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Análise de dados
Análise de Conteúdo
A análise de conteúdo é “um método muito empírico, dependente do tipo de «fala» a que se dedica e do tipo de interpretação que se pretende como objectivo. Não existe pronto-a-vestir em análise de conteúdo, mas somente algumas regras de base, por vezes dificilmente transponíveis. A técnica de análise de conteúdo adequada ao domínio e ao objectivo pretendidos tem de ser reinventada a cada momento, excepto para usos simples e generalizados, como é o caso do escrutínio próximo da descodificação e de respostas a perguntas abertas de questionários cujo conteúdo é avaliado rapidamente por temas”(Laurence Bardin, 2008, p. 32)».
Mais adiante, a autora afirma na obra citada: “A análise de conteúdo é um conjunto de técnicas de análise das comunicações. Não se trata de um instrumento, mas de um leque de apetrechos; ou, com maior rigor, será um único instrumento, mas marcado por uma grande disparidade de formas e adaptável a um campo de aplicação muito vasto: as comunicações”(Ibidem, p. 33.
A análise de conteúdo (Cf Ibidem, pp.121-128), organiza-se em três pólos cronológicos: a pré-análise, a exploração do material e, por fim, o tratamento dos resultados, a inferência e a interpretação.
A primeira parte, a pré-análise, procura alcançar três objectivos: a escolha dos documentos a serem submetidos à análise, a formulação das hipóteses e dos objectivos e a elaboração de indicadores que fundamentem a interpretação final. De realçar que estes pólos não têm necessariamente de se suceder cronologicamente, embora a sua ligação esteja implícita.
A primeira actividade, a leitura flutuante, «consiste em estabelecer contacto com os documentos a analisar e em conhecer o texto deixando-se invadir por impressões e orientações”(Ibidem, p.122).
De seguida, faz-se a constituição do corpus a analisar, que é delimitação do material a analisar. Para esta determinação podemos seguir as regras da exaustividade, da representatividade, da homogeneidade e, por último, da pertinência. Tudo isto está inerente ao tipo de investigação que se está a realizar e que tipo de respostas se procura obter.
A seguir vem a formulação de hipóteses e de objectivos. Entendendo-se por hipótese «uma afirmação provisório que nos propomos verificar (confirmar ou infirmar), recorrendo aos procedimentos de análise(…). O objectivo é a finalidade geral a que nos propomos (ou que é fornecida por uma instância exterior, o quadro teórico e/ou pragmático, no qual os resultados obtidos serão utilizados» (Ibidem, p. 124). De realçar que as hipóteses nem sempre são estabelecidas previamente, as análises ditas ‘às cegas’ deixam que o material fale e daí emergem as hipóteses.
O passo seguinte é a referenciação dos índices e a elaboração dos indicadores. O índice é a menção explícita de um tema numa mensagem, e os indicadores acabarão por ser a precisão textual que nos permite afirmar que se está a ‘tocar’ na matéria que integra os índices previamente estabelecidos. «Se se considerarem os textos uma manifestação que contém índices que a análise vai fazer falar, o trabalho preparatório será o da escolha destes – em função das hipóteses, caso elas sejam determinadas – e sua organização sistemática em indicadores» (Ibidem, p.126).
Está pré-análise – que não é tão ‘pré’ quanto isso, como vamos ver a seguir – termina com a preparação da matéria para poder ser trabalhado, por exemplo, a transcrições das entrevistas e a sua uniformização gráfica.
A segunda parte é a exploração do material. Se a fase anterior tiver sido realizada de forma conclusiva, esta fase não é mais do que a aplicação sistemática das opções tomadas. Daí que os recursos informáticos são, também aqui, uma mais-valia muito grande.
A terceira e última fase é a do tratamento dos resultados obtidos e sua interpretação. Os resultados ‘brutos’ obtidos na fase anterior são tratados de forma a serem significativos e válidos. Para que haja um maior rigor, estes dados devem ser submetidos a testes de validação. O analista «tendo à sua disposição resultados significativos e fiéis, pode então propor inferências e adiantar interpretações a propósito dos objectivos previstos – ,ou que digam respeito a outra descobertas inesperadas. Por outro lado, os resultados obtidos, a confrontação sistemática com o material e o tipo de inferências alcançadas podem servir de base a uma outra análise disposta em torno de novas dimensões teóricas»(Ibidem, pp.127-128).
© Laurence Bardin 2008
A codificação
Tratar um determinado material é codificá-lo (Ibidem, p. 129). «A codificação corresponde a uma transformação – efectuada segundo regras precisas – dos dados em bruto do texto, transformação essa que, por recorte, agregação e enumeração, permite atingir uma representação de conteúdo, ou da sua expressão; susceptível de esclarecer o analista acerca das características do texto, que podem servir de índices» (Ibidem, p. 129).
Unidades de registo – «É a unidade de significação a codificar e corresponde ao segmento de conteúdo a considerar como unidade de base, visando a categorização e a contagem frequencial» (Ibidem, p. 130). A autora dá como exemplo de unidades de registo a palavra, o tema, o objecto ou referente, o personagem, o acontecimento, e o documento (Cf Ibidem, pp. 131-132).
Unidade de contexto – «A unidade de contexto serve de unidade de compreensão para codificar a unidade de registo e corresponde ao segmento da mensagem, cujas dimensões (superiores às da unidade de registo) são óptimas para que se possa compreender a significação exacta da unidade de registo» (Ibidem, p.133)
Categorização
A categorização «é uma operação de classificação de elementos constitutivos de um conjunto de por diferenciação e, seguidamente, por reagrupamento segundo o género (analogia), com critérios previamente definidos» (Ibidem, p. 145).
As categorias são rubricas ou classes que agrupam um grupo de elementos, que são, no nosso caso, as unidades de registo. Estes elementos são agrupados devido ao facto de terem características comuns. As categorias procuram dar de forma condensada uma imagem simplificada dos dados em bruto.
Os critérios de agrupamento podem ser: semânticos, sintáticos e expressivos (Cf Ibidem, pp.145-146).
Uma categoria pode dizer-se que é boa quando possui as seguintes qualidades: a exclusão mútua, homogeneidade, pertinência, objectividade e fidelidade, e a produtividade.
Concluo, referindo que “a análise de conteúdo assenta implicitamente na crença de que a categorização (passagem de dados em bruto para dados organizados) não introduz desvios (por excesso ou por recusa) no material, mas que dá a conhecer índices invisíveis, ao nível dos dados em brutos» (Ibidem, p. 147)
Reflexão sobre a minha experiência nesta actividade
No início, fiquei fascinado com as potencialidades que se poderia obter com este ‘instrumento’ de trabalho. Procurei seguir os diversos itens que a actividade propunha e comecei a sentir-me desorientado, pois não tinha a certeza de que estava a trabalhar bem.
Procurei informar-me melhor, ler e reler as instruções, a bibliografia e o texto (entrevista) que tinha diante de mim. Senti o pêndulo do tempo a encurralar-me, a asfixiar-me.
Posteriormente, e graças as diversas intervenções que fui vendo na plataforma da UC, percebi que o meu problema tinha sido uma rigidez excessiva, não ter deixado que, na primeira fase de análise – a leitura flutuante – os temas e ideias fossem emergindo ao seu tempo. Pretendi dominar o texto e não deixei que ele falasse, não dei espaço ao texto.
O que mais me irrita em mim neste processo, é que eu tinha obrigação de deixar o texto falar, pois em Teologia aplica-se o método da Leccio Divina, que tem muitas semelanças.
Mas o medo da subjectividade tolheu-me, mas percebi que ela é inerente à análise, e um bom analista só surge depois de muito treino, enriquecido com o contributo de alguém mais experiente e com o recurso a peritos na matéria e aos pares, consoante a fase da análise em que se está.
______________
Laurence Bardin, Análise de Conteúdo(edição revista e aumentada), ed. 70, Lisboa 2008.
Avaliação em Ambientes On-Line
e-Portefólios
Gravida no Coração
Gravida No Coração
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Annotated Bibliography
Unit 1 – Activity 1 [Cooperative Freedom]
UC Pedagogical Processes in E-Learning, supervised by Professor Morten Flate Paulsen, we are working on the Theory of Cooperative Freedom.
On this subject, Professor. Morten wrote several texts, of which I would highlight the edited in 2008:
Morten Flate Paulsen, Cooperative Online Education, in Seminar.net – International journal of media, technology and lifelong learning Vol. 4 – Issue 2 – 2008 [in https://seminar.net/index.php/volume-4-issue-2-2008-previousissuesmeny-124/100-cooperative-online-education] accessed 15 February 2010
This article tells us that cooperative learning seeks to develop VLE’s that allow students to have freedom within learning communities online.
Is a series of educational and administrative challenges, as well as the importance of transparency in cooperative learning.
The author begins by noting that cooperative learning is based on three pillars: voluntary participation, but attractive and promotion of individual flexibility, and by affinity to promote community learning.
Another very interesting idea of this paper is that transparency improves the quality of education for three reasons: to know that others will see the work makes people excel more, because we see how the others work, it makes that learn from them, and, finally, because it learns from the feedback what others give.
This article opens up new perspectives on how e-learning, one study seems to be very isolated, can be transformed into something very socialized and learning communities very effective. In my view, even more effective in teaching.
The same author, Morten Flate Paulsen had dictated in 2003 a book entitled Online Education and Learning Management Systems, with free Web
Morten Flate Paulsen, Online Education and Learning Management Systems, [https://home.nki.no/morten/index.php/norsk-meny/artikler/mine-powerpoint/doc_download/8-online-education-and-learning-management-systems.html] accessed 15 February 2010
This book is a chapter entitled Cooperative Freedom: An Online Education Theory. Then, the author refers, first, the theories of distance learning: theories of autonomy and independence; theories of industrialization, and theories of interaction and communication.
It then presents the Cooperative Theory of Freedom, which clearly distinguishes what is “cooperative” and what is ‘freedom’. The following is a description of the six axes of implementation of this theory: freedom of time, freedom of space, freedom of pace, freedom of the medium; freedom of Access; freedom of content.
Finally, the chapter concludes with a Discussion of Freedom, Flexibility and Cooperation.
In this paper, I highlight the six lines of analysis theory of cooperative freedom.É wise and prudent balance of these variables that can make the most of teaching Web 2.0 tools.
To deepen the understanding of this theory, I find out more about andragogy.
I began by explaining the concept of andragogy, which had as theorist Malcolm Knowles.
In the NJIT [https://web.njit.edu/~ronkowit/teaching/andragogy.htm] acessed 15 de Fevereiro 2010, states that adult education must:
– Move from dependence to self-orientation;
– Take advantage of its accumulated learning experiences;
– That the adult is ready to learn when it wants to take on new roles;
– And when they want to solve problems and apply new knowledge immediately.
Serguey I. Zmeyova, Andragogy: origins, developments and trends, in INTERNATIONAL REVIEW OF EDUCATION, January 1998, volume 44, issue 1 [https://unesdoc.unesco.org/images/0015/001545/154584e.pdf#154636] accessed 15 February 2010
In this paper, the author states that the systems of adult learning must take into account:
– The preponderance of self-directed learning, it is the main way how adults learn;
– Activities should be cooperative, and between teacher and student, but also among students, from planning to evaluation of the process;
– Should be used for experiential learning, where all students experience is used as a source of future learning;
– Individual learning needs to be addressed through personalized plans that point to the achievement of concrete objectives and meeting the special educational needs;
– Learning must be systemic, ie, with a great consistency between objectives, content, methods and means of learning, and assessment of learning outcomes;
– The adult learning should be organized as part of their living environment that is, it must point to the needs of the vital importance to the individual, in keeping with the various fields in the daily life of an adult;
– There must be an update of learning outcomes, that is, the adult immediately see its applicability;
– Is learning elective, where students have the freedom to choose the objectives, contents, forms, methods, sources, methods, terms, time, place, evaluation and teacher;
– Must finally be an awareness of learning, which is demonstrated by the conscious approach by both the student as the teacher of all the factors and procedures in the learning process, and awareness of the importance that each of its activities holds.
Bearing in mind that e-learning is a modality education, in my view, very dedicated to adult learning, these lines of action are to be taken into account. Moreover, because this is the experience of the adult and its existential context, enables a more meaningful learning, so most satisfactory and effective.
Cooperative Learning
Anura A. Gokhale, Collaborative Learning Enhances Critical Thinking, in Journal of Technology Education Volume 7, Number 1 Fall 1995 [https://scholar.lib.vt.edu/ejournals/JTE/jte-v7n1/gokhale.jte-v7n1.html] accessed 15 February 2010
This article seeks to ascertain the effectiveness of collaborative learning.
To this raises two questions:
1 – Will there be a significant difference in achievement on a test comprised of “drill-and practice” items between students learning individually and students learning collaboratively?
2 – Will there be a significant difference in achievement on a test comprised of “critical-thinking” items between students learning individually and students learning collaboratively?
It is proved that yes, that is effective, including through the development of critical thinking through discussion, clarification of ideas and evaluation by peers.
For collaborative learning to be effective, the teacher must see education as a process of development and growth of learning of the student. The teacher’s role should not be to transmit information, but serve as a facilitator of learning.
Cooperative learning is a teaching strategy in which small teams, each with students of different levels of capacity use various learning activities to improve their understanding of a story. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of learning. (Cf https://www.ed.gov/pubs/OR/ConsumerGuides/cooplear.html)
But what is the difference between cooperation and collaboration?
Ted Panitz, A Definition of Collaborative vs Cooperative Learning, in Deliberatons (25 Jun 2005) [https://www.londonmet.ac.uk/deliberations/collaborative-learning/panitz-paper.cfm] accessed 15 February 2010
The text differs, explaining that collaborative learning is a personal philosophy, not just a technique. It happens when people work in groups, respecting the specificities of each member.
The underlying premise of collaborative learning is grounded in the consensus of all members of the groups to cooperate, not compete.
Cooperative learning is defined as a set of processes that help learners to interact together to achieve a specific objective.
Unit 2 – Activity 1 [Online Teaching Techniques]
Ana Amélia A. Carvalho (Org), Manual de Ferramentas Web 2.0 para Professores. Ed. Ministério da Educação, 2008 [https://www.erte.dgidc.min-edu.pt/publico/web20/manual_web20-professores.pdf] accessed 15 February 2010.
In this lengthy document, which contains 240 pages deals with several Web 2.0 tools that can be used by teachers.
The Web is seen as a platform, where everything is easily accessible and to publish online no longer requires the creation of Web pages and know them hosted on a server.
This document has nine chapters, which shows a variety of tools, with the aim of allowing teachers and educators to its inclusion in the educational context. Thus, in each chapter is made contextualization of each tool, explains how to create an online space and addresses to their use in educational practices.
The chapters address some tools to use teaching methods:
– Blog, YouTube, Flickr and Delicious;
– Podcast and use the Audacity software;
– Dandelife, Wiki and Goowy;
– Google Toolbar: Page Creator, Docs and Calendar;
– PopFly – as editor of mashups;
– Web 2.0 and Mobile Technology;
– Virtual Environments and Second Life.
The idea that permeates this book is that the Web is easy to produce work collaboratively, since most of the tools of Web 2.0 allows more than one author, which facilitates collaborative creation.
The Web has become increasingly a source of content to teach and learn. Also, writing is no longer limited to text, integrating multiple formats has become increasingly easy. In his blog can include a link to a web site, provide an image, insert a YouTube video.
It may seem that this book has little reflection. may be, but has a very alargadod and tools, how to use them and their educational use.
George Siemens, The Art of Blogging – Part 1. Overview, Definitions, Uses, and Implications, in Elearnspace (December 1, 2002) [https://www.elearnspace.org/Articles/blogging_part_1.htm#implications] accessed 15 February 2010.
In this article, George Siemens writes about the pedagogical use of blogs.
It points to some pedagogical implications of the beneficial use of the blog:
– Fostering the fringe – ideas are evaluated based on merit – not on source of origin.
– Filtering – ideas with merit are filtered through various blogs. Significant thoughts or posts receive multiple-links and spread viral-like across the blogosphere.
– Multiple perspectives – one-sided perspectives of newspapers are replaced by passionate debates exploring virtually every facet of an idea or concept.
– Barrier elimination – society is about barriers – actual or unspoken. For example, I don’t run in the same circle as Bill Gates – a socio-economic barrier (at the absolute minimum!). In society, this generally means that I do not have the benefit of Mr. Gates’ wisdom…blogging, however changes that. Opportunities now exist to hear regular thoughts from people like Ray Ozzie, Mitch Kapor, and Larry Lesig.
– Free flow – any idea can be expressed…and accessed by any one. The process of blogging separates good ideas from poor ideas. The process itself has built in quality control – try that in traditional media!
– Real time – discussions and interactions happen right NOW. Waiting for tomorrow’s newspaper or radio program seems like an eternity compared to real time blogging.
– Links and connections – the complexity of an information heavy society requires specialization. Yet specialization is futile if a process is not created to link specialties. Blogging serves this purpose extremely well. Disparate fields of interest and thought are brought together (and dissected) in the machinations of bloggers.
George Siemens, The Art of Blogging – Part 2. Getting Started, “How To”, Tools, Resources. in Elearnspace (December 6, 2002) [https://www.elearnspace.org/Articles/blogging_part_2.htm] accessed 15 February 2010
In this article I highlight the advice is given on how to write to blog:
– Start. As stated earlier, blogging is best learned by blogging…and by reading other bloggers. So…start.
– Know your motivation. Why are you blogging? What do you hope to achieve?
– Link. The heart of blogging is linking…linking and commenting. Connecting and communicating – the purpose of the Internet.
– Experiment. Developing a writing style is an evolutionary process. Try different approaches and formats until you find one that fits your message, audience, and personal motivations.
– Use life and your experiences as your “idea generation” file.
– Get an opinion. Then express it.
– Express your personality…let your humour, your perspective on life, and your values shine in your writing.
– Post regularly. This is important – readers drop off/lose interest with irregular blogs (syndication and aggregators allow blog readers to stay in touch with infrequently updated blogs – more on that in the section “Extending Blogs”).
– Keep writing clear and concise. Avoid jargon…but utilize the unique aspects of the medium (visual, links, sound). Focus on communication (function) before form.
– Write for a reason, not recognition. Most bloggers have small audiences. Satisfaction is derived from the writing process, not the audience response.
May seem that this article is already in 2002, is already outdated. Rather, amtem all actualdiade and have the advantage of very neat ideas on how a blog can be used as a learning tool.
The blog allows for cooperative learning, transparency and, consequently, the creation of good learning communities.
Several authors, Renot Brazilian magazine, is available in various work on new technologies and education. July/2009 Vol. 7 Nº 2 [https://www.cinted.ufrgs.br/renote/] accessed 15 February 2010
In Renot Brazilian magazine (July 2009) is available in various work on new technologies and education.
In this publication is a rich collection of texts useful to reflect on the techniques of teaching online.
If one side has description of experiences in other prospective studies is that much help to reflect and build thinking on this issue.
Take some of the topics covered:
- Production Process Video-school
- In the airwaves: producing and conveying new knowledge to the students of adult education
- The Webquest activity as an aggravator of Education Curriculum
- Implementing Agent-Based Domain PAT2Math Intelligent Tutor System
- Visual Realism for Interactive Environments and Tools for Aid to Education
- Using computer simulation as a teaching strategy: a case study
- DIGITAL TV: A Tool for Education
- Skills: challenges for students, tutors and teachers in Distance Education
- Understanding Mediation Tutor Distance
- Pedagogical, educational environment, curriculum and teaching aspects: relevant criteria in the evaluation of educational software
- Distance Education and Organizational Learning: An Analysis of Value and Possibilities
- Factors that influence the dropout of students in a free course
- Panoramic photos education: the use of Hugin as a tool of creation and construction of meaning and visual arts
- New paradigms in teacher’s knowledge of Distance Education
- Significance of the processes of communication and interaction: concepts dialogic of elderly residents in an institution of long-term
- An experiment to understand how the emotional aspects can be recognized in virtual learning environments
- Management Elements for Distance Education: a study from the Critical Success Factors and the Resource Based View
- Collaborative management of educational content
- Use of tools such as Strategic Support Knowledge Management in Education
- Media in Education: effective management practice for a qualified teacher in DL
- Establishing theoretical points of convergence between Projects Teaching-Learning and Digital Technologies Network
- Interaction with Affect: Learning in Virtual Learning Environments
- Investigative activities with computational resources in the study of numerical sequences
- Delving into C: drive an online learning for the study of complex numbers
- Learning of geometry through interactive animations
- Learning of Mathematics in Virtual Environments: the ROODA Exact as Possible
- Virtual Interaction for Learning Mathematics
- Video and Action: mathematics in the solution of mysteries
- Application of Games and Simulation as Tools for Education and Traffic Safety
- MP3 of the formation of hypertext
- Collaborative Writing in digital culture: tools and possibilities for knowledge construction in network
- Interactive Multimedia: principles and tools
- Hiperhistoty to assist the child in the 2nd year of elementary school in the process of ortografy
- Learning disabled (m-learning) in the teaching and learning: reflections and possibilities
- M-Learning Web 3.0: Management System Learning Objects for Mobile Devices
- Moodle Mobile Learning Engine (MLE – Moodle): validation of the features in distance learning course using mobile devices
- A proposed model of interoperable Web interface, digital TV and mobile devices
- Training teachers to use technology: a mosaic of ideas and emotions
- Emancipatory teacher assessment: validation of a tool with the faculty of Computing UFPA
- Analysis of the undergraduate course in Business Administration from the perspective of complex adaptive systems
- Development of recommendations Accessibility and Usability for Virtual Learning Environments for User Oriented Elderly
- Analysis of the alignment between national and international context with respect to the elements organizational learning / knowledge management / information technology: a survey by the Journal Portal CAPES
- The virtual student: a workshop as a learning experience semi-presence
- Teaching strategies, planning and construction of learning objects for instructional use
- The Field Multiplicative from Formula (-1): developing digital learning objects and learning strategies of operations with positive and negative numbers
- Learning Objects in Early Childhood
- Learning objects for Teachers
- Guidelines for the sequencing of instructions in a learning object
- A proposal for a Learning Object using the Theory of Multiple Intelligences
- Pedagogical Architectures for Distance Education: the construction and validation of a learning object.
Unit 3 – activity 1 [Transparency in Online Education]
Transparency in Cooperative Online Education [accessed January 5, 2010]
by Chritian Dalsgaard and Morten Flate Paulsen
in The International Review of Research in Open and Distance Learning, Vol 10, No 3 (2009)
While one might think otherwise, social networks are not new systems of learning management. But if we take into account the principle of freedom cooperative, these sites have very good potential. Allow a special form of communication and interaction with all the pedagogical potential. This potential is transparency and awareness that students have to be part of a community.
The use of a research study conducted by NKI Distance Education underlies and justifies the claims.
In my opinion, this article has the merit of bringing together a number of innovative ideas and very assertive about online education transparent.Wins special value, from a concrete experience which the authors have a profound experience.
Social networking sites: Transparency in online education [accessed January 5, 2010]
by Chritian Dalsgaard
in https://ncom.nordicom.gu.se/ncom/fbspretrieve/148036/Social_networking_sites_Dalsgaard.pdf (six pages)
They enable and promote international collaboration students, teachers and the rest of the community. They have the potential to facilitate transparency between the students, allowing each one to go see and overseeing the work of others.
Further, the center of learning, with social networks, is the individual and their issues / problems.
“The pedagogical potential lies within developing social networks, in which students share their individual or group activities. The potential is to support transparency through a combination of personalization and socialization, sharing personal tools within social networks (Dalsgaard 2006). The web service del.icio.us is a fine example of the combination of personalization and socialization. Del.icio.us is a social bookmarking service, which enables people to collect their bookmarks on a webpage. Initially the service supports individual organization and use of bookmarks. However, the bookmarks are made available for everyone on the web, which means that they are shared. Students can use similar personal tools to organize their work, collect literature, write notes, brainstorm, develop ideas and thoughts, write assignments, etc.. Sharing these tools with other students through networking supports transparency and consequently awareness among students “(p.5)
In my opinion, and even social networks can be viewed or some as a mere entertainment, the author addresses the question of a completely rigorous pertinet and potentiates a quality education.
Cooperative Online Education [accessed January 5, 2010]
Morten Flate Paulsen
in Seminar.net – International journal of media, technology and lifelong learning
Vol. N – Issue N – 20NN
In this paper, Prof. Morten presents his theory of the Cooperative Online Education.
In this context, inserts an item on the Transparency Supports Cooperation.
Highlights three advantages in the quality of learning:
– Preventive quality improvement, because we are prone to provide better quality when we know that others have access to the information and contributions we provide
– Constructive quality improvement, because we may learn from others when we have access to their data and contributions
– Reactive quality improvement, because we may receive feedback from others when they have access to our data and contributions
Read the text of the prof. Morten, relating mainly to the theory of cooperative freedom associated with individual flexibility, made his writings and theories brings up to become clearer, more workable.
Principles for Improving Online Tranparency, Quality [accessed January 5, 2010]
Christopher Hill
in https://www.facultyfocus.com/?p=8431 (20/10/2009)
In this paper, the author presents a series of very useful principle to promote transparency in online education.
#1 Show Up and Teach — The necessity of this statement is borne of the misimpression that the online class “teaches itself.” Since most of the course is already authored and designed for online delivery, instructors may believe they simply need to serve as the proverbial “guide on the side” as the students navigate the learning system. Not true!
#2 Practice Proactive Course Management Strategies — The online instructor can help create a successful learning experience by practicing proactive course management strategies such as monitoring assignment submissions, and communicating and reminding students of missed and/or upcoming deadlines.
#3 Establish Patterns of Course Activities — Although the online classroom environment provides tremendous flexibility of time and place of study, establishing and communicating a course pace and pattern of work can aid both instructor and student, and alleviate confusion around how the course operates.
#4 Plan for the Unplanned — For those small or not-so-small occasions when “life happens,” having a strategy for informing students of these changes can go a long way to maintaining course continuity.
#5 Response Requested and Expected — Timely instructor feedback is essential for the online learner to manage their learning experience. Instructors are expected to respond to student inquiries within one business day.
#6 Think Before You Write — Most experienced online instructors can relay a variety of stories about a dialogue with a student that went awry due to a misinterpretation or misunderstanding of the intended message. Take special care to be as clear and concise as possible.
#7 Help Maintain Forward Progress — Students in the online classroom rely on the timely return of assignment and exam grades in order to maintain positive forward progress in their studies.
#8 Safe and Secure — Using the institutionally supported learning management system provides increased degrees of security and confidentiality and keeps “institutional business” within the appropriate confines.
#9 Quality Counts — Instructors need to establish strategies for addressing the quality of the online learning experience, including content resources, instructional design strategies, and systems performance.
#10 (Double) Click a Mile on My Connection — As with many aspects of the online classroom, the technological infrastructure plays a critical role in determining student and instructor satisfaction.
In this brief text, the author draws the attention of quite clearly, how muitoos organizational issues and help design and promote the transparency and quality.
Quaresma 2010
Passo a Rezar – leva contigo a oração
A Igreja é Comunhão – IX
Efémero
Com o aumento da transitoriedade, as pessoas vivem num elevado estado de mudança, por isso, a duração das suas conexões é reduzida. Isto condiciona o modo como se enfrenta a realidade; a sua aptidão ou inaptidão para enfrentar as dificuldades. Esta movimentação rápida, combinada com a crescente novidade e complexidade do ambiente que os rodeia, força a capacidade de adaptação e cria o perigo do choque do futuro (Cf. Alvin Toffler).
O Homem vive numa “espécie de carrossel, com um caleidoscópio de visões e de hipóteses, lacerados e despedaçados interiormente, aspirando por vezes ao absoluto mas acabando por contentar-se com o efémero e o provisório; lançados numa existência dominada pelas ciências exactas e pelas altas tecnologias, mas com os problemas de sempre sobre o sentido da vida e sobre como alcançar a felicidade”(P. Giustiniani). Talvez esta situação seja reflexo de maus processos de aprendizagem, originados pelo uso incorrecto da informática. Esta “impõe aos utilizadores aprender vibrando, e escutar respondendo. O computador não somente fala ao usuário através do raio lúdico da tela do vídeo, mas cria sons e imagens. O ‘homo informaticus’ é um homem de espectáculo e de prazer, um homem de análise e de inter-relações. A era da informação é semelhante á imagem do computador”( Pedrinho Guereschi), correndo-se o risco de o indivíduo não reflectir sobre o que aprendeu, tornar-se um mero receptor passivo, absorvendo tudo sem uma selecção crítica.
Este erro não deixa perceber que “o próprio movimento da história torna-se tão rápido, que os indivíduos dificilmente o podem seguir. O destino da comunidade humana torna-se um só, e não já dividido entre histórias independentes. A humanidade passa, assim, duma concepção predominantemente estática da ordem das coisas para outra, preferentemente dinâmica e evolutiva; daqui nasce uma nova e imensa problemática, a qual está a exigir novas análises e novas sínteses”(GS 5), pois a rapidez, a profundidade e a imprevisibilidade de algumas transformações recentes conferem ao tempo presente uma característica nova: a realidade parece ter tomado definitivamente a dianteira sobre a teoria.
Há também aspectos positivos neste processo, “em virtude da ciência e da técnica, a humanidade pode pela primeira vez na história encaminhar-se para se libertar da tirania da natureza, que desde sempre a incomodou. Mas, ao realizar essa libertação do homem frente aos poderes opacos da natureza, o homem acaba por entrar simultaneamente numa nova dependência em relação às suas próprias obras e organizações” (Jürgen Moltmann), com a consequente desorientação, agora por um segundo motivo.
Esta conjugação de “desorientações” faz com que actualmente “grande parte da humanidade de hoje não sabe para onde vai, o que quer dizer que está perdida, sem rumo, desorientada. Temos dois casos elucidativos disso: nos jovens, a droga, e nos adultos, as rupturas conjugais. Ambos os casos nos colocam sobre o tapete da fragilidade existente nos nossos dias”(Enrique Rojas); um existir que tem um sentido efémero.
Mas ao mesmo tempo que se desagregam os valores e as normas nos modos exteriores de acção quotidiana “vemos que também os indivíduos se dispersam e fragmentam: é a época do efémero, das necessidades provocadas artificialmente e logo satisfeitas para se provocarem novas necessidades, sem orientações estáveis, como aliás é sugerido também por muitas mensagens dos meios de comunicação”(P. Giustiniani).. As consequências da destruição dos fundamentos éticos do viver são já hoje claramente visíveis; assistimos à proliferação da “civilização da morte”(Joseph Ratzinger).