Cooperative Freedom In NKI

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This learning object tries to demonstrate how the theory of cooperative freedom may influence a student on taking an online course at NKI.
This work is a result of my research for for Unit1 "Cooperative Freedom" of the course "Pedagogical Processes for elearning"

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Cooperative Freedom In NKI

  1. 1. Unit 1 of 3 Processos Pedagógicos em eLearning Mestrado Pedagogia do eLearning
  2. 2. This is Erica. She lives in Norway and she is thinking about her academic future. She finished her graduation recently, but is already looking for a master degree. She wants to start working but, at the same time, continuing her studies. She heard that online education may be a good solution for her new educational goals. But how is she going to adapt to a new learning experience?
  3. 3. Erica decided to search the Internet for online courses in Norway and found Norwegian Knowledge Institute (NKI). http://www.nki.no/ But what could Erica expect from online education from NKI? NKI is Scandinavia’s largest provider of distance education and among the European Megaproviders of online education. Having 14.000 students, about two thirds of the students are enrolled in NKI’s more than 450 online courses.
  4. 4. To support their online students, NKI operates a self-developed LMS system named SESAM. It is developed to support cooperative freedom and transparency in a large-scale NKI facilitates individual freedom online education By doing within a learning community in which environment. this online students serve as mutual resources without being dependent on each other.
  5. 5. The pedagogical approach of NKI for How to online education is based on the combine this learning Theory of Cooperative Freedom, styles? developed by Morten Paulsen The theory claims that adult students: Seek individual flexibility and freedom. Others may need or prefer cooperation and social unity.
  6. 6. Challenge: How to help those who are interested in cooperation to engage in a network of learners and learning resources? The Theory of Cooperative Freedom is And to stimulate the rest to based on the following three pillars: contribute to the learning community? 1. Promoting individual flexibility. 2. Voluntary, but attractive participation. 3. Promoting affinity to the learning community.
  7. 7. But how is this pedagogical philosophy going to influence Erica’s learning progress ? How is she going to: Prepare her study? Individual Organize her study time? flexibility Keep motivated? Cooperation Interact with other and social unity students?
  8. 8. Students may prefer to study during the weekends, at night or whenever they have time available. A high level of freedom allows students to communicate whenever it is convenient for them. An LMS is available 24 hours a day, 365 days a year. It gives instantaneous access to information whenever it is convenient for the students. Erica can study whenever she wants
  9. 9. Distance education programs with a high level of freedom let students choose where they want to study. Some may want to meet in a classroom with their peers, while others prefer to study at home, at work, or wherever a busy life situates them. An LMS can be accessed worldwide, wherever there is a Internet connection. Erica can study wherever she wants
  10. 10. Pacing implies meeting deadlines for starting a course, for examinations, and for assignments. Deadline should be flexible allowing students to set the deadlines or select one of several deadlines. Students should be allowed to spend the time they require to complete a course and to decide when to start a course and how fast to progress in it. Erica can study at her own pace
  11. 11. Programs with a high level of freedom provide students with access to several media or sources of information: print, video, web, online meetings, chats, social networks, etc. This approach will support different learning styles and prevent exclusion of students lacking access to, or knowledge of, high technology media. Erica can select her study materials
  12. 12. Programs that aspire to a high level of freedom must eliminate discrimination on the basis of social class, entry qualifications, gender, age, ethnicity, or occupation. Students should decide for themselves whether they are capable of pursuing the course of study. With the massive dissemination of Internet access, more people learn from using computers at home, school, or work. Erica can access new learning opportunities
  13. 13. A high level of freedom allows students to choose among a range of courses and to transfer credits between programs and universities. Online Education has the potential to enhance inter-college collaboration, allowing students to select their curriculum. Erica can select what she wants to learn
  14. 14. Erica is very pleased with the learning opportunity offered by NKI. She found an educational philosophy that offers individual flexibility and freedom, just like she needed. But at the same time, she wants to seek group collaboration and social unity with other online students. But how will she achieve unity and cooperation?
  15. 15. In the following units I‘ll try to show how Erica is going to develop her learning activities in NKI: Unit 2: Online Teaching Techniques. Unit 3: Transparency in Online Education.
  16. 16. This work was based on the following bibliography: Paulsen, Morten Flate. “The Hexagon Of Cooperative Freedom: A Distance Education Theory Attunedto Computer Conferencing.” The DistanceEducation Online Symposium DEOSNEWS, 1993, Vol. 3 No. 2 edition. http://www.nettskolen.com/forskning/21/hexagon.html. Paulsen, Morten Flate. “Cooperative Online Education.” Seminar.net. http://www.seminar.net/index.php/volume-4- issue-2-2008-previousissuesmeny-124/100-cooperative- online-education. Hugo Domingos www.visualcv.com/hugodom

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