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Alexandra Okada OUUK

Alexandra Okada OUUK
Paulo Moreira Minho
Ana Hessel PUCSP
Leonel Tractenberg UERJ
Giovanni Farias UFCG

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    openlearntools openlearntools Presentation Transcript

    • CoLearn Collaborative Learning and Educational Technologies Collaborator in the OpenLearn Project Alexandra Okada OU - UK Paulo Moreira Minho University Leonel Tractenberg UFRJ University Ana Hessel PUCSP University Giovani Farias UFCG University
    • CoLearn Open Research Community Informal Learning Collaborative Learning Open Sensemaking Communities FLASHVLOG FM COMPENDIUM LABSPACE Topics Tools maps webconference video Moodle – LMS Learning Styles Alexandra Okada
    • 800 people 160 participants Alexandra Okada Alexandra Paulo Leonel Ana Giovanni CoLearn Open Research Community
    • Open Learning Communities are constituted by Active Participants (Reagle, 2004) Collective knowledge Similar interests with Transparent process Open access productions interacts and constructs through
    • With the emergence of online communities and social networks , one of the greatest challenges is to understand what factors influence informal learning and participation in these voluntary contexts Gray (2004). Can OpenLearn tools help learners to expand their social networks and informal learning?
    • Co L e a r n FM webconference for High School students to support informal learning Paulo Moreira University of Minho Centro de Competência Portugal
    • We have no doubts about the constructivists learning theories that the majority of the most recent platforms are based, but we have some reservations on its effective application if we consider that the capacity to "Modelling" the platforms is mainly in the hands of the administrators or the teachers. Users, the knowledge builders, are almost limited to the opportunities the directors make available for them . . Valente and Moreira(2007)
    • How can OpenLearn tools be used to enhance informal learning and promote collaborative communities around open educational resources considering different learning styles ? Okada, Moreira, Hessel, Farias, Tractenberg and Barros (2008)
    • This example shows a FM webconference: Tools, Models and Learning Styles presented by Lecturers from Minho PT, UNED Spain and OU-UK for teachers and students from a High School in Portugal. Moreira Conference 3 Lecturers from Spain UK and Portugal Teachers and Students from a High school in Portugal Students questions and comments My interests focus on the uses of technologies in school for active learning. My research in CoLearn is to analyse how OpenLearn tools can suport students as knowledge builders in their learning communities.
    • In Colearn Community we share all FM webconferences, Slideshare presentations, Compendium Maps and Discussion foruns Moreira FM conference open for everyone Conference slides shared previously Compendium map of the conference and references Forum for further discussion Teachers & students can access materials, and use tools to create and share knowledge.
    • Co L e a r n FM seminars for undergraduates to promote participation and meanigful learning ANA HESSEL Pontificia Universidade de São Paulo Centro de Tecnologias e Mídia Digitais
    • This FM is a seminar in Portuguese presented by Professor Basbaum from PUC-SP. I was the moderator and the participants were undergraduate students from Technology and Digital Media course . We used audio, text and image in FM. My investigation is to understand what skills are important for moderating FM webconferences to promote participation and meaningful learning. Seminar Students Interaction (text) Ana Hessel
    • FM webconference was an important tool for engaging students in critical discussions using diverse media considering their different learning styles. Participants found easy to share their questions and opinions in FlashMeeting. Ana Hessel Seminar Students Interaction (audio)
    • Co L e a r n Compendium maps for postgraduates to develop critical and creative thinking LEONEL TRACTENBERG Universidade Federal do Rio de Janeiro Nucleo de Tecnologias para Educação da Saúde
    • I used Compendium in a postgraduate course “ Psychology in Cyberculture ” in Coimbra and Barcelona University. Tractenberg My research focuses on how cognitive maps help postgraduate students develop critical and creative thinking Compendium WEB Users can create their maps by dragging and dropping resources on the web
    • My students created maps for a brainstorm of questions (queststorm) and organising images and concepts in groups. This is a FM conference for CoLearn participants where I presented my framework: Inquiry Learning and Web Map Quest Methodology Compendium Tractenberg
      • Students found maps very u seful for organising knowledge and collaborative learning . In this Compendium map (in Spanish) they investigated “ Por qué es interessante trabajar en Equipos Virtuales ?”
      IMAGES WEB IDEAS PAPERS OPENLEARN ARGUMENTS QUESTIONS Tractenberg
    • Co L e a r n Short videos in FlashVlog for online course GIOVANNI FARIAS Moodle Partner Brazil - GFarias Centro de Pesquisa em Ambientes Virtuais de Aprendizagem
    • This is a portuguese tutorial in LabSpace for CoLearn Community. I used FlashVlog to show how to prepare short videos in online courses. Farias My work aims to investigate how virtual learning environments can be more attractive and collaborative with knowledge media tools such as FlashVlog for short videos This tutorial was based on a workshop “ Producing video for eleaning ” that I organised for CNIE2008 conference at Athabasca University Canada.
    • Compendium Map The main objective of this tutorial is to help users create more attractive and interactive Open Educational Resources I connected short videos with content and discussion forum. Farias
      • OpenLearn tools indicate new ways to promote Meaningful Learning by:
        • offering a multimedia environment : text, image, sound and video;
        • allowing learners map and construct knowledge ;
        • facilitating informal and collaborative learning
        • engaging people in critical discussions and creative thinking ;
        • helping learners build their own communities .
      Okada
    • Co L e a r n REFERENCES Colearn Community: http://colearn.open.ac.uk OpenLearn Educational Resources: http://openlearn.open.ac.uk/ TOOLS Compendium Institute: www.CompendiumInstitute.org/ FlashMeeting Project: http://flashmeeting.com/ FlashVlog: http://flashvlog.open.ac.uk PAPERS Open Sensemaking Communities: www.kmi.open.ac.uk/projects/osc REAGLE, J. (2004). Open content communities. M/C: A Journal of Media and Culture, 7. http://journal.media-1culture.org.au/0406/06_Reagle.rft.php . STAHL, G. (2006). Group Cognition: computer support for building Collaborative Knowledge.London: MIT Press WILEY, D.(2006). On the sustainability of open educational resource initiatives in higher education. < http://opencontent.org/docs/oecd-report-wiley-fall-2006.pdf > BOOKS Estratégias Pedagógicas e Estudos de casos Moodle