3. A little history of Online
education
After phases of evolution, such as instructional,
through courses by mail (40's), cassettes (70s) and
even CD's and DVD's (80's), distance education
takes a pulse quantum with the advent the
internet (in the 90s) and it stands as a new way of
thinking about the world and develop
relationships with knowledge Pierre Lévy (1997).
http://youtu.be/j47qTc18_Qg
5. Three approaches to distance
education, according to Valente
(1999)
According to Valente (1999) there are three
approaches in distance education.1 - A The call
broadcast, which is nothing more than the
transmission of information via technological
apparatus.
6. 2 –-Virtualization classroom classroom, where the
teacher transfers to the virtual space the same class
dynamics classroom.
Unfortunately that’s what we see around:
http://youtu.be/xLRt0mvvpBk
7. 3 - Finally, the approach "virtual togetherness"
dominated by dynamic communication mediated by the
teacher, through technology, making the cycle
constructionist "description-execution-reflection-
debugging-description."
http://youtu.be/ShRODbkFIJ0
8. Following the story of Ead and
technological advances:
The Web 1.0 (first generation) did not allow even the
experience of digital dialogism and mediation shared
(PESCE & BRUNO), between teachers and students,
the experience of the concept of co-authoring still not
pronounced.
9. It was with the advent of Web 2.0 (second
generation) that cyberculture is consolidated.
With the second generation of the Internet, the so-
called Web 2.0, is that cyberculture is consolidated.
With the arrival of Web 2.0, the architecture
intertextual, hypermedia, and dialogical coautoral
cyberculture might more properly be thought of in
the educational, as we will see below, from notes in a
previous publication (PESCE, 2010).
http://www.youtube.com/watch?v=hCFXsKeIs0w
10. Second Generation - Web 2.0
Now with cyberculture, the user enters as a producer
and content developer and not only as a receiver
message and / or learning content posted by others.
Cyberculture combines text, audio, image, animation
video, hypermedia nature, enhancing publishing,
sharing and organizing information, expanding the
interaction space.
http://youtu.be/NJsacDCsiPg
11. Online education
and interactivity in its scope:
To Lévy (1997), ICT (information and communication
technologies), bring a new way of thinking about the
world and develop relationships with knowledge.
Social networks oppose the cultural industry,
impacting the current corporate organizations
(Adorno & Horkheimer, 1985), and Antoun (2008), in
contrast to irradiated media, they promote
community activity or interest, not only thanks to the
democratization access to information, but also the
production and publication of "participatory
surveillance", a term which refers to the set of
expressions of opinion as comments posted in digital
environments.
12. This video goes to show the potential of
interactivity in cyberculture mediated by Web 2.0
tools.
http://youtu.be/ugzHL4qA0eo
13. So here is a summary of the contribution of
cyberculture for qualitative improvement of
online education:
Cyberculture nods to other logic DL, not the
instrumental, pragmatic and prescriptive;
Cyberculture enables expansion from the perspective
of otherness, promoting links between social subjects
from different cultures, living socio-historical
circumstances like;
Cyberculture offers the possibility of working with
different dimensions of language (text, imagery, noise
...);
14. The record of interactions in cyberspace brings an
important contribution to metarreflexão the student,
the teacher and the group on the process of
knowledge construction, the interface between the
intra and intersubjective dimensions;
The characteristics of the devices and interfaces
coautorais cyberculture nurture the full experience of
mediation and shared digital dialogy: founding
elements of the formation of learning communities,
beyond time and space of the classroom.
http://www.slideboom.com/presentations/355612/PIGEAD_UFF_AVMC_Tar
efa-Semana4_Silvio_Luis_de_Carvalho
15. Conclusion:
Students of distance learning (distance
education) have not yet realized the
potential of their interventions in an
environment of interaction (VLE) and
learning. They do not realize the
importance of his words spoken there,
registered, either synchronously or
asynchronously, the fact that particular
group and perhaps the world, having
read his words and shared their
knowledge, and not stopping there,
once there recorded can still be
accessed by millions of people, how
many times they want. If we compare it
with the present teaching, where these
words can simply be ignored,
esvanecidas, forgotten and never
revisited.
16. References:
TV ESCOLA – Cibercultura: o que muda na educação –
Disponível em:
http:/tvbrasil.org.br/fotos/salto/series/212448cibercultu
ra.pdf. Acesso em 13 de maio de 2011.
SILVA, Marco – O que é interatividade – Disponível em:
http://youtu.be/ShRODbkFIJ0 . Acesso em 13 de maio
de 2011.
CARVALHO, Sílvio L. – Pigead/Uff – AVMC –
Disponível em:
http://www.slideboom.com/presentations/355612/PIG
EAD_UFF_AVMC_Tarefa-
Semana4_Silvio_Luis_de_Carvalho Acesso em 14 de
maio de 2011.
