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Concede 2011 mjl evolving practices ugc

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Apresentação (1º esboço) a fazer na Conferência CONCEDE, 14 de Setembro, Oeiras.

Apresentação (1º esboço) a fazer na Conferência CONCEDE, 14 de Setembro, Oeiras.

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  • Let me first introduce myself and where I came from - my name is Maria João Loureiro and I came from Aveiro, Portugal, a little town between Oporto and Coimbra. Aveiro is frequently named the Portuguese Venice or the Portuguese “art-nouveau” town. I think the photographs tell by themselves. The town is also known by it beautiful light. Since the town is near a 50 Km long lagoon, connected with the sea, one of our oldest traditions is related with the production of marine salt and fishing. Aveiro was one of the most important towns of the country in the XV century. We have a typical boat, the “moliceiro”. This last image is a detail of a popular painting made in one of those boats.
  • The Univ. of Aveiro, is a new university, created in 1973, with around twelve thousands students. We have several graduation and post-graduation degrees, in several domains. The Uni. of Aveiro is one of the members of the European Consortium of Innovative Universities, we also have the ECTS label and a very beautiful campus. We hope you will all enjoy the place next year.
  • The project participant (30 teachers and 10 researchers) are also presented as well as how the IPEC CoP evolved. Then some results are described and discussed. Finally, I will share with you some of our doubts and questions.
  • The methodology is based on a case study, being the case the CoP itself. A variety of research tools are being used, such as interviews, documental analyses, observation and questionnaires.
  • The methodology is based on a case study, being the case the CoP itself. A variety of research tools are being used, such as interviews, documental analyses, observation and questionnaires.
  • No ponto anterior – dinâmicas de interacção , foi feita uma primeira abordagem às dinâmicas criadas nos diferentes grupos que importa aprofundar num futuro próximo. Não obstante, cremos poder avançar que o trabalho desenvolvido até ao momento permite assinalar que através das interacções na CoP foi possível: - identificar uma temática curricular de trabalho a desenvolver, bem como as áreas de dificuldades – avaliação e competências, o que poderá ter contribuído para as clarificar e aprofundar. Note-se que está prevista uma análise mais detalhada das discussões em curso e a recolha das percepções dos participantes no que respeita ao desenvolvimento pessoal e profissional que as interacções desencadearam; - desenvolver materiais curriculares de qualidade , segundo a opinião dos professores e investigadores envolvidos, e segundo as reacções dos alunos depois da respectiva implementação; - proporcionar aos professores a solicitação de informação bibliográfica que ajude a encontrar respostas para as suas dificuldades. Esta informação serviu de fundamentação à elaboração dos materiais produzidos e, necessariamente, cremos, ao crescimento pessoal e profissional dos envolvidos . O acesso facilitado à informação bibliográfica disponibilizada e a sua discussão terá também contribuído para a qualidade dos materiais curriculares desenvolvidos/adaptados; - facilitar aos investigadores o reconhecimento das dificuldades emergentes da prática lectiva dos professores envolvidos e, portanto, aproximar-se dessas mesmas práticas , apropriando-se das condições em que elas ocorrem. O acima exposto, cremos, não é despiciente no quotidiano dos investigadores em Educação em Ciência e constitui factores que podem aproximar a investigação e as práticas lectivas em Educação em Ciência, objectivo do projecto apresentado neste documento.
  • Transcript

    • 1. Maria João Loureiro Aveiro Oporto Coimbra
    • 2. University of Aveiro
      • created in 1973
      • around 12.000 students
      • graduate and post-graduate courses
          • teachers education
          • sciences, math, …
          • engineering
          • Health
      • member of the European Consortium of Innovative Universities, ECTS label.
    • 3. Summary
      • context
      • user generated content experience
        • objectives
        • methodology
        • results
      • relations with Concede Framework
    • 4. Context
      • Problem
      How to improve? Research interaction interaction Practice (Sec.edu, HE…)
    • 5. Context
      • Focus
      bLearning nature strategies assessment IMPACT Online context practices research
    • 6. Context (PhD program)
        • PhD program in M ultimedia in Education module
          • Distance Education (DE) – two editions (2008/09 and 2010/11)
        • blearning regime
          • face-to-face and at a distance
          • group work
        • DE module aim - develop research competences (good enough doctorate, Wisker, 2010)
          • search, select, systematize, synthesize and literature related with DE;
          • communication, collaborative work and assessment competences (self- and peer- assessment)
    • 7. Context (literature)
        • PA benefits:
          • promote higher order thinking, developing students’ critical thinking, communication, lifelong learning, problem solving…
          • increase the amount of feedback, from teachers and from peers
          • enhance students’ sense of ownership, responsibility and students’ motivation, since they find it useful, attractive and enjoyable
          • support active and autonomous learning
          • can avoid the involvement of free-riders in group work, i.e, facilitate the identification of individual contributions
    • 8. Context (literature)
        • PA pitfalls :
          • students’ attitudes toward PA may hinder the above mentioned benefits –students’ unconfident towards PA - judging friends – increase students’ anxiety and resistant toward PA
          • PA is time-consuming – training, preparation, and monitoring are needed
          • PA can be subjective – students might be too hard, critical or boasting, or not used to assess their peers
        • PA advantages increase – formative feedback
    • 9. UGC experience (methodology)
        • strategies
          • Project work, problem solving, collaborative learning and assessment for learning -> quality in online learning.
        • duration of the DE module was:
          • in the first edition (2008/09), a five-week period;
          • in the second edition (2010/11) shorter period (four weeks).
        • results of the evaluation of the first edition (Pombo et al., 2010) -> changes in the design of the module:
          • eAssessment activities ;
          • communication technologies used.
    • 10. UGC experience (methodology)
      • Changes in 2010/11 edition:
        • provided extra opportunities for PA and use of assessment criteria of the group work
          • it was used for formative e-assessment of three versions of the ongoing work instead of one;
        • assignment made by email -> confidentiality -> authenticity.
    • 11. Final thoughts
      • Relations with the CONCEDE framework
        • definition of UGC
          • content created by postgraduate students (literature reviews)
          • shared freely
          • during the writing process the content has not been evaluated through a process of formal peer review
          • students performed self-reflexive task concerning the group work and the developed competencies.
        • CONCEDE framework for the peer creation - peer-validation work
          • writing process involved the activities presented in table 2.
          • DE module has been evaluated by the students, by university professor not involved in the module (peer-evaluation) and submitted for publication in journals as well as international conferences, the experience has been evaluated at the first and second level of the quality pyramid (Module 3 of the framework).