Esta página constitui um repositório de artigos científicos, artigos de blogs e outros sobre Educação, Inovação, eLearning.
Submitting a doctoral thesis on online learning, by Tony Bates, July 2014
Muitos mais foram sendo reunidos em agregadores, tais como:
Assessment – http://www.livebinders.com/play/play?id=538182
ISD,LD,UDL – http://www.livebinders.com/play/play?id=753624
eLearning publications – http://www.livebinders.com/play/play?id=246628
Ambientes pedagógicos – http://www.livebinders.com/play/play?id=534440
Ambientes e pedagogias emergentes – http://www.livebinders.com/play/play?id=644823
Ethics eResearch – http://www.livebinders.com/play/play?id=377157
eResearch Studies – http://www.livebinders.com/play/play?id=391419
eResearch – http://www.livebinders.com/play/play?id=355929
Escola Alternativa – http://www.livebinders.com/play/play?id=266696
Online Discourse – http://www.livebinders.com/play/play?id=406922
Grounded Theory – http://www.livebinders.com/play/play?id=430139
Métodos e técnicas de investigação – http://www.livebinders.com/play/play?id=247696
Método etnográfico – http://www.livebinders.com/play/play?id=252805
Método Investigação-Ação – http://www.livebinders.com/play/play?id=252812
Estudo de caso – http://www.livebinders.com/play/play?id=265005
Técnicas recolha de dados – http://www.livebinders.com/play/play?id=266378
Pearltrees (Governança, OER, técnicas investigação…)
No Teachers, No Class, No Homework. Would You send your Kids Here? – 2012 – Emily Chertoff – The Atlantic News
Democratic schooling may be the most radical experiment in education of the past 100 years.
In Massachusetts farm country, not far from Boston, a group of about 200 students of all ages are part of a radical experiment.
Sudbury Valley School will this spring find itself one focus of a book by the psychologist and Boston College professor Peter Gray, whose own son attended Sudbury Valley in the 1980s.
Assumptions and Challenges of Open Scholarship – 2012 – G. Veletsianos and R. Kimmons, Univ Texas – IRRODL
Researchers, educators, policymakers, and other education stakeholders hope and anticipate that openness and open scholarship will generate positive outcomes for education and scholarship. Given the emerging nature of open practices, educators and scholars are finding themselves in a position in which they can shape and/or be shaped by openness. The intention of this paper is (a) to identify the assumptions of the open scholarship movement and (b) to highlight challenges associated with the movement’s aspirations of broadening access to education and knowledge. Through a critique of technology use in education, an understanding of educational technology narratives and their unfulfilled potential, and an appreciation of the negotiated implementation of technology use, we hope that this paper helps spark a conversation for a more critical, equitable, and effective future for education and open scholarship.
Educational Technology for equity – 2012 – Laura Czerniewicz – blog da própria
Affording the Classroom of the Future – 2012 – Bridget McCrea – The Journal blog
How (not) to design an online course – 2012 – Debbie Morrison – Blog Online Learning Insights
OER and social inclusion – 2012 – Tony Bates – Blog Online Learning and Distance Education Resources
Rethinking the learning experience: part IV – 2012 – Tom Segal – Huffington Post Education Blog
OER brings free and affordable college options closer to reality – 2012 – Blog Innovative Educator
Massive open online courses (MOOCs) – time for takeoff? – 2012 – Blog HEDDA (Higher Education Development Assoc.)
Open Education, open source and the dilemma over e-textbooks – 2012 – Carolyn Fox – Blog Open Source.com
Using Vygotsky to Understand Connectivism: Proximity and Duration – 2012 – Blog A Point of Contact
Five Characteristics of Learner-Centered Teaching – 2012 – Maryellen Weimer – Blog Faculty Focus
In May I finished a second edition of my Learner-Centered Teaching book. Revising it gave me the chance to revisit my thinking about the topic and look at work done since publication of the first edition ten years ago. It is a subject about which there is still considerable interest. The learner-centered label now gets attached to teaching strategies, teachers, classes, programs, departments and institutions. Like many trendy descriptors in higher education, with widespread use comes a certain definitional looseness. Active learning, student engagement and other strategies that involve students and mention learning are called learner-centered. And although learner-centered teaching and efforts to involve students have a kind of bread and butter relationship, they are not the same thing. In the interest of more definitional precision, I’d like to propose five characteristics of teaching that make it learner-centered.
Estilos de Coaprendizagem para uma coletividade aberta de pesquisa – 2011 – Luiísa Miranda; Carlos Morais e outros
O presente artigo aborda a teoria dos estilos de aprendizagem e suas possibilidades para uma coletividade aberta de pesquisa numa dinâmica de coaprendizagem entre os sujeitos. Toda esta discussão é contextualizada no âmbito da sociedade em rede, em que as tecnologias da informação e da comunicação assumem particular centralidade em diversas dimensões do quotidiano.
Os principais objetivos desta reflexão são identificar os elementos e características da teoria dos Estilos de Aprendizagem; identificar questões importantes relacionadas com Estilos de Aprendizagem e Coletividade; compreender a relação entre Estilos de Aprendizagem e Coletividade Aberta de Pesquisa; e conceituar os Estilos de Coaprendizagem.
Formação permanente de educadores, Recursos Educacionais Abertos -REA- e integração dos conhecimentos – Stela Conceição Bertholo Piconez – Univ. S. Paulo
Este capítulo tem por finalidade apresentar uma proposta dinâmica de integração de componentes educacionais abertos, na formação permanente de educadores, para desenvolvimento de proposta pedagógica inter, intra e transdisciplinar. Pretende oferecer para as comunidades de pesquisa subsídios para:
- Compreender a dinâmica inter-relacional de diferentes tipos de conhecimentos (conceituais, procedimentais e atitudinais) apoiada por recursos educacionais abertos (REA).
- Identificar os desafios da complexa dinamicidade na formação docente das questões relacionadas às teorias de aprendizagem conectadas à filosofia de abertura dos REA.
- Conhecer uma aplicação da integração de conteúdos (conceituais, procedimentais e atitudinais e tecnológicos) para o desenvolvimento de projetos ou de episódios-aula, apoiada pela filosofia de REA.
A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses – Nov 2011 – Rita Kop Hélène Fournier (National research Council Canada) e John Fui Sai Mak (Australia) – revista IRRODL
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
Why Online Education is ready for Disruption, now – Nov 2011 – Clayton Christensen
Earlier this year we discussed how the Internet is revolutionizing education and featured several companies and organizations that are disrupting the online education space including Open Yale, Open Culture, Khan Academy, Academic Earth, P2PU, Skillshare, Scitable and Skype in the Classroom. The Internet has changed how we interact with Time. We can be learning all the time now, whenever we want, and wherever we want. And because of that, we’re seeing explosive growth in online education.
OERu vs. Pearsons vs. OEU – Leigh Blackall blog – Nov.2011
Metaphors, Methods and Flows: Elements for a Cartpgraphy of Technology in Learning – 2011 – Ruben Puentedura (Ph.D)
The Effects of Twitter in an Online Learning Environment – Feb 2011 – eLearn Magazine – Logan Rath
How Technology Can Improve Online Learning – and Learning in General – 12 Nov 2011 – The Chronicle – Robert W. Mendenhall, Western Governors University
Quality, enhancement and on-line distance education courses and programmes – 2006 – Peter Knight – Open Univ, UK
Online enrollments in the USA grow 10% in 2011; OERs becoming accepted – post em blog em 9 Nov. 2011 – as estatísticas baseiam-se em dados de Babson Survey Research Group. It is based on responses from over 2,500 institutions (a response rate of 55%).
Three Generations of Distance Education Pedagogy – 2011 – Terry Anderson and Jon Dron – Athabasca University, Canada
This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.
eLearning and Constructivism: From Theory to Application – 2009 – Alex Koohang, Liz Riley, Terry Smith – Macon State College, Georgia, USA e Jeanne Schreurs – Hasselt University, Belgium
This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories – the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.
Transforming Asia through Open and Distance Learning – 2011 – Sir John Daniel – 25th Annual Conference Asian Assoc. of Open Universities, Penang, Malaysia
The state of Penang is an example of successful transformation in Asia based on strengthening the rule of law. Open and Distance Learning (ODL) is an important vehicle for the education that can underpin this process by expanding the freedoms that people can enjoy. Using technology can not only cut costs but also enhance the quality of education and therefore yield important benefits. The development of eLearning has encouraged many conventional universities to offer ODL but research in North America suggests that few are doing it very well. Private forprofit providers are more successful. Research also shows that the notion of a divide in attitudes to eLearning between young ‘digital natives’ and older students is a myth. Technology-mediated learning encourages all students to engage more deeply with their work. Finally, the Open Educational Resource University is described as a potentially radical
transformation in higher education.
Policy for the Poor and Poor Education Policy: an essay review – 2011 – Michael W. Apple – University of Wisconsin, Madison
The Psychology of eLearning: A Field of Study – 2003 – ZHENG YAN, State University of New York at Albany – HEPING HAO, Tufts University – L. JON HOBBS – NING WEN, State University of New York at Albany
In this article, we present our views of the psychology of E-learning as a field of study that is important, interdisciplinary, emerging, and promising. We first define E-learning as the third learning system in the history of human learning, specify two major E-learning practices in education and corporations,
and indicate the importance of psychological studies of E-learning. We then point out the interdisciplinary nature of the psychology of learning and summarize the existing literature of the psychology of E-learning in cognitive, social, developmental, and school and counseling psychology. We comment on major accomplishments and limitations of the special issue, and conclude with a brief discussion of possible future research directions.
Visitors and Residents: A New Typology for Online Engagement – 2011 – David S. White and Allison Le Cornu
Knowledge Building: Theory, Pedagogy and Technology – 2006 – Marlene Scardamalia and Carl Bereiter – Resumo- http://reganmian.net/wiki/ref:scardamalia2006knowledge
How to Create Nonreaders: Reflections on Motivation, Learning and Sharing Power – 2010 – Alfie Kohn
What a teacher can do – all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. Motivation – at least intrinsic motivation – is something to be supported, or if necessary revived. It’s not something we can instill in students by acting on them in a certain way. You can tap their motivation, in other words, but you can’t ‘motivate them’.
Designing an assessment system – Derek Rowntree, professor of educational development, Institute of Educational technology, Open University, UK.
As any HE teacher soon becomes aware, assessment is a major concern in designing and running a course. It can take up a large part of both teachers’ and students’ time, cause considerable anxiety and play a major role in determining how and what learners learn. A recent study at Leeds Metropolitan University (Innis, 1996) confirmed one’s suspicions that most of students’ out-of-class study time is devoted to assessed tasks. Indeed, it has often been observed that assessment is the tail that wags the educational dog — but is it always wagging as we might wish? The purpose of this essay is to help you develop or improve an assessment strategy that will truly foster and reward your students’ learning.
Universal Instructional Design Principles for Moodle – 2010 – Tanya Elias – Athabasca University, Canada
The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.
Peer-To-Peer Recognition of Learning in Open Education – 2009 – Jan Philipp Schmidt, UN University MERIT; Christine Geith, Michigan State Uni; Stian Haklev, University of Toronto; Joel Thierstein, Rice University.
who will leverage technology—and be leveraged by it—will be the distinguisher of learning outcomes among schools and nations. But in order to allow for such a drastic reshaping of the education system in the U.S., myriad policies affecting teachers—from professional development to compensation—will need to be revamped. This paper outlines how.