Transparency in NKI
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The document discusses Erica's experiences as a new student at NKI, focusing on the importance of transparency in online education and cooperative learning. It highlights how transparency allows students to collaborate and improve the quality of their work by sharing knowledge and resources. The use of a cooperative student catalog and networking features in the LMS is emphasized as a means to foster connections among students.
Transparency in NKI
- 1. Transparency in NKI Unit 3 of 3 Processos Pedagógicos em eLearning Mestrado Pedagogia do eLearning Hugo Domingos www.visualcv.com/hugodom
- 2. The Final Chapter Erica is a new student at NKI. She decided to take a master degree to develop new skills and knowledge in her expertise area. During her first weeks at NKI she’s already adapted to NKI’s online educational philosophy based on the Theory of Cooperative Freedom. See Unit 1 LO – Cooperative Freedom at NKI She also developed her Individual Learning Plan and interacts regularly with the teachers. See Unit 2 LO – Online Teaching at NKI But something is missing! She wants to learn with fellow students at NKI. But how’s that possible in a online environment?
- 3. What is Transparency? The purpose of transparency is to enable students and teachers to see and follow the work of each other within a learning environment. Transparency means that Transparency Transparency means that you and your doings are students are visible to each visible to fellow students and other as potential partners and teachers. resources. Important driver for Supports Improved Quality + Cooperative learning
- 4. How to promote Transparency? But how Erica is going to improve her works quality and cooperate with others students? Transparency is not common, especially within online Erica who? education. Is she cute? Students work individually, according to their individual progress plans and, thus, they are not aware of the activities of other students. Copyright Atle Løkken In their individual work students write notes, search for literature, find relevant websites, write assignments, etc. This information and these products are relevant to other students.
- 5. Transparency in Social Networks One of the most relevant aspects of the Web 2.0 is the development of social networking sites. In a social networking site each individual has a personal page and profile, which the individual develops and modifies. Other people can view these pages and follow activities of their ”friends.” Socialization begins when a personal page is connected to other personal pages of other individuals. Each individual builds a network of personal relations. As a result, actions within a social networking site are transparent.
- 6. Networking inside the LMS Version 6 of SESAM, NKI’s LMS, is based on a systems development philosophy stating that the services should be personal, interactive, dynamic, and transparent. One of most recent innovations is the Cooperative student catalogues. Student catalogues are important tools for showing students that they have access to a learning community. A catalogue that provides relevant information – profile - about other students is promoting cooperation since students know more about each others.
- 7. Creating a Profile A student catalogue should include information: I’ll edit my profile today and try to find some study partners. Allows communication, such as e-mail But which information is addresses, telephone numbers, chatting needed? identities, etc. On geographical location (e.g., zip I wonder if she codes) to facilitate identification of potential enrolled in my course? partners for occasional face-to-face meetings. Progress plan so that students can identify peers who are working with the same study unit. CV-type to make it possible to search for peers who have special competencies.
- 8. Cooperative Learner Profiles The acronym CLIP (Cooperative Learner Information Profile) has evolved as a result of Paulsen’s deliberations on effective cooperative student catalogues. Using CLIPs, LMSs may help students find motivated and suitable learning partners (study buddies). The students should be provided with enough information to establish contact and with appropriate tools to maintain cooperation. Based on CLIPs and algorithms for teaming students, the system should suggest partners that make cooperation interesting.
- 9. Networking as Learning Partners The process of networking inside SESAM involves 4 steps, making it easy for students to find learning partners. 1. Make your personal presentation. 2. Decide who may access it. 3. Search for potential learning partners. 4. Invite somebody to become your learning partner.
- 10. Transparency Supporting Learning Transparency implies 3 positive effects on quality: Constructive quality improvement Reactive quality improvement We may learn from others when we We may receive feedback from have access to their data and others when they have access to contributions. our data and contributions. Preventive quality improvement We are prone to provide better quality when we know that others have access to the information and contributions we provide.
- 12. During this 3 part story about Erica learning experience at NKI, I’ve covered the following topics: U1 – Cooperative Freedom at NKI Introducing to NKI Theory of Cooperative Freedom Online Teaching Techniques Teacher‐Students interaction in NKI U3 – Transparency in NKI Transparency in Online Education Learning Partners in NKI All Units are available at http://www.slideshare.net/hugo_dom
- 13. Bibliography This work was based on the following bibliography: • Paulsen, Morten Flate. “Cooperative Online Education.” Seminar.net. http://www.seminar.net/index.php/volume‐4‐issue‐2‐2008‐previousissuesmeny‐124/100‐ cooperative‐online‐education. • Paulsen, Morten Flate. “Visualizing Student Profiles through NKI's Online Catalogue and Student Network,” Cambridge International Conference on Open Distance Learning, Setembro 23, 2009. http://www.slideshare.net/MortenFP/visualizing‐student‐profiles‐ through‐nkis‐online‐catalogue‐and‐student‐network. • Dalsgaard, Christian, Morten Flate Paulsen. “Transparency in Cooperative Online Education.” Text.Serial.Journal, Junho 26, 2009. http://www.irrodl.org/index.php/irrodl/article/viewArticle/671/1267. • Slaatto,, Torhild, e Morten Flate Paulsen. “Learning partner - opportunities for cooperation in distance learning.” elearningeuropa.info, Outubro 5, 2006. http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng=6. Hugo Domingos www.visualcv.com/hugodom