Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Some Experiences with Cooperative Freedom and Transparency in the MPEL Master Programme at the Universidade Aberta


Published on

A 40-minutes presentation at the MPEL Conference in Lisboa, Portugal

Published in: Education

Some Experiences with Cooperative Freedom and Transparency in the MPEL Master Programme at the Universidade Aberta

  1. 1. Some Experiences with Cooperative Freedom and Transparency in the MPEL Master Programme at Universidade Aberta Morten Flate Paulsen The presentation is available via my homepage at: A 40-minutes presentation, 14.05.2010, The MPEL Conference, Lisboa, Portugal 1
  2. 2. Introduction for people who not attended the presentation This school year, I have lived in the Portuguese coastal town of Cascais just west of Lisbon. I have an appointment as professor associado at Universidade Aberta and teach the online course Processos Pedagógicos em Elearning included in the master program Mestrado em Pedagogia do Elearning. It has in many ways been an exciting and challenging experience. The course framework I have been responsible for both development and implementation of a 16- week online course with about 20 students in both fall and spring semester. The course has 8 ECTS credits and students are expected to spend about 8 hours a week studying it. Before the course started, I had to create a learning contract describing learning goals, content, implementation and evaluation. The teaching should be conducted in Moodle, but with the active use of Web 2.0 services. I was also told that all students had their own blogs on open sites such as and 2
  3. 3. In 2007 Aberta and NKI were among the 26 Megaproviders of e-learning in Europe • trends/NKI_Article.pdf • trends/Aberta_Article.pdf 3
  4. 4. Similarities and differences between NKI and UA 1. Private, but some financial support 1. Governmental, but students pay from the government some tuition fees 2. Secondary, vocational and university 2. University courses courses 3. Started as a correspondence school 3. Started as a correspondence school in 1959, used 20 years to become in 1988, used 5 years to become an an online school online university 4. About 400 online courses 4. About 500 online courses 5. 12.000 online students 5. About 10.000 online students 6. Self developed LMS 6. Moodle LMS and PLEs 7. About 130 part-time tutors 7. Many full-time teachers 8. 250 students per class 8. 25 students per class 9. Payment per submission 9. Payment per course 10. NKI develops the courses 10. The teacher develops the course 11. Individual start up and progression 11. Group based start up and progression 4
  5. 5. NKI students have individual progress plans UA students have collective progress plans Copyright Atle Løkken 5
  6. 6. NKI introduced the individual planning system in 2004 assignments that are completed assignments that are delayed according to the plan assignments that are planned 6
  7. 7. NKI’s Learning Partner System 1. Make your personal presentation 2. Decide who may access it (Closed, Limited, Open or Global) 3. Search for potential learning partners 4. Invite somebody to become your learning partner 7
  8. 8. NKI has 1600 global student presentations 8
  9. 9. NKI’s Philosophy on Online Learning We facilitate individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other. We build on adult education principles and seek to foster benefits from both individual freedom and cooperation in online learning communities. Cooperative learning is based on voluntary participation in a learning community 9
  10. 10. Cooperative freedom and online teaching techniques are described in my book, which you can download from the Internet. Online Education and Learning Management Systems: Global E-learning in a Scandinavian Perspective.. The book’s website:
  11. 11. Six Dimensions of Freedom It is difficult to combine individual flexibility and cooperation
  12. 12. Six Dimensions of Freedom It is difficult to combine individual flexibility and cooperation
  13. 13. One may say that: Individual learning is conducted alone Cooperative learning takes place in networks Collaborative learning depends on groups 13
  14. 14. 14 This slide is made by Hugo Domingos
  15. 15. Transparency improves quality …of system data, course content, course work etc…. 15
  16. 16. Transparency promotes cooperation Dalsgaard, C. and Paulsen, M.F. (2009) Transparency in 16 Cooperative Online Education. IRRODL, Vol 10, No 3.
  17. 17. Trancparency may be good for promotion and marketing of online courses A lot of scholars, decision makers, prospective students and search engines see what the UA students do 17
  18. 18. So, I promote transparency - as long as students can choose their own transparency level 18
  19. 19. I wanted to use the course to demonstrate for the MPEL-students what I mean by cooperative freedom, online teaching techniques and transparency. Some of the MPEL-students at Futuralia 19
  20. 20. Processos Pedagógicos em Elearning The Course has 4 Study Units 1. The Theory of Cooperative Freedom 2. Online Teaching Techniques 3. Transparency in Online Education 4. Final report, reflection and refinement 20
  21. 21. Each Theme has 4 Week-long Activities 1. Find, study and share materials related to the theme and organizing it together with ideas and thoughts in an annotated bibliography in your blog 2. Produce a learning object related to the theme, publish it somewhere 3. Write reviews in the forum on one annotated bibliography and one learning object published by colleagues 4. Take part in a structured discussion on issues related to the theme 21
  22. 22. The students’ work is available at 22
  23. 23. Activity 2: Learning Objects!/group.php?gid=206533992596 23
  24. 24. 24 /#q.b700875.i3706651
  25. 25. Activity 4: Structured discussion • One-Question-Interviews – Terry Anderson: About Cooperative Freedom – Stephen Downes: Collaboration vs Cooperation • Debate: Transparency vs Privacy • Debate: self-paced versus group-paced progression • Roleplay on workload 25
  26. 26. Sónia’s final report: _process_-_sv Mónica’s final report: 26
  27. 27. In summary • The students publish their work in blogs (Blogspot, Wordpress etc.) • They share it in Moodle, Facebook and Diigo • They make learning objects in Toonlet, Glogster, Slideshare, Youtube, Issuu, Voicetread etc. • It’s much work to overview this distributed learning environment • The “entire world” can see our work and give us feedback • Many tutors and students may not be comfortable with this extreme openness. 27
  28. 28. Now What? • I will return to Norway to work with NKI, EDEN, Guadalajara, Athabasca, Scandinavian multimedia journalism and e-teacher 2.0 • If possible, I would like to continue my engagement with UA • It would be nice to offer an international version of our course with for example UA, NKI, UOC in Spain and University of Guadalajara in Mexico 28
  29. 29. Muito obrigado! Algumas perguntas? The presentation and more information will be available via: 29