Quinta-feira, 24 de Fevereiro de 2011
Good feelings

Neste momento sinto-me como na animação, a caminhar bem no percurso deste doutoramento (vou registar o momento para recordar nos momentos de stress).


At this moment, about my PhD walk, I feel like in this animation (I'll register the moment to return to in moments of stress).


Segunda-feira, 21 de Fevereiro de 2011
Reflections about Networked Learning and PLE

In Networked Learning people learn within networks as a part of them, receiving and contributing to the creation of knowledge. The Social Web and the Web2.0 tools have certainly contributed importantly to this way of learning. RSS feeds and comunicating in an online open way through blogs, wikis, twitter, facebook, and many other tools, has provided the learner with an environment within which to interact and connect, demanding a continuous exercise of autonomy and responsibility in their use to learn.

In Wendy Drexlers paper "A Networked Learning Model for Construction of Personal Learning Environments in Seventh Grade Life Science" (2010), its stated that in the 7th grade class networked learning environment the students success depended highly on their motivation and teachers strategic guidance, adding that it would "require considerable teacher professional development and possibly a philosophy different from that of most current educators".This issue is very important for me as a teacher to reflect about. It is not easy to build a PLE, or I might say it was not easy for me. I started last year  (2010) in September to better understand what a PLE is, and to try and build my PLE. It was in one of the PhD class, and the tool asked for me to use was Netvibes. It was only then I truly understood the power of RSS feeds in updating me with all the content on the websites, blogs I consulted everyday or just randomly once in a while. I had used GoogleReader or Twitter to update some information, but to think I could have an open online space as a PLE was something new to me. I then began to search about PLEs in education, and soon enough I found the video 'Welcome to my PLE' with a 7th grader explaining how she built her PLE for Science class. The video is very good in showing how in the teaching practice we can integrate the PLE as a learning experience for the students, its very clear in showing how the student manages all the pages she consults for personal entertainment and school work. My first thought was that this must have been some special student achievement :)...could it be built by a 7th grader?! OK, lets have confidence on our 7th grade students :) The issue is that, it is possible! The questions are: Is it possible to apply Networked Learning in schools with large classes with students heterogeneous in the ability to use technology? My reflections take me to think that with numerous and heterogeneous classes the necessary balance demanded of the teacher between the necessary relinquish of their authority as intellectual managers and students autonomy, would be far greater and more difficult to obtain. In this type of learning its development lead to an increase of one-to-one or small group teacher facilitation, bigger classes will also have bigger difficulties to manage those supports in the frequency needed. Younger learners need more support in their learning, and the bigger the classes more computers will be used and consequently more technical support will be needed, and some frustration can lead to difficulties in students motivation towards this approach to learning.

On the other hand, a growing number of young learners outside formal education are using digital technologies, increasing their exercise for autonomy learning, autonomy to choose the tools that best suit their interests and needs to learn. This can facilitate the teachers challenge to integrate these tools in class and for the development of a PLE by students. Students are challenged to continue the learning process initiated in the classroom, and transfer that knowledge to the outside of school walls, or vice-versa, capable of developing their own PLE for all subjects of interest throughout their life, as a lifelong learner.

Terça-feira, 15 de Fevereiro de 2011
Reflections about PLE tools

The definition of PLE I feel more connected to, is from Attwell, when he states that PLEs are the comprise of all the different tools we use everyday for learning formally and informally. Does this mean its every tool I use? Well...yes, why not? It seemed somewhat confusing and disperse the first time I thought about it, but after I tried to build up my own PLE by using Netvibes to aggregate all the feeds from the web places I was learning from or thought I would learn from, I began to understand how important was the idea of "all the different tools we use everyday". I felt that the Netvibes was one more tool, but not 'the' tool. I imagine a PLE as more organic, with an easy flow between the web references and tools I choose to aggregate and use. But as a teacher, I see Netvibes as one great tool to help me organize and aggregate content to share online with students.

To be more organic nowadays, I believe the person needs to be an excellent user of the tools. Maybe in a close by future, that excellence won't be necessary to go with the flow of online connected knowledge!

[Art Education is the topic for inquiry for me to build my PLE, in the PLEK12 course.]

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Segunda-feira, 14 de Fevereiro de 2011
Begining of PLEK12

I will use this blog to publish my participation and reflections about the learning in the open course PLEK12. All related posts will have a PLEK12 tag. As soon as I find out how to share this link with the rest of the group I'll feel connected :)


Quinta-feira, 10 de Fevereiro de 2011
Um início motivador

O início da unidade curricular 'Arquitecturas Cognitivas', do Programa Doutoral, apresenta um vídeo com uma estrevista feita a Michael  Wesch, sobre anti-teaching and how to engage today's students. Foi solicitado a cada aluno que fizesse um comentário relativamente a este vídeo.


O meu comentário:

Considero que o ideal de “teaching” é o que Wesch denomina como “Anti-teaching”: “inspiring good questions and not giving them (students) the answers”. Como professora do 2º ciclo do Ensino Básico não me é possível recordar a quantidade de vezes que entre alguns colegas esta questão foi falada, na qual se afirmou que “teaching” não é dar aos alunos todas as respostas, afirmando convictamente a necessidade de inspirar mais questões nos alunos. As questões são de facto muito importantes para motivar a aprendizagem, para a tornar significativa. A pergunta inicial colocada a Wesch é: "how do we learn in the Internet age?" E a resposta não se centra na tecnologia, mas centra-se na inteligência colectiva e nos processos que melhor beneficiam a aprendizagem: colaboração; participação. Centra-se na inter-relação entre as pessoas de uma comunidade educativa. Centra-se no respeito, admiração, “love” que se tem pelos alunos, reconhecendo que cada um é inteligente e que activamente contribuirá para o ambiente de aprendizagem. A ideia que as instituições precisam de criar espaços (físicos e online) onde as pessoas podem encontrar-se para partilhar ideias e inspirarem-se mutuamente, na minha opinião responde à forma como muitos alunos já procuram hoje os grupos/comunidades online para partilhar e construir experiências, ter a sua voz ouvida. Talvez até se aproxime do conceito dos espaços de tertúlia, mas tirá-los do “café” e trazê-los para a instituição :). Igualmente me parece fundamental que Wesch afirme que os ambientes de aprendizagem que “estão em todo o lado”, em todos os dispositivos através dos quais acedemos a esses espaços, não tornam a escola menos importante. A escola é importante porque a comunidade é a chave para a inteligência colectiva “nós”, para a conexões a outras pessoas. Até neste programa doutoral já sentimos a necessidade destes encontros presenciais no espaço físico da UA, que permitem um trabalho nos espaços online muito mais envolventes, motivados e produtivos. Concluo reafirmando que o que Wesch afirma como “anti-teaching” é o que idealizo como “teaching” em pleno. Viva o “anti-teaching” e todos os ambientes de aprendizagem físicos ou online que o sustentem :)



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