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LO 2 When students become teachers Fevereiro 9, 2010

Filed under: ppel — helenaprieto @ 9:54 pm
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When searching for another tool to produce a learning object for this unit, I came across glogster, and since then I’ve been telling everyone about it. I find this tool really interesting and funny to use. It is also very flexible and we can adjust the presentation to suit a more funny style or to a more clean and professional look. It is also possible to use it for Portuguese. I’ve tried because some one in the forum said that it didn’t work in Portuguese. Well I found out that the teacher version does. And you can see another experience in Portuguese
[gigya width=”650″ height=”880″ src=”http://edu.glogster.com/flash/flash_loader.swf?ver=1265635534″ quality=”high” flashvars=”sl=http://edu.glogster.com/flash/glog.swf?ver=1265635534&gi=4893200&ui=2348683&li=3&fu=http://edu.glogster.com/flash/&su=http://edu.glogster.com/connector/&fn=http://edu.glogster.com/fonty/&embed=true&pu=http://edu.glogster.com/blog-thumbs/2/4/89/32/4893200_2.jpg?u=ae24ed24f941b0419f618466c8239203&si=13&gw=6,5,0&gh=8,8,0″ wmode=”window” ]


Review on an annoted bibliography Janeiro 22, 2010

Filed under: ppel — helenaprieto @ 8:19 pm
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Teresa Fernandes’ annotated bibliography is very well structured considering the items suggested for evaluation by Mónica and Sandra on their Learning Object on assessment, that are as follows:

1. The sites in the annotated bibliography are relevant
2. The webgraphy is written correctly (mentioning author, date, site and date when it was seen)
3. The design of the blog entries helps the reading process
4. Mentions the important aspects of the sites/articles read
5. Adds personal comments to the annotated bibliography

In her annotated bibliography at http://teresanauniv.blogspot.com/ Teresa starts by explaining clearly the purpose of this bibliographic research in the introduction part.

Her work is structured with an entry for each article with the correct way of indicating the items needed – author, date of publishing, title of the article, the date of access followed by the indication of the site where the article was found.

She briefly summarizes the main ideas of each article, organizing it in short texts following the entry for each article. And she keeps the same structure through out the her post.

Since from the summaries she wrote for each article any reader can draw some interesting conclusions and clarify some key concepts regarding cooperation and transparency, this annotated bibliography ( or webgraphy since all articles included are available on the internet) is a valuable reference resource for other students and researches looking for information on these topics.

To make it more interactive I would suggest to insert active links directly to the places where the topics are stored on the net. This would make it easier any reader to follow the links easier without having to make copy and past of the links to a search motor.
In this way her annoted bibliography become a open resource.

The design of the blog entries helps the reading process.

On a whole I think it is a practical good example on how to structure this kind of assignment.

Perhaps at the end , as a kind of conclusion, she could add some comments of her own.



Review on the LO – Transparency in Online education by J. Carlos and P. Simões Janeiro 20, 2010

Filed under: ppel — helenaprieto @ 3:33 pm
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I absolutely loved J. Carlos and Paulo Simões learning object on Transparency in Learning, made with goanimate.com/movie. A video animation intitled Transparency in online education
Personally because I love cartoons and animation, I felt very curious about this tool and the way you’ve worked to present your point of view regarding transparency in learning – here seen as showing to other what you are doing and being open to other people suggestions, insights and cooperation, making open source resources. In a word creating knowledge.
By presenting the advantages of online learning you specifically point out how being connected through a multitude of social networks can help improve learning from a personal point of view, especially because you also have assessment from other sources than your teacher.
You have also presented the advantages of online learning in a very nice and straightforward way by contrasting two typical learning situations. I also noted that you’ve put a great emphasis in showing how people on online learning environments have more freedom of time and space and implicitly of pace.
Showing other people what you do is very important in our society , nowadays. So the old ways of teaching are becoming very boring and out of date. This boringness is clearly shown in the film, by the routine school life Peter has. Also the fact that the face to face environment you created doesn’t have anything technological shows the typical situation of our schoolrooms. Only a blackboard and sometimes a teacher that talks all the time, like a radio, old books and old statues are not very motivating. The scene portrays a school facing the past and not the future.
You also point out, perhaps implicitly, that the lessons on face to face are not very interesting or interactive. Assessment only comes from one source, the teacher. Is that why Peter looks so lost? Even with assessment once a month, he feels that something is missing. These kinds of lessons are not enough, nor very promising or motivating either.
On the other hand, Mary seems more pleased with her learning. She is learning in a total different way – in an online learning environment which can be accessed anywhere, anytime through a simple personal and portable computer, allowing her more freedom of time, space and pace. These are obvious advantages comparing to Peter’s learning environment. It is obvious that Peter doesn’t have any of these freedoms. He has a strict routine timetable.
Another great advantage is getting connected to other people . She shows her work to other people because she publishes it somewhere on the internet and she gets valuable feedback from other sources than her teacher. In fact her colleagues and friends can see her work and help her improve on it. This is an advantage, because she has insights from many different sources and sources that are perhaps on the same level of knowledge or share similar cognitive structures. Another obvious advantage is that by making her work public she is implicitly making open resources that other people might use. Eventually she creates her own learning community.

This is what it means to live in a knowledge and information society- creating knowledge by sharing ideas, thoughts, insights with others and making everyone contribute to the process of passing on information.

Personally I would put some colour on the ballons of the end. Colour catches people’s attention and would make this animation more lively. It also helps to more cohesion beteween the colourful pictures of the first part with the second part ( your conclusions).


LO 3 : Transparency – When students become teachers Janeiro 17, 2010

Filed under: ppel — helenaprieto @ 7:08 pm
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This learning object called “When students become teachers” was an experience using glogster. I’ve found the reference to this web 2.0 tool when I was searching for tools in the you tube. I also found some tutorials which I watched carefully. I thought this tool would be nice to try and see what would come out of it. It is fun to make a poster in this way. And to present information in a more funny way. Hope you like it and try it on too. Have fun.



Filed under: ppel — helenaprieto @ 5:05 pm
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Would you like to use this cool tool?  It is called glogster and is free. Check it out at http://edu.glogster.com/.

Here is a video to explain briefly how this tool works.


Annotated bibliography (3)-Transparency for a better cooperation and learning gains Janeiro 8, 2010

Filed under: ppel — helenaprieto @ 11:00 pm
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Cooperation is best achieved through transparency. The information that people in a learning network share among themselves in different levels ( personal, social and in learning itself)  is vital to promote insights of the students and for the other students. This information whether put forward through personal presentations or through the work ( writings, blogs,films…) people produce, helps foster cooperation and better understanding of other people’s interests and learning processes along with their skills, frustrations and developments.  There for, transparency means exposure – making yourself  known to other people. So how much information and what kind of information should a student or teacher expose?


In the article Students and social networking: Should you “friend” your students ? Kathryn Linder, M.A discusses some of the advantages and disadvantages of interacting through networks to creat learning communities. She also points out some boundaries and guiding lines to follow in order to protect yourself from too much exposure.

George Siemens in his blog Connectivism, published an article ” Teaching as transparent learning”   where he argues that transparency is a building process – a sort of work in progress – . Using blogs for instance some known theorists and teachers put to debate some ideas and thoughts which will develop through the multiple contributions of other people.

Here are some key sentences :

Making thoughts and ideas visible and sharing developments makes learning more transparent.

By seeing others learning we can also learn.

When we are making learning transparent we become teachers ourselves.

Another interesting concept related to transparency in learning is that people with similar cognitive architectures tend to understand each other better and learn from each other better because they can relate better.

Assuming that this is true, learning from learning partners is a plus in the personal development of everyone involved . People can learn a lot from more skilled and knowledgeable partners but they can also learn by sharing thoughts ideas, doubts, frustrations with their peers – people on the same level of knowledge as them.

In Learning partner opportunities for cooperation in distance learning by Torhild Slaato and Morten Flate Paulsen , the term learning partners is defined and a practical approach how we can be and have a learning partner is explained clearly.The article explains how a system of finding suitable learning partners is built and put to work and the gains it represents to online students in terms of learning and socializing. This article is also an account of a successful experience put forward at NKI
In creating a learning networks a personal presentation is key. Many personal presentations come together to make an open web catalogue  for NKI which is the cornerstone of the process of finding, inviting, accepting ( or not) learning partners.
How much information and what sort of information should there be on these personal presentations? That is left for the students to decide. Students are responsible for the amount and type of information they wish to show about themselves and they also invite other students to become learning partners. The invitation can be accepted or refused. Having a learning partner is not mandatory. Be or having a learning partner is volunteer and it’s student’s personal choice.
Creating a learning network based on personal presentations has been an important step towards adding an effective and efficient social dimension to the online learning process where learning is supported by other students. It is a learning experience in which both parts profit by sharing knowledge, thoughts and ideas .

The article by Christian Dalsgaard entitled Social networking sites: Transparency in online Education  , explains how personalization and socialization , central characteristics of social networking  sites can facilitate transparency between students giving them insights into each other’s work. He points out that the starting point is individual or personal.

People don’t necessarily have to dialogue or collaborate with others. But by updating their profile, adding pictures or texts to their own page they actually engage in an indirect or passive form of communication and sharing in the social network to each they belong.
But still the question remains- what kind of social relations support learning?
Awareness entails a kind of relation that supports transparency but not necessarily collaboration or discussion. There are two different relations: Collaboration (when people work together with the same aim ) and cooperation ( when people work by themselves but connected to others, sharing their work ). The article aims to highlight pedagogical potentials of social network in relation to transparency. In online education this is particularly important.

 The author distinguishes between networks ( individually focused) and communities (spaces shared by groups) and argues that to foster transparency networks are more suitable because personal pages provide opportunity for personalization – a person can choose the content and the look of the page and is always present through his/her page. Socialization begins when the personal page is connected to other personal pages. Students can also establish a group of friends through the use of personal tools.These personal tools are used to organize work, collect literature, write notes, brainstorm, develop thoughts and ideas, write assignments. Sharing these tools with other students supports transparency and awareness – other students are a source of knowledge and information.

In the article Minds on Fire , Open Education, the Long Tail, and Learning 2.0,   by  Seely Brown and Richard P. Adler , published at Educase Review, vol. 43, no. 1 (January/February 2008) a new concept is put forward – open participatory learning ecosystems -. What is this and how is it related to transparency in learning?

Open participatory learning ecosystems are learning web based communities where learning takes place in  very active and open( transparent) ways . Both the content and  the ways by which the content is created is visible to everyone and everyone is invited to join in  actively, sharing their knowledge, ideas , insights, making improvements, innovating and producing  free open valid resources. Full legitimate participation is encoraged both between peers and between learners and experts ( scientists or scholars).  In these communities learning also takes place both in formal or less formal environments. examples to illustrate these good practises are presented – Wikipedia strategies of article writing and reviewing, The Faulkes Telescope Project, the Decameron web , Terra Incognita on Second Life among others- and regarding as harbingers of Learning 2.0. You can also access this article here

All articles were last accessed in february 7th


Review on two learning objects – online teaching techniques Dezembro 2, 2009

Filed under: ppel — helenaprieto @ 11:55 am
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To do this activity I’ve chosen Eduarda Rondão and Telma Jesus’s learning objects. What do these learning objects have in common? The capacity to organize information on a very clear and synthesized way and the underlying theme – teacher workload and course management. 

Eduarda Rondão’s learning object is a cartoon produced with toonlet.com creator.

Her learning object is about the role of the teacher in distance education. It presents the challenges any online teacher must face and consider to create a truly online curse, focusing in the most crucial aspects of online education – instructional design, keep track of students progress along with the update of resources, foster learning communities and mentorships, assessment and grading. It also points out the need to consider both teacher and students’ workload. All these aspects are very important to be considered because they are factors of success.

Instructional design is very important because students must understand what they must do clearly, to be more efficient and save time. Not understanding instructions can be very frustrating and lead to failure. It is also time consuming because the student have to ask for clarification and wait for the teacher’s answer . Also important and good to know in advance is how our work is going to be evaluated.

Regular feedback is also a need in online courses. Students feel more at ease if they know that the teacher is there to help them. In spite of being able to resource to other colleagues and group members, it is always good to have teacher’s feedback once and a while, so that we know how we are doing, what could we do better, how can we improve our work ….

The update of resources is also a success factor. Everyone needs to have updated information and this is also a measure of the course quality.

Online courses tend to be more and more interactive and group based work is quite stimulating and helps build up a sense of community. It can be in itself a factor of success because people feel that they belong and don’t feel so isolated in their work. Sharing doubts, learning with their peers is more motivating than being/ feeling alone, though most time online students are bound by their own time and pace.

Mentorships can be a very helpful and useful resources. This might be a success factor because it is good to learn new things from people who clearly know a great deal more than we do about a common interest subject.

Having in mind a reasonable work load is also critical factor of success. Not too much … not too less. This is very difficult to access since students needs and previous knowledge are different from student to student.

Teacher’s workload must also consider students needs. Instructional design must consider both teacher and students’ workload and propose reasonable quantity of tasks.

As a kind of answer and comment to Eduarda’s learning object I made this cartoon: 

Teacher's workload

A comment to Eduarda's LO


Telma Jesus’ learning object is done on readthewords.com and it is very well thought off and neatly structured. It synthesizes an article by Kate Buttler (2003) that is still very much up to date and useful because it is centered on practical tips and advice for the online teacher to organize his/her work in a rational way. These tips also help to create awareness of the teacher and student workload and helps teachers organize themselves more efficiently in the use of technology, time and information management skills, computer skills, organization skills.

Technology usage is an important aspect of online teaching. So, being able to use the CMCs in the most efficient way as possible saves time and avoids problems. Organizing electronic information to support students’ work and progress as well as assessment are crucial for the success of the course.

Teachers workload management strategies are further developed by the teacher experience in online teaching and can be also be subject to the instruction of the institution.

I really enjoyed this learning object because of its presentation and by the fact that combining sound and text not only helps to understand the text better, as it is a valuable learning object for visual impaired people.