br /><br /><a href="http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/43.htm">http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/43.htm</a><br /><br />This interesting article aims to the use of transparency in Online Teaching and describes one of the strategies used to develop this idea of transparency at NKI Distance Education and the impact they had in it.<br />In order to develop, promote transparency and future situations with it, a profile was created where students are given the choice to do their presentations and t publish them in an “<em>open catalogue</em>”, by clicking the “<em>global visibility checkbox</em>” in their profile. Later, when analyzed the impact of this measure, the following conclusions were achieved:1. “… <em>most presentations act as favorable homepages that focus on the students’ achievements</em>.”</p><p align="justify">2. “<em>The users are excellent ambassadors for NKI when they share their presentation with others. They provide a lot of relevant information for prospective students and key words for the search engines</em>.”</p><p align="justify">3. “…<em>the fact that so many serious, hard-working and successful students are willing to share achievements and experiences in an open, online catalogue is valuable for the field of online education</em>.”</p><br /><p align="justify">In my opinion this was truly an amazing finding to promote transparency among online teaching.<br /></p><p align="justify"><br />· Siemens, George. <strong>Teaching as Transparent Learning</strong>.<br /><br /><a href="http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/55.htm">http://content.yutu.com/Library/A1mvrs/TransparencyinOnline/resources/55.htm</a><br /><br />“<em>I’ve gained much from being a transparent learner.”<br /></em><br />George Siemens, the author, describes his path, experiences and progress as a transparent learner. According to him transparency is an important and significant requisite in online teaching for “<em>when we make our learning transparent, we become teachers</em>” and “watching others learn is an act of learning” for as he clearly point out:<br /><br />“<em>When someone decides to share their thoughts and ideas in a transparent manner, they become a teacher to those who are observing. Social technology - such as Twitter, blogs, Facebook – opens the door to sharing the process of learning, not only the final product</em>.” </p><p align="justify">I found this reading encouraging and appealing for it deals with the experience of a “<em>transparent learner</em>” and his personal sharing of it.<br /></p><p align="justify"><br />· Paulsen, Morten Flate. <strong>Transparency for Quality</strong>. Toonlet.</p><p><script src="http://toonlet.com/embed/strip?i=11247" type="text/javascript"></script><br /><a href="http://toonlet.com/creator/MortenFP">http://toonlet.com/creator/MortenFP</a></p><p align="justify">This comic strip is a very clear and presents a very objective approach on the importance that transparency has in order to improve the quality of online teaching for if others see what we publish, incorrect information becomes easily detected, feedback on it is given and errors are corrected. Clear, concise and stick to the point!<br /></p><p align="justify"><br />· Paulsen, Morten Flate. <strong>Transparency for Cooperation</strong>. Toonlet.<br /><br /><script src="http://toonlet.com/embed/strip?i=11245" type="text/javascript"></script><a href="http://toonlet.com/archive?i=11245">http://toonlet.com/archive?i=11245</a><br /><br />This comic strip deals with matters related to the cooperation that the use of transparency promotes in online teaching. When students give personal and transparent information about themselves other students interact more and a sense of cooperation is established between them. Nevertheless, an essential point is also presented - students’ transparency is to be handled carefully regarding their privacy and in this way students themselves should be the ones to choose the level of transparency to be allowed.<br /></p><p align="justify"><br />· <strong>Welcome to my PLE! - A Personal Tour by a 7th Grade Science Student</strong>.<br />(Youtube Presentation)<br /><object height="385" width="480"><param name="movie" value="http://www.youtube.com/v/YEls3tq5wIY&hl=pt_BR&fs=1&"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><br /><br /><br /><br /><br /><br /><embed src="http://www.youtube.com/v/YEls3tq5wIY&hl=pt_BR&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object><br /><a href="http://www.youtube.com/watch?v=YEls3tq5wIY">http://www.youtube.com/watch?v=YEls3tq5wIY</a><br /><br /><span style="font-family:georgia;">I choose this Youtube Presentation because I found it a good example of transparency. Although it was created by a young student, matters such as organization and transparency are very clear and were carefully dealt and are now presented in a very objective way. This “PLE” – Personal Learning Environment - is the culminate of a research and intense work on networking sites, for as the student clearly points out he “<em>spent some time since the beginning of the school year learning how to find information online and how to pull it out together on a personal pag</em>e”, which we can observe thanks to its publication. </span></p>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-80564091097400442732010-04-21T15:24:00.000-07:002010-04-23T15:38:28.092-07:00PPEL - Unit 2: Task 3, 2nd LO<div align="justify"><span style="font-size:130%;"><span style="font-family:trebuchet ms;">Regarding this <span style="color:#993399;"><strong>2nd LO</strong></span>, I decided to comment <strong><span style="color:#993399;">Maria João Spilker’s work</span></strong>…</span><br /></span><br /></div><div align="justify"><a href="http://www.mindomo.com/view.htm?m=6bee60bc4f9d45ee88d07b65a23e0941">http://www.mindomo.com/view.htm?m=6bee60bc4f9d45ee88d07b65a23e0941</a></div><div align="justify"><br /><br /><br /><span style="font-family:trebuchet ms;font-size:130%;">This work is about Online Teaching and Learning, based on Paulsen, M. F., 2003, Part One: Online Education Teaching and Learning in </span><a href="http://www.studymentor.com/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.studymentor.com/</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br /></span><br /><br /><span style="font-family:trebuchet ms;font-size:130%;"></span><br /><span style="font-family:trebuchet ms;font-size:130%;">Her work deals with Online Teaching and Learning and she presents a well structured Mind Map, or a scheme if you prefer, on this topic and also five YouTube video presentations to help giving a more complete scenario in terms of presented topics. The scheme is excellent and gives an overall perspective on the areas related to online teaching and learning, e teachers, e teacher’s workload, e teaching techniques and e teaching opportunities. Bearing in mind the videos… (Which I will analyze as I present each one.)<br /></span></div><div align="justify"><br /><span style="font-size:130%;"><span style="font-family:trebuchet ms;color:#993399;"><strong>1 - Teacher’s Workload, by Beth Dobler.</strong></span><br /></span><span style="font-family:trebuchet ms;"><br /><span style="font-size:130%;">One of the video deals with Teacher’s Workload from a Learning Institute video on Efficient Online Teaching, by Beth Dobler. I found it very joyful, light and appealing, and its author, Beth Dobler gives an extremely stimulating approach on Teacher’s workload, giving her personal experience to illustrate it and she actually gets in touch with the audience, for we hear the reactions of the viewers. Through the presentation says that she believes “in the efficiency of online teaching” and in “the power of teaching online” and, because she also suffers the effects of teacher’s workload, she “presents time saving solutions”. She is in favor of the element of collaboration between teachers and she points out that “sharing knowledge” is the best strategy “to find what best suits for each other” in online teaching and learning environments. In my opinion this approach is excellent, very enriching and it opened my horizons regarding Beth Dobler, although the colleague has already mentioned her work, this was my first contact with her and in the future I will, definitely, accompany her work!<br /><br /><span style="color:#993399;"><strong>2 - Teaching Opportunities, published by <em>Brunswick</em>.</strong></span><br /><br />Regarding Teaching Opportunities a YouTube video is here to enlighten us on the changes that have been taking place over the last years in relation to the world, the surroundings and more precisely education. “Future is accelerating and Educations is rapidly adapting to a new reality”, where Internet emerges as an essential element providing access to new education tools, new perspectives and new ways of teaching and learning. The background music and the topics and the media way in which they are dealt grasped my attention right from the start; I found this video very clear and innovative!<br /><br /><span style="color:#993399;">3 - “Podcasting in Plain English.”, by Lee LeFever.</span><br /><br />Bearing in mind the technique one-to-many we have “Podcasting in Plain English” and “Blogging in Plain English”, both videos are from YouTube, by Lee LeFever and they are elaborated with the use of cartoons made in paper. They are joyful, creative and easy to understand. Regarding Podcasting, at first it is established the difference between podcasting and broadcasting, then it is referred the advantages of it, and we need to have access to it and what we can gain with it, namely, according to the author, “with podcasting we don’t have to depend on traditional media”. I find this resource joyful, creative, easy to understand and ingenious and this presentation gave me excellent hints about it.<br /><br /><span style="color:#993399;">4 - “Blogging in Plain English.”, by Lee LeFever.</span><br /><br />With the video “Blogging in Plain English” we get in touch with blogs, the messages they convey and hints on why their impact has become so big since 2003. According to the author “Blogs give ordinary people the power of the media in creating a personal kind of news that is appealing to a number of small audiences”, allowing in this way the emergence of “communities of bloggers that share, work and experience with each other” for “anyone with an idea can start a blog with the click of a button and share news minutes later”. Lee LeFever also says that “blogs are websites organized by blog posts – individual new stories – that make the news a true way street and what we do with them” is a reflection of our own perspective of everything. I found this presentation creative, stick-to-the-point and lighthearted…it is an easy way of presenting blogs and showing the significant impact they have in our lives.<br /><br /><span style="color:#993399;">5 – “Online Discussion – Teaching with Online Discussion Forums.”, by Mark Fullmer.</span><br /><br />This presentation is regarding the technique many-to-many. This video is not new to me for the colleague Ana Marmeleira also presented it in her Annotated Bibliography. Throughout this video references are made on the possible activities regarding Web 2.0 and its implications on Online Teaching and Learning. This video is also enhancing and it is important to have something related to this, because I find Web 2.0 tools are in this type of learning and teaching (although this is not my choice of election, but I respect my colleague's decision!).<br /><br /><span style="color:#993399;">6 - “Wikis in Plain English.”, by Lee Lefever.</span><br /><br />This presentation is also not new to me… the colleague Ana Marmeleira also made reference to it in her Annotated Bibliography and it is also on the technique many-to-many on Online Elaboration - Wikis. Like the previous presentations by Lee Lefever, I find this one also creative and joyful since its beginning; it is also done with the use of drawn cartoons and it gives significant guidelines on Wikis, how we make them and what we can do with them…it provides a good set of hints regarding this tool!<br /><br /><span style="color:#993399;">In conclusion...</span><br /><br />Overall, I found Maria João Spilker’s choices regarding the YouTube videos very good and extremely intelligent for they provide her work a more complete and objective analysis on Online Teaching and Learning. I enjoyed this presentation and its analysis very much for I found it challenging mostly due to the amount of information presented in it! Thank you for your work!!!</span></span> </div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com2tag:blogger.com,1999:blog-2350475321899718604.post-9310122152833213812010-04-21T12:07:00.000-07:002010-04-22T07:53:11.612-07:00PPEL - Unit 2: Task 3<div align="center"><span style="font-family:trebuchet ms;font-size:180%;color:#993399;"><strong>Comment on Annotated Bibliography...</strong></span></div><div align="center"><strong><span style="font-family:Trebuchet MS;font-size:180%;color:#993399;"></span></strong></div><div align="center"></div><div align="center"><br /></div><div align="center"><strong><span style="font-family:Trebuchet MS;font-size:180%;color:#993399;"></span></strong></div><div align="center"></div><div align="justify"><strong><span style="font-family:Trebuchet MS;font-size:180%;color:#993399;"></span></strong></div><div align="justify"><span style="font-family:Trebuchet MS;color:#663366;"></span></div><div align="justify"><span style="font-family:trebuchet ms;font-size:130%;">I chose Ana Marmeleira’s Annotated Bibliography. This work has a wide variety of texts, in reference to books and articles, and also two YouTube videos, one about Wikis in Plain English, which I found very appealing and interesting, and another one on Teaching with Online Discussion Forums. Regarding the content and the pertinence of it, I found Ana Marmeleira’s work straightforward, stick-to-the-point and clear. Besides giving a small summary – in some cases more extensive than in others - regarding the topics dealt on each one of her choice’s, in some situations, Ana Marmeleira also presented her point of view enlightening some of do’s and don’ts of her readings. In terms of accessibility, Ana Marmeleira’s work was made with easy, accessible and objective references in relation to the texts dealt.</span></div><span style="font-family:trebuchet ms;"><div align="justify"><br /><span style="font-size:130%;">Here is the list of reading choices:</span></div><div align="justify"><br /><span style="font-size:130%;color:#993399;">1) How to manage your Online Teacher workload (Kate Butler)<br /></span></span><a href="http://community.flexiblelearning.net.au/ManagingFlexibleDelivery/content/article_4180.htm"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://community.flexiblelearning.net.au/ManagingFlexibleDelivery/content/article_4180.htm</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">2) Manual Web 2.0 para professores (org. Ana Amélia Carvalho)<br /></span><a href="http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">3) Interview to Stewart Mader – Wiki in Education (Debora Batello)</span><a href="http://www.contosdaescola.net/interview-with-stewart-mader-wiki-in-education"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.contosdaescola.net/interview-with-stewart-mader-wiki-in-education</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">4) Is There a Space for the Teacher in a WIKI? (Andreas Lund; Ole Smørdal)<br /></span><a href="http://www.wikisym.org/ws2006/proceedings/p37.pdf"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.wikisym.org/ws2006/proceedings/p37.pdf</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">5) Wikis in Plain English (commoncraft) - </span><a href="http://www.youtube.com/watch?v=-dnL00TdmLY"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.youtube.com/watch?v=-dnL00TdmLY</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">6) Student-Centered Collaborative Learning Via Face-To-Face and Asynchronous Online Communication: What’s the Difference? (Ainslie Ellis)</span><a href="http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">7) Teaching with Online Discussion Forums (Mark Fullmer) - </span><a href="http://www.youtube.com/watch?v=p3xo1RipS-c"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.youtube.com/watch?v=p3xo1RipS-c</span></a><span style="color:#993399;"><br /></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><br />Dealing with the analysis of Ana Marmeleira’s work…<br /><br /></span><span style="font-size:130%;color:#993399;">1) How to manage your Online Teacher workload (Kate Butler)<br /></span></span><a href="http://community.flexiblelearning.net.au/ManagingFlexibleDelivery/content/article_4180.htm"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://community.flexiblelearning.net.au/ManagingFlexibleDelivery/content/article_4180.htm</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">Interesting approach regarding the teacher’s work and workload in online teaching. This article offers the reader some good suggestions regarding time and “information management on course design and activity types and also on technical issues.”</span></div><span style="font-family:trebuchet ms;"><div align="justify"><br /><span style="font-size:130%;color:#993399;">2) Manual Web 2.0 para professores (org. Ana Amélia Carvalho)<br /></span></span><a href="http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">Na extraordinary guideline on Web 2.0 and its tools. The book is divided in ten chapters and during my quick reading I found them all very useful. I share my colleague’s opinion that this book is a very resourceful tool for the ones that are interested in knowing more and using Web 2.0. Excellent choice…it’s in my readings’ list! </span></div><span style="font-family:trebuchet ms;"><div align="justify"><br /><span style="font-size:130%;color:#993399;">3) Interview to Stewart Mader – Wiki in Education (Debora Batello)</span></span><a href="http://www.contosdaescola.net/interview-with-stewart-mader-wiki-in-education"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.contosdaescola.net/interview-with-stewart-mader-wiki-in-education</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">This amazing article is based in an interview to Stewart Mader, who led the creation of Wikipatterns.com. In this interview a pertinent highlight is given on the importance of Wikis in Education. Apart from this, this interview also focuses on the book Wiki in Education – its impact and the do’s (and don’ts) of Wiki in this area. Bearing in mind my experience with Wiki, I find this analysis very significant and valuable for it presents an excellent tool because it provides students a very resourceful tool to work in group in distance e-learning courses.</span></div><span style="font-family:trebuchet ms;"><div align="justify"><br /><span style="font-size:130%;color:#993399;">4) Is There a Space for the Teacher in a WIKI? (Andreas Lund; Ole Smørdal)<br /></span></span><a href="http://www.wikisym.org/ws2006/proceedings/p37.pdf"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.wikisym.org/ws2006/proceedings/p37.pdf</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">This article draws our attention to the teacher’s role regarding Wiki activities. A concise and objective analysis in which the teacher’s role is described as very important, for it is he that establishes the balance between the student’s findings and his guided objectives and he is also the one to whom students address to find support in the “making of” activities.</span></div><span style="font-family:trebuchet ms;"><div align="justify"><br /><span style="font-size:130%;color:#993399;">5) Wikis in Plain English (commoncraft) - </span></span><a href="http://www.youtube.com/watch?v=-dnL00TdmLY"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.youtube.com/watch?v=-dnL00TdmLY</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">A very joyful and creative perspective on Wikis, how we make them and how we deal with them. In a more practical speech one may say that it actually provides a “good prescription” on Wiki’s usage.</span></div><div align="justify"><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><br /><span style="color:#993399;">6) Student-Centered Collaborative Learning Via Face-To-Face and Asynchronous Online Communication: What’s the Difference? (Ainslie Ellis)</span></span></span><a href="http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">This article provides an interesting and significant glimpse on another important online learning technique…the use of forums. I agree with the author of this annotated bibliography’s point of view regarding this choice for it is – and I subscribe her words – an excellent way for it allows” more students [even quieter ones] to participate (…) and the details of the discussion remain and it allows backtrack and reread messages.”</span></div><span style="font-family:trebuchet ms;"><div align="justify"><br /><span style="font-size:130%;color:#993399;">7) Teaching with Online Discussion Forums (Mark Fullmer) - </span></span><a href="http://www.youtube.com/watch?v=p3xo1RipS-c"><span style="font-family:trebuchet ms;font-size:130%;color:#993399;">http://www.youtube.com/watch?v=p3xo1RipS-c</span></a></div><div align="justify"><br /><span style="font-family:trebuchet ms;font-size:130%;">Another video presentation, this time on “Teaching with Online Discussion Forums”. Throughout the presentation references are made to the activities available on Web 2.0. I found this resource not as pertinent as the others already mentioned in this Annotated Bibliography, but I respect my colleague's choice!<br /><br />In <strong><span style="color:#993399;">conclusion</span></strong>, in my opinion Ana Marmeleira’s work highlighted and gave an important contribute for my next readings. Although is true that some were more appealing than others, on the overall I find her choices pertinent and significant in terms of notions and tools implied in Online teaching Techniques. As the colleague presented seven references, I decided to join my appreciations as I gave my comment in order to provide a more complete analysis.</span></div>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-48823110470500643542010-04-16T10:40:00.000-07:002010-04-16T10:44:13.574-07:00PPEL - Unit 2: Task 2 LO<span style="font-size:130%;color:#cc33cc;"><strong>Online Teaching Techniques and the use of Web 2.0...</strong></span><br /><br />This presentation was developed with the following resources:<br />Powerpoint, Toonlet.com and E. M. Powerpoint Video Converter.<br /><br /><a href="http://www.youtube.com/watch?v=tfKMz_irqsw">http://www.youtube.com/watch?v=tfKMz_irqsw</a><br /><br /><br /><object height="405" width="500"><param name="movie" value="http://www.youtube.com/v/tfKMz_irqsw&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/tfKMz_irqsw&hl=pt_BR&fs=1&color1=0xcc2550&color2=0xe87a9f&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0tag:blogger.com,1999:blog-2350475321899718604.post-35992540818753184092010-04-09T16:14:00.000-07:002010-04-10T18:24:45.271-07:00Educação e Sociedade em Rede<div align="center"><span style="font-size:180%;"><span style="color:#000099;"><strong>Comentário sobre Cibercultura...</strong><br /></span></span><span style="font-size:130%;"></span><br /></div><span style="font-size:130%;"></span><img style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 346px; CURSOR: hand; HEIGHT: 335px; TEXT-ALIGN: center" alt="" src="http://moniquemalaquias.files.wordpress.com/2009/09/ciber.jpg" border="0" /><span style="font-family:arial;"><span style="font-size:130%;"><br /></span></span><div align="justify"><span style="font-family:Arial;"></span></div><p align="justify"><span style="font-family:arial;font-size:130%;">A ideia de cibercultura expressa uma <strong>inovação</strong>, uma <strong>nova era cultural</strong> nas formas de <strong>estar</strong> e de <strong>comunicar</strong> na <strong>sociedade</strong>. Neste sentido, os pensamentos, as atitudes, os valores e as práticas inerentes e identificativas da sociedade são transmitidas num "<strong>ciberespaço</strong>", criado graças à "<strong>interconexão mundial dos computadores</strong>", que é acessível e global para todos, traduzindo assim uma ideia de <strong>globalização cultural</strong> de "<strong>um universo oceânico de informações</strong>" com fortes <strong>implicações civilizacionais</strong>.</span></p><p align="center"><span style="font-family:lucida grande;font-size:180%;color:#000099;"><strong>... e três exemplos significativos...</strong></span></p><p align="justify"><span style="font-size:130%;"><span style="font-family:arial;">Tendo em conta a proposta lançada pelo Prof. António Teixeira, eis os três exemplos de significativos de cibercultura descritos por Pierre Lévy em Cibercultura: o correio electrónico, a música tecno e o hipertexto.</span></span></p><p align="justify"><span style="font-family:Arial;font-size:130%;"></span></p><p align="justify"><span style="font-size:130%;"><span style="font-family:arial;">Relativamente ao correio electrónico, Pierre Lévy faz uma análise da noção de correio através dos tempos e quando chega à “nossa era” descreve-o da seguinte forma:</p></span></span><p align="justify"><br /><span style="font-family:arial;font-size:130%;">“<em>O correio electrónico, como sistema social de comunicação, encontra-se intimamente ligado à ascensão das ideias e das práticas que valorizam a liberdade de expressão e a noção de livre contacto entre indivíduos. Podemos ver claramente, nesse caso, como uma infra-estrutura de comunicação pode ser investida por uma corrente cultural que vai, no mesmo movimento, transformar o seu significado social e estimular a sua evolução técnica e civilizacional</em>.” (p. 125)</span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">O acto de consultar, enviar e escrever um e-mail é um reflexo da nossa forma de ser uma vez que o que escrevemos é parte inerente da nossa identidade. Na produção e envio de um e-mail, dependendo dos nossos receptores , este pode ser reenviado e re-acrescentado para outros, o que faz com que a nossa mensagem começe a sua viagem e consequente proliferação, transformando-se num aglomerado de textos abertos e identificativos da forma de estar, pensar e agir de quem os escreveu. Assim sendo, estamos perante uma arte de comunicar que tem fortes implicações culturais, sociais, tecnológicas e civilizacionais vistos sermos seres activos, pensantes e sempre na busca de nos mostrar e de sermos vistos quer se trate de um ambiente real ou não.</span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">Tendo em conta o segundo exemplo, a música tecno, o autor Pierre Lévy descreve-a como o “<em>som da cibercultura</em>”, pois é igualmente resultante de um “patchwork musical virtual” com fortes implicações culturais, sociais e claro está civilizacionais. </span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">“<em>A música tecno colhe o seu material na grande reserva de amostras de sons.(…) Programas de computador montam “textos originais” por meio de recombinação de fragmentos de corpus preexistentes. Os sites remetem uns para os outros, sua estrutura hipertextual gerencia uma interpenetração das mensagens, um mergulho recíproco dos espaços virtuais. É, portanto, a questão dos limites da obra ou de seu contexto que, após as vanguardas do século XX é recolocada de outra forma, e com intensidade particular, pela ciberarte.”</em> (p. 136)</span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">Na concepção da música tecno está implícito um novo gosto que corresponde ao rosto de uma nova identidade musical que tem um forte impacto nos que a criam e naqueles que a cultivam ao nível cultural e, inevitavelmente civilizacional.</span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">“<em>A música tecno inventou uma nova modalidade da tradição, ou seja, uma forma original de tecer o laço cultural. (…) No tecno, cada ator do colectivo de criação extrai materia sonora de um fluxo em circulação em uma vasta rede tecno-social. Essa matéria é misturada, arranjada, transformada, depois reinjectada na forma de uma “peça original” no fluxo da música digital em circulação. Assim, cada músico ou grupo de músicos funciona como um operador em um fluxo de transformação permanente em uma rede cíclica de cooperadores</em>.” (p. 142)</span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">Por fim, perspectivando o último exemplo, o hipertexto…</span></p><p align="justify"><br /><span style="font-family:arial;font-size:130%;">“<em>Eis o hipertexto global, o metamundo virtual em metamorfose perpétua, o fluxo musical ou icónico na enchente. Cada um é chamado a transformar-se num operador singular, qualitativamente diferente, na transformação do hiperdocumento universal e intotalizável</em>.” (p. 149)</span></p><span style="font-family:arial;"><p align="justify"><br /><span style="font-size:130%;">Com o hipertexto estamos perante uma noção de texto aberto e infindável onde cada interveniente dá o seu contributo e cria novos contextos literários amplos e globalizantes, deixando uma obra literária virtual aberta onde os autores são todos os que contribuem para a sua propagação, ao contrário da ideia anteriormente defendida em prol da identidade do autor e da sua individualidade. Para exemplificar esta ideia, Pierre Lévy vai buscar da Biblia e indica que se trata de uma obra sem autor, precursora do hipertexto, pois “a sua constituição resulta de uma selecção de uma amálgama tardia de um grande número de textos de géneros heterogéneos redigidos em diferentes épocas”. E, face a esta perspectiva, Cibercultura faz “emergir uma nova forma e maneira de agir. O texto dobra-se, redobra-se, divide-se e volta a colar-se pelas pontas e fragmentos: transmuta-se em hipertexto, e os hipertextos conectam-se para formar o plano hipertextual, indefinidamente aberto e móvel da Web.” (p. 149)</span></span></p><span style="font-size:130%;"></span>Marina Moleirinhohttp://www.blogger.com/profile/02066903425379969562noreply@blogger.com0