This work was made in order to fill the demands of E-learning Pedagogy Master Degree at “Universidade Aberta” Curricular Unit - E-Learning Pedagogical Processes (PPEL09)” Unit 1 - Activity 1
SLAATTO, Torhild and PAULSEN, Morten
“Learning partner - opportunities for cooperation in distance learning”
Available in (at 21OCT09):
http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng=6 About 4 pages of text.
Description of NKI Distance Education learning philosophy with focus on the Theory of Cooperative Freedom, sustained by two key ideas “Learning community” and “individual freedom”.
RHODE, Jason
“Interaction equivalency in Self-Paced online Learning environments: An Exploration of Learner Preferences”
Available in (21OCT09)
http://www.irrodl.org/index.php/irrodl/article/view/603/1179 PDF document with 23 pages
Not directly related with the “Theory of cooperative freedom” gives an excellent point of view about self-paced online learning Environments, in student’s perspectives. The study demonstrates that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. It also showed that flexibility and independence are characteristics of self-paced learning opportunities that students enjoy.
FELDSTEIN, Michael and NEAL, Lisa
“Designing usable, self-paced e-learning courses: A practical guide”
Available in (23OCT09)
http://www.elearnmag.org/subpage.cfm?section=tutorials&article=24-1 Document with 25 pages
Also not directly related with the “Theory of cooperative freedom” is a guide designed to help instructional designers and content experts to create effective, self-paced e-learning. It includes strategies for usability engineering.
ANDERSEN; Terry
“Distance learning - Social software’s killer ap”
Available in (24OCT09)
http://rikiwiki.net/members/blogresearch/blogresearchbase/Affordance/distance%20learning%20social%20software%20killer%20app-%20Anderson.pdf Document with 12 pages
Discussing the challenges of developing modes of distance education, that affords maximum freedom learners - including the ability to enrol continuously and to pace one’s own learning.
Relating learner freedom and social presence using social software, describes some features of educational social software applications. Describe also the Me2U experience at Athabasca University.
SLAATTO, Torhild and PAULSEN, Morten
“Learning partner - opportunities for cooperation in distance learning”
Available in (at 21OCT09):
http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng=6 About 4 pages of text.
Description of NKI Distance Education learning philosophy with focus on the Theory of Cooperative Freedom, sustained by two key ideas “Learning community” and “individual freedom”.
RHODE, Jason
“Interaction equivalency in Self-Paced online Learning environments: An Exploration of Learner Preferences”
Available in (21OCT09)
http://www.irrodl.org/index.php/irrodl/article/view/603/1179 PDF document with 23 pages
Not directly related with the “Theory of cooperative freedom” gives an excellent point of view about self-paced online learning Environments, in student’s perspectives. The study demonstrates that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. It also showed that flexibility and independence are characteristics of self-paced learning opportunities that students enjoy.
FELDSTEIN, Michael and NEAL, Lisa
“Designing usable, self-paced e-learning courses: A practical guide”
Available in (23OCT09)
http://www.elearnmag.org/subpage.cfm?section=tutorials&article=24-1 Document with 25 pages
Also not directly related with the “Theory of cooperative freedom” is a guide designed to help instructional designers and content experts to create effective, self-paced e-learning. It includes strategies for usability engineering.
ANDERSEN; Terry
“Distance learning - Social software’s killer ap”
Available in (24OCT09)
http://rikiwiki.net/members/blogresearch/blogresearchbase/Affordance/distance%20learning%20social%20software%20killer%20app-%20Anderson.pdf Document with 12 pages
Discussing the challenges of developing modes of distance education, that affords maximum freedom learners - including the ability to enrol continuously and to pace one’s own learning.
Relating learner freedom and social presence using social software, describes some features of educational social software applications. Describe also the Me2U experience at Athabasca University.
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