Unit 2 Activity 1 - Annotated Bibliography – Revised

Annotated Bibliography - Revised

Summary

From the research I conducted about online teaching techniques highlight two articles from Morten Paulsen, that give us an insight teaching methods and techniques for computer-mediated-communication (CMC) and an overview of possible pedagogical CMC techniques.

------

Teaching methods and techniques for computer-mediated communication
By Morten Paulsen
In http://www.nettskolen.com/forskning/22/icdepenn.htm
(Accessed November 19, 2009 and February 10, 2010)

In the first article, Morten Paulsen gives an overview of the possible educational and pedagogical techniques for the CMC. Morten Paulsen begins to reveal their arguments in relation to the theory of cooperative freedom. He argued that students' adult will get the flexibility and individual freedom. At the same time, they need the cooperation of the group and social unity. Conference by computer, when integrated with other media, can be the means of uniting freedom and truly flexible unit distance, cooperative education programs.".
Morten says that a teaching technique is a way to achieve the objectives of education. The techniques presented here are organized according to the four communication paradigms used in computer-mediated communication (one, one-to-one, one-to-many and many to many).
One - The techniques are classified as a stand-alone are characterized by retrieval of information through online resources and the fact that a student can accomplish the learning task without communication with the teacher or other students.
One-To-one - techniques classified as one-to-one can be accomplished through application of e-mail.
One-to-many - The techniques discussed as one-to-many will typically be conducted via the World Wide Web, bulletin boards or mailing lists e-mail.
Many-to-many - The techniques presented as many to many may be organized within the computer systems conference, bulletin board systems, mailing lists or e-mail. A comprehensive review of literature led by Paulsen (1995) presented the experiences of some 25 different teaching techniques that were applied in the CMC-systems. Based on the examples found in the literature review Paulsen, some techniques seem prevalent and others seem rare.
The review showed, however, that practitioners have a wide range of techniques to choose from.

------

The Online Report on Pedagogical Techniques for Computer-Mediated Communication
By Morten Paulsen
In http://www.nettskolen.com/forskning/19/cmcped.html#a
(Accessed November 19, 2009 and February 10, 2010)

In the second article the author addresses such important issues as methods, techniques and devices for CMC. He draws an Overview of Possible Pedagogical CMC Techniques in general adult education.
With regard to techniques, he states that "pedagogical technique is a manner of accomplishing teaching objectives.
It summarizes the techniques as follows:
One-alone Techniques - The techniques classified as one-alone are characterized by retrieval of information from online resources and the fact that a student can perform the learning task without communication with the teacher or other students.
One-to-one Techniques - The techniques classified as one-to-one can be conducted via e-mail applications.
One-to-many Techniques - The techniques discussed the one-to-many will typically be conducted via bulletin boards or distribution lists for e-mail.
Many-to-many Techniques - The techniques presented as many-to-many can be organized within computer conferencing systems, bulletin board systems, or distribution lists for e-mail.
Then he thoroughly explores all of these techniques by reference to several studies.
Finally, he warns that “The techniques presented here are by no means meant to constitute an exhaustive list of pedagogical CMC techniques. They represent, however, a comprehensive array of examples that show the gamut of techniques that are available for teachers, program planners, and designers of computer-mediated communication courses. Based on the examples found in the literature review, some techniques seem prevalent and others seem rare. The review showed, though, that practitioners have a wide range of techniques to choose from.”

------

Preparing K-12 Teachers to Teach Online
By Greg Kearsley and Robert Blomeyer (2003)
In http://home.sprynet.com/~gkearsley/TeachingOnline.htm
(Accessed November 19, 2009 and February 10, 2010)

In the article "Preparing K-12 Teachers to Teach Online", Greg Kearsley and Robert Blomeyer, describe some of the issues associated with preparing school teachers to teach online. While the focus of the discussion is K-12, most of these issues also apply to higher education faculty and instructors in the training domain.
The authors discuss some aspects such as:
• the requirements for an effective online teacher;
• In addition to the personal qualities there some preconditions that online teachers must satisfy;
• What competencies online teachers need;
• Advantages to want to be a teacher online;
• Online teaching strategies;
• Workload;
• What kind of support teachers and students need;
• The materials used in online courses can be provided or developed by teachers themselves. Teachers may want to customize or supplement them.
I enjoyed this article because it employs a simple and clear language that becomes easily understandable.

------

How to manage your Online Teacher workload
By Kate Butler (2003)
In http://community.flexiblelearning.net.au/ManagingFlexibleDelivery/content/article_4180.htm(Accessed November 19, 2009 and February 10, 2010)

This is another article that I found interesting because it gives us information how to manage teacher workload, focusing on aspects such as: time management, information management and technologies.
All the articles I found and spoke of online teacher workload, reported that the time spent by an online teacher is greater. One can almost say that an online course, the teacher is available 24 hours, 7 days a week. Here the time management is very important.

------

Modelling new skills for online teaching
By G. Salter and S. Hansen
In http://www.ascilite.org.au/conferences/brisbane99/papers/salterhansen.pdf
(Accessed February 10, 2010)

This paper examines the theoretical background for the integration and modeling of online teaching within a staff development program.
There is a need to support staff development, recognizing the fears that staff may have, and also a need to model the new teaching strategies and skills required for teaching successfully in an online environment.
The authors refer to as key success factors of online learning in different contexts the structure, relevance and support.

------

Teaching Behavioral-Based Skills Online
By Gerri Hura (2008)
In http://jolt.merlot.org/vol4no3/hura_0908.htm
(Accessed February 10, 2010)

This article review various methods and techniques that any instructor can use to adapt their behavioral-based course content into a rich and rewarding online learning experience for students. In addition, this article provides several examples of online instructional methods for behavioral-based skills or courses.

------

Tips and Tricks for Teaching Online: How to Teach Like a Pro!
By Kaye Shelton and George Saltsman (2004)
In http://www.itdl.org/Journal/Oct_04/article04.htm
(Accessed February 10, 2010)

This paper summarizes some of the best ideas and practices gathered from successful online instructors and recent literature. Suggestions include good online class design, syllabus development, and online class facilitation offering hints for success for both new and experienced online instructors.
In conclusion the authors state that online teaching has brought a new modality to distance education. It has also brought frustration and anxiety to the instructors attempting this new methodology. Instructors who are comfortable with the traditional methods for teaching in the classroom struggle to engage students over the Internet. While many of the same techniques apply, teaching online requires additional techniques for success. These techniques are similar to the same steps a gardener takes to develop a garden. In the online classroom, the ground is prepared with a carefully designed syllabus and policies, the seed is planted in the first session of class, and the learning community is nurtured to grow and become self-sufficient. These steps yield students who are engaged and working toward completion of the learning objectives. By utilizing these strategies for teaching online effectively, an instructor will engage the online learner, nurture a successful learning community, and alleviate the frustration and fear that goes along with teaching online.

------

Online Pedagogy
By Judy Backer (2007)
In http://www.slideshare.net/bakerjudy/online-pedagogy
(Accessed February 10, 2010)

Online Pedagogy

View more presentations from Judy Baker.

Another key aspect is the tools that the teacher has at his disposal. It should always be updated and know how to use them to improve the quality of the online course
In this blog we can find a list of tools of Web 2.0. The author organized this list after and then we can see that in http://hubpages.com/hub/Education20
Another list of tools (Web 2.0) we can find here

http://classtools.net/
http://hubpages.com/hub/Education20
http://teachweb2.wikispaces.com/

Unit 1 Activity 2 - Revised

This is my learning object review.
I made some changes according to the suggestions received.
This learning object can be found here.

The Theory of Cooperative Freedom - Review

View more presentations from eduardarondao.

Unit 1 Activity 1 - Annotated Bibliography – Revised

Annotated Bibliography – Revised

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.

------

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.

------

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

------

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.

------

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.

------

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.

------

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.

------

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.

------

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)






------

Theory of Cooperative Freedom
By Morten Paulsen (2008)
In http://www.youtube.com/watch?v=HVXtbLg5ycE
(Accessed October 20, 2009 and February 10, 2010)




------

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)

Cooperative Freedom as a Guiding Star for Online Education

View more presentations from Morten Flate Paulsen.

Aprendizagem Autónoma – Reflexão

Prática Educativa no Second Life
Aprendizagem Autónoma – Reflexão

Começo esta minha reflexão por dizer que foi gratificante e muito proveitoso realizar esta actividade com a Helena.
Penso que o nosso primeiro obstáculo terá sido chegar à conclusão do que queríamos fazer. Somos de áreas diferentes (eu das Ciências e a Helena das Línguas), por isso cada uma de nós pensava em primeiro lugar na sua área.
Depois de algumas conversas e estudo de possibilidades, optámos por chegar a um consenso.
Realizar uma actividade em que as duas áreas estivessem presentes.
Assim, surgiu a ideia de realizarmos uma actividade que teria como objectivo principal fomentar o estudo autónomo da Língua Inglesa, nomeadamente através da interdisciplinaridade com as Ciências.

Das ferramentas que tínhamos à nossa disposição optámos por utilizar duas que pensámos se adequar melhor ao que pretendíamos.



O Vocab-U-Matic é uma ferramenta que permite criar notecards com listas de palavras que se podem organizar segundo temas. No início pensámos utilizar apenas um ou dois notecards com listas de termos de Ciências e respectiva tradução para Inglês. No mesmo notecard teríamos o termo em Português e a respectiva tradução. Tal não foi possível porque a ferramenta não permite escrever palavras (frases) grandes. Outro problema com o qual nos deparámos foi o do não reconhecimento do ~ e da ç. A juntar a este problema surgiu aquele que em termos daquilo que pretendíamos veio complicar tudo. O Vocab-U.Matic não permitia ser utilizado pelos alunos de forma autónoma já que não pode ser usada por outra pessoa senão pelo “dono”. Assim, tivemos que arranjar uma alternativa. Optámos então por criar vários Vocab-U-Matic, que colocámos na exposição com a listagem já visível. Lado a lado, colocámos os Vocab-U-Matic correspondentes ao mesmo tema (cores, animais, ambiente, biologia, geologia e catástrofes naturais), tendo um a listagem dos termos em português e o outro em inglês.

Para que o aluno tivesse conhecimento da correspondência correcta dos termos, criámos um objecto com ligação a um poster que construímos no Glosger.




A segunda ferramenta que utilizámos, e que nos foi amavelmente cedida pelo Kip, foi o Free Basic Notecard Quiz Tool.




Ao princípio tivemos algumas dificuldades em trabalhar com ela mas graças à ajuda da Professora e do Kip tudo se resolveu. Esta ferramenta correspondeu às nossas expectativas. Com ela construímos 3 quizzes que associavam a cultura geral sobre o Ambiente com o Inglês. Por ser intuitiva e autónoma esta foi a ferramenta que melhor se adequou aos nossos objectivos.
Para além do uso destas duas ferramentas ainda criámos notecard que distribuímos pelos participantes.
O cenário foi simples mas, não se pretendia nada de muito construtivo, apenas um espaço para relaxar. A nossa intenção era que os alunos dispusessem de um espaço amplo onde se pudessem movimentar sem constrangimentos.
A realização desta actividade e a participação nas actividades dos outros grupos contribuiu para que tenha uma percepção das potencialidades do SL na educação.

Transparency in Online Education

Unit 3 Activity 2

I decided to do a book with a compilation of the most read articles.
I think it is a good way to help those seeking information on the subject.


Click to launch the full edition in a new window

Self Publishing with Yudu

Transparency in Online Education - Activity 1 Unit 3

Realized that the readings in this activity I would highlight two aspects that are important and fundamental:
1)The use of social networking and Web 2.0;
2)Student Profiles (NKI’s) Online Catalogue.

For Christian Dalsgaard and Morten Paulsen transparency is important to cooperative online education. People can cooperate only if they know about each other and have access to some common information and services.
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.
Transparency is not a given, especially within online education. Students might work at a distance and individually, and, thus, they are not necessarily aware of the activities of other students. In their individual work, however, students write notes, search for literature, find relevant websites, write assignments, etc. This information and these products are relevant to other students. A central aspect of cooperative learning is to enable students to make use of each other while at the same time maintaining individual freedom.
Transparency implies that users to a certain extent can see and be seen, but it is important to find a suitable transparency level. Transparency is also an important driver for improved quality. It has the following three positive effects on quality:
Preventive quality improvement
We are prone to provide better quality when we know that others have access to the information and contributions we provide.
Constructive quality improvement
We may learn from others when we have access to their data and contributions.
Reactive quality improvement
We may receive feedback from others when they have access to our data and contributions.

For Morten and Dalsgaard student catalogues are important tools for showing students that they have access to a learning community. A comprehensive catalogue that provides relevant information about students is crucial to students acquiring an overview of the learning community. Student catalogues usually provide information about all students enrolled in a course; however, if students can access information about the students enrolled in other courses offered by the institution, they may benefit from taking part in a larger learning community. Moreover, a catalog that includes alumni could be of interest to students who seek advice on courses they are considering or on future employment.
To facilitate cooperation, a student catalogue should include information that makes it easy to initiate and maintain communication, such as e-mail addresses, telephone numbers, chatting identities, etc. It may also include information on geographical location (e.g., zip codes) to facilitate identification of potential partners for occasional face-to-face meetings. Similarly, it may include progress plan information so that students can identify peers who are working with the same study unit. Finally, one may argue that student catalogues should include CV-type information to make it possible to search for peers who have special competencies.
Student catalogues must address privacy issues appropriately. Some information in student catalogues may be regarded as sensitive and may require student consent. Some students may also be opposed to inclusion in a student catalogue. The challenge is to find the balance between providing as much relevant information as possible to stimulate cooperation without trespassing students’ privacy thresholds. A viable solution is to ask students for permission to make the information available to the staff, to the students enrolled in the actual course, or to all students in all courses.

For Morten the benefits of Student Profiles (NKI’s) Online Catalogue are:
Firstly, it seems like many students appreciate the opportunity to share information about their online course activities with family, friends and colleagues. Others seem to use the presentation as an online CV to support job applications. In any case, most presentations act as favorable personal homepages that focus on the students’ achievements.
Secondly, the catalogue appears to be a valuable resource for NKI. The users are excellent ambassadors for NKI when they share their presentation with others. They provide a lot of relevant information for prospective students and key words for the search engines. All the positive and trustworthy testimonials from current students and teachers will probably have a positive effect on NKI’s future course enrolments.
Thirdly, the fact that so many serious, hard-working and successful students are willing to share achievements and experiences in an open, online catalogue is valuable for the field of online education. Traditionally, distance students tend to be quite invisible compared to other groups of students. They are so dispersed and so busy with their courses, jobs and family obligations that they seldom form action groups or student unions. Online student catalogues may help these students become more visible as a group that deserves more attention.

And the riscks are: Risks: inappropriate content, copyright issues, criticisms from dissatisfied students, student who explore too much personal information. But on the whole have had few issues and problems.
Paulsen believed transparency improves quality, error correction, preventive quality, learning quality. Also it promotes cooperation.

I was curious and went to see some of the Student Profiles (NKI’s) Online Catalogue (http://www.nki.no/pp/EikelandAnette ; http://www.nki.no/pp/SiriKverneland ; http://www.nki.no/pp/kvalvikt ; http://www.nki.no/pp/skogbergetr). I found it interesting to confirm the profile of the majority of students online (employed, married with children, living outside the major cities, who for various reasons did not continue studies when young and now have an opportunity here to do it).
I believe that the disclosure of the profile can encourage other students.


References
http://www.irrodl.org/index.php/irrodl/article/view/671/1267
http://home.nki.no/morten/index.php/component/content/article/3-artikler-uten-kommentarer/86-transparency-in-cooperative-online-education.html
http://cloudworks.ac.uk/cloud/view/2340
http://eunis.dk/papers/p41.pdf
http://www.eden-online.org/blog/2008/10/01/profiling-online-students/

Visualizing Student Profiles through NKI’s Online Catalogue and Student Network

Visualizing Student Profiles through NKI’s Online Catalogue and Student Network

View more presentations from Morten Flate Paulsen.