Summary
The Cooperative Theory of Freedom combines the strengths of individual learning with collaborative learning. On the one hand the flexibility and individual freedom is the most important in individual learning, on the other hand it lacks the enrichment that the exchange of experiences and discussion can provide and that can be given by cooperative learning. Furthermore it enhances the mutual help and the positive reinforcement.
In general, cooperative learning requires virtual learning environments that enable students to have freedom within individual communities (groups) of online learning.
Thus, cooperative learning is only possible through the existence of the network, and social networking tools available to stakeholders (students, teachers and institutions),
The use of the network and its tools are important because they provide space and tools to collaborate, store and display the work done and allow to recommend, organize, add notes and approve resources that other members have created and shared.
The quality of the final work and the level of knowledge acquired by participants will tend to increase with cooperative learning. The sharing and discussion on construction extend the knowledge of all the stakeholders.
However, in order to accept and foster cooperative learning there has to be a change of mindset. It is necessary to recognize its advantages, including the increasing of knowledge provide by sharing its construction.
In this first annotated bibliography I refer seven articles I read to better understand the concept of The Theory of Cooperative Freedom.
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Cooperative Freedom: An Online Education Theory
By Morten Paulsen (2003)
In http://www.studymentor.com/cooperative_freedom.pdf(Accessed October 21, 2009 and February 10, 2010)
In this article the author presents the theory of cooperative freedom.
This theory is based on current theoretical perspectives and explains how to apply in online education. The theory of cooperative freedom argues that online education can promote both individual freedom and cooperation with the group.
Many theoretical perspectives on distance education were presented during the last decades.
Keegan (1988b) identifies three theoretical positions:
• theories of autonomy and independence,
• theories of industrialization and
• theories of interaction and communication.
In this article, Morten Paulsen discusses the theoretical perspectives outlined above and their implications for online education.
Morten said that the theory of cooperative freedom can be classified as a theory of autonomy and independence and is influenced by the theory of andragogy (Knowles - 1970).
In distance education, cooperation may be difficult to achieve.
A major problem for many students online is the loneliness that results from limited access to colleagues and want individual freedom can intensify this problem.
However, the new communication technologies (Web 2.0), such as audio conferencing, video conferencing and computer conferencing have facilitated cooperation in the distance.
In an environment of distance education, collaboration is even more difficult to get cooperation.
For many people, the need for further studies has been increasing. Today's students, however, have jobs and family to look after. Many students are unwilling to give up their family and their quality of life to study. Thus, they need a flexible education: education that allows them to combine work, family and education in a flexible way.
The theory of cooperative freedom suggests that areas of particular importance to distance education are: time, space, average rate of access and content. However, if we could develop a system of distance education that combines the freedom of the individual with the cooperation with the group, we would reach a distance education based on freedom cooperative.
Adult learners of the future need for flexibility and individual freedom. But at the same time, many need or prefer the collaboration with the group. These objectives are difficult to match, but the online education, using all available communication tools can be a way to unite individual and collective freedoms in a truly flexible unit of distance education, and to achieve a cooperative education.
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Cooperative Online Education in Seminar.net - International journal of media, technology and lifelong learning Vol. 4 – Issue 2-2008
By Morten Paulsen (2008)
In http://seminar.net/index.php/volume-4-issue-2-2008-previousissuesmeny-124/100-cooperative-online-education
(Accessed October 21, 2009 and February 10, 2010)
In this article Morten Paulsen presents his theory of “Cooperative learning”. The article describes how he developed a virtual learning environment that allows students to have optimal individual freedom within online learning communities. This article demonstrates that cooperative learning can be implemented successfully through a set of instruments or means. Paulsen reports positive results from surveys and experiences with cooperative learning, and relate these issues like web 2.0, transparency, learning partners and individual progression plans.
Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. The pedagogical and administrative challenges with regard to accommodating both individual freedom and cooperation are explained in the Theory of Cooperative Freedom. This article shows that cooperative learning can be implemented successfully through a set of instruments or means. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. This article also presents results from four evaluations which included questions about NKI’s cooperative tools and services
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The Hexagon Of Cooperative Freedom: A Distance Education Theory Attuned to Computer Conferencing
By Paulsen, Morten (1993)
In http://www.nettskolen.com/forskning/21/hexagon.html
(Accessed October 22, 2009 and February 9, 2010)
The article is a first attempt to Morten Paulsen to develop a theory of distance education attuned specifically to CMC. Focusing on the interplay of independence and cooperation within the dimensions of time, space, pace, medium, access, and curriculum within distance education contexts, it is argued that computer conferencing can foster both freedom for the individual and group cooperation.
Morten Paulsen continued to investigate, and revised and updates this theory several times.
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Affinity Groups in Self-paced Online Learning
By Terry Anderson (2006)
In http://terrya.edublogs.org/2006/02/25/affinity-groups-in-self-paced-online-learning/
(Accessed October 22, 2009 and February 8, 2010)
In this article, Terry Anderson examines the literature on the type of community that can be created in this self-paced context. He argue that an online affinity group provides a useful model that we can use and support to increase participation in and successful completion of self-paced, formal online courses.
Terry considers that learners enrolled in a course share a community of interest- that being successful completion of that course. But what is often lacking in self-paced learning is a mechanism to explore and develop that “sympathy” with others.
He thinks “The scant literature directly relating to affinity groups in education suggests that affinity groups are both pedagogically useful and generally appreciated by learners. One can easily extrapolate from the volumes of studies related to both classroom and online collaborative and cooperative learning research and can see affinity groups as a subset of this socialized form of learning. Affinity groups may be a very useful organizational model that stimulates social activity and social presence even within self-paced and continuous learning. This form of education has been described as independent study, but I argue that with appropriate technological, social and pedagogical support, self-paced learning need not be independent learning. One cannot however expect affinity groups to suddenly and spontaneously emerge from education models and systems based upon independent study assumptions. Rather the following organizational interventions are suggested: Discovery; Activities, Leadership and Research and measure.
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Transparency in Cooperative Online Education
By Christian Dalsgaard and Morten Paulsen (2009)
In http://www.irrodl.org/index.php/irrodl/article/view/671/1267
(Accessed October 22, 2009 and February 10, 2010)
After Morten Paulsen has dealt, in general terms, the inclusion of Web 2.0 tools in education, in this article Morten Paulsen and Christian Dalsgaard aims to discuss the following question: What is the potential of social networking within cooperative online education?
The authors argue that transparency is a unique feature of social networking services. Transparency gives students insight into each other's actions. Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. This article demonstrates how cooperative learning can be supported by transparency. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article discusses by which means social networking and transparency may be utilized within cooperative online education.
Transparency means that you and your doings are visible to fellow students and teachers within a learning environment. For instance, transparency could mean that students and teachers are made aware of and have access to each other’s interests, thoughts, concerns, ideas, writings, references, and assignments. The purpose of transparency is to enable students and teachers to see and follow the work of fellow students and teachers within a learning environment and in that sense to make participants available to each other as resources for their learning activities.
This article illustrates the theory of cooperative freedom with current examples from NKI Distance Education in Norway.
They conclude that social networking sites are not the new learning management systems. From the perspective of the theory of cooperative freedom, however, the special kind of communication and interaction afforded by social networking sites is interesting and has pedagogical potential. From this point of view, social networking should be considered as a supplement to other tools. The potential of social networking lies within transparency and the ability to create awareness among students.
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Internet Based E-learning, Pedagogy and Support Systems
By Torstein Rekkedal and Svein Qvist-Eriksen (2003)
In http://learning.ericsson.net/socrates/doc/norway.doc
(Accessed October 23, 2009 and February 9, 2010)
This paper intends to identify and discuss the areas of e-learning that are important in describing the state of the art in e-learning specifically related to the need for systems and actions supporting the learner and helping him/her to succeed and reach learning goals, whether these learning goals are set by the institution, employer and/or the learner.
They argue that in cooperative learning the theory is that everyone wins no one looses. The learning process is not seen as an individual pursuit concerned with accumulating knowledge, but as part of a social process where students helps each other to develop understanding in an enjoyable and stimulating context. The learning is process driven and learners must be involved in the social process and pay attention to this process to achieve their desired goals. The outcomes are not only academic, but involve increased competence in working with others, self understanding and self confidence. The learning activities may end up in group products which would not be achievable if learners worked individually, or the process may consist of learners helping and supporting each other in achieving individual learning goals.
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Learning partner - opportunities for cooperation in distance learning
By Slaatto Torhild and Morten Paulsen (2006)
In http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=8294&doclng=6
(Accessed October 22, 2009 and February 10, 2010)
In this paper an approach to NKI and its mode of operation
They state that NKI Distance Education facilitates individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other. We build on adult education principles and seek to foster benefits from both individual freedom and cooperation in our online learning community.
NKI's learning philosophy is based on Professor Morten Flate Paulsen's Theory of Cooperative Freedom. A cornerstone in cooperative learning is that cooperation should be voluntary.
However, the Theory of Cooperative Freedom states that cooperation should be attractive, appealing and alluring. It should be offered as an attractive opportunity to those who seek cooperation. The challenge is therefore primarily to help those who are interested in cooperation to find suitable learning partners. For this reason, NKI has developed the Learning Partner tools within its LMS system.
In cooperative learning, individual flexibility and freedom are essential. The theory suggests that the facets of flexibility that are of special importance are time, space, pace, medium, access and content.
To illustrate this, the authors report some experiences of students from NKI.
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Theory of Cooperative Freedom
By Morten Paulsen (2008)
In http://toonlet.com/archive?m=s&i=10870
(Accessed October 20, 2009 and February 10, 2010)
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Theory of Cooperative Freedom
By Morten Paulsen (2008)
In http://www.youtube.com/watch?v=HVXtbLg5ycE
(Accessed October 20, 2009 and February 10, 2010)
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Theory of Cooperative Freedom
By Morten Paulsen (2007)
In http://www.slideshare.net/MortenFP/cooperative-freedom-as-a-guiding-star-for-online-education
(Accessed October 20, 2009 and February 10, 2010)
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