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Redrawing the Boundaries in Online Education through Media Literacy, OER, and Web 2.0: An Experience from Brazil

Copyright © 2012. 19 pages.
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DOI: 10.4018/978-1-4666-0300-4.ch009
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MLA

Bujokas de Siqueira, Alexandra, Danilo Rothberg and Martha Maria Prata-Linhares. "Redrawing the Boundaries in Online Education through Media Literacy, OER, and Web 2.0: An Experience from Brazil." Collaborative Learning 2.0: Open Educational Resources. IGI Global, 2012. 164-182. Web. 27 Aug. 2014. doi:10.4018/978-1-4666-0300-4.ch009

APA

Bujokas de Siqueira, A., Rothberg, D., & Prata-Linhares, M. M. (2012). Redrawing the Boundaries in Online Education through Media Literacy, OER, and Web 2.0: An Experience from Brazil. In A. Okada, T. Connolly, & P. Scott (Eds.) Collaborative Learning 2.0: Open Educational Resources (pp. 164-182). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-0300-4.ch009

Chicago

Bujokas de Siqueira, Alexandra, Danilo Rothberg and Martha Maria Prata-Linhares. "Redrawing the Boundaries in Online Education through Media Literacy, OER, and Web 2.0: An Experience from Brazil." In Collaborative Learning 2.0: Open Educational Resources, ed. Alexandra Okada, Teresa Connolly and Peter J. Scott, 164-182 (2012), accessed August 27, 2014. doi:10.4018/978-1-4666-0300-4.ch009

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Abstract

This chapter presents lessons learnt after reflecting on a distance learning course based on Web 2.0 tools, which was promoted in order to teach visual communication concepts to students on a teaching degree programme at a Federal University in Brazil (UFTM, Minas Gerais State). The authors assessed the potential of open learning to bring changes in education to the new generations of teachers, in pace with cultural transformations induced by the emergence of a digital culture. The course was structured in four modules: About visual language; Elements of visual communication; Design and style and Non-verbal text coding and decoding. The exercises in each one of the four modules mixed resources of a variety of sources, but all of them had in common the fact that they were open, free to use, and available to the general public. Results suggest that this is a productive approach to introduce new subjects into traditional curricula, but it forces educators to rethink established uses, particularly those related to assessment.
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Introduction

Social networks, Web 2.0 tools, convergence culture, and media literacy skills are some of the expressions that are gaining ground within educational discourses. At the same time, there is great controversy surrounding new media, convergence culture and its relationship with traditional education processes, such as teaching degrees. In those general settings, a group of teachers from the Federal University of Triangulo Mineiro (UFTM) decided to assess the potential of open learning and its range of tools to bring effective changes to the education of newer generations of teachers, thus attempting to keep pace with cultural transformations induced by the emergence of a digital culture.

In this context, the positions of who traditionally sends and receives information, of who learns and who teaches, and which party controls and which is controlled are weakened in classical educational models, which were unable to foresee the radical changes that have occurred in recent years. Such an unpredictable process has been intensifying conflicts in the classroom, raising difficulties to the daily work of teachers and deepening the lack of interest of the students at schools.

That process, however, should not be merely seen as a problem, but as a driving force for change: basic education definitively needs to rethink its goals and practices, if it is expected to be carried out according to the trends of contemporary culture.

While it is not easy to transform structures, beliefs and routines that have stood the test of time in the classroom, at least some effort could be made in order to connect traditional educational platforms to those now emerging in the digital age. The dialogue with the languages and cultural practices of the digital world may contribute significantly to modify some anachronistic features of Brazilian schooling. Thus the focal-points of this experience are the reading and writing practices which have been altered as a consequence of the impact of the greater social developments that have taken place in the economy, technology and culture, and consequently have directly affected people’s jobs, daily life, and education. Our hypothesis is that open and collaborative learning initiatives that take place alongside traditional classes could be productive to update practices that do not meet some of the current perceived contemporary needs of learning.

In some parts of the world, this strictly educational perspective may be mixed with social concerns. In Brazil, a country where only about a quarter of youths aged 18 to 24 go to college, the challenge of such pedagogical renovation goes hand in hand with the need for making access to university more widespread as well as increasing the number of teacher learners.

Collaborative learning, in this scenario, could also be an important resource for ensuring the success of a governmental programme for university access, which has been implemented in Brazil since 2003. This policy has increased the number of cities served by public universities (where the students pay no tuition fees) from 114 before 2003, to 237 in 2011. During this period 14 new universities were founded in Brazil with more than a hundred campuses spread over the country1.

Proposing innovative education models to attract new students, particularly from social backgrounds often excluded from college, and to assure that they finish the graduate course was one of the requirements for joining the “Programme of Support for Plans of Restructuring and Expanding Federal Universities” (REUNI). The REUNI programme was planned to increase the number of Federal university students by 20% and is delivered by all Brazilian Federal Universities.

At UFTM, the first courses offered within the REUNI Programme were devoted to teacher education in six fields of expertise: Biology, Physics, Geography, History, Chemistry and Mathematics. One of the underlying principles of the programme is academic curriculum restructuring. These teacher education courses were created by a group of lecturers and selected administrative staff. This commission outlined a concept according to which a comprehensive and humanistic background should be provided by the new curriculum, along with the purpose of educating people competent in their own fields of work. So the curriculum was designed in order to gather the following attributes: flexibility to allow interchangeable disciplines; teaching methodologies oriented to effective learning; interdisciplinary approach; critical view of contemporary issues; unity between labour and cultural, scientific and humanistic bases (Prata-Linhares et al, 2008).

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Complete Chapter List

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Table of Contents
Foreword
Marshall S. Smith
Preface
David Wiley
Chapter 1
Andy Lane
This chapter examines the role that open educational resources might play in widening participation in higher education. It begins by highlighting... Sample PDF
Widening Participation in Higher Education through Open Educational Resources
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Chapter 2
Susan D’Antoni
This is the story of an international community convened to raise awareness of the growing Open Educational Resources (OER) movement. The experience... Sample PDF
The UNESCO OER Community 2005-2009: From Collective Interaction to Collaborative Action
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Chapter 3
Lisa A. Petrides, Cynthia Jimes, Carol Hedgspeth
This work specifically sheds light on the ways that OER impacts teacher professional development, knowledge building, and interactive problem... Sample PDF
Knowledge Sharing and Collaboration as Indicators of Learning in OER Communities
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Chapter 4
Giovanni Fulantelli, Davide Taibi, Manuel Gentile, Mario Allegra
The focus of this chapter is on “key issues for fostering OER communities of practice with teachers.” It is based on the successful experiences of... Sample PDF
Fostering OER Communities of Practice with Teachers
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Chapter 5
Alexandra Okada, Scott Leslie
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Open Educators and Colearners as DJs: Reuse, Remix, and Recreate OER Collaboratively!
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Chapter 6
Ivana Marenzi, Wolfgang Nejdl
In Content and Language Integrated Learning the context is to explicitly teach a subject through a foreign or second language, and therefore... Sample PDF
I Search Therefore I Learn - Active and Collaborative Learning in Language Teaching: Two Case Studies
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Chapter 7
Freda Wolfenden, Alison Buckler
Much is written of the potential of Open Educational Resources (OERs) to contribute to improvements in the quality of and access to education... Sample PDF
Adapting OER for Professional Communities: The Teacher Education in Sub-Saharan Africa Experience
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Najat Smeda, Eva Dakich, Nalin Sharda
The purpose of this chapter is to present the vision of a framework for developing Web 2.0 tools for collaborative learning using digital... Sample PDF
Digital Storytelling with Web 2.0 Tools for Collaborative Learning
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Chapter 9
Alexandra Bujokas de Siqueira, Danilo Rothberg, Martha Maria Prata-Linhares
This chapter presents lessons learnt after reflecting on a distance learning course based on Web 2.0 tools, which was promoted in order to teach... Sample PDF
Redrawing the Boundaries in Online Education through Media Literacy, OER, and Web 2.0: An Experience from Brazil
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Chapter 10
Israel Gutiérrez Rojas, Raquel M. Crespo, Michael Totschnig, Derick Leony, Carlos Delgado Kloos
With the introduction of the Web 2.0 philosophy in the learning arena, the way learning actors interact has changed substantially. From a... Sample PDF
Managing Assessment Resources in the Open ICOPER Content Space
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Chapter 11
Josh McCarthy
This study explores the efficacy of open educational resources and online social network sites in linking digital media students with industry... Sample PDF
Connected: Online Mentoring in Facebook for Final Year Digital Media Students
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Chapter 12
Aileen McGuigan
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Giselle Ferreira, Tina Wilson
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Open Educational Resources and Web 2.0 for Formal Learning in Information and Computer Sciences: A Case Study
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Chapter 14
Sibren Fetter, Adriana J. Berlanga, Peter B. Sloep
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Peer-Support and Open Educational Resources
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Chapter 15
Joseph Corneli, Alexander Mikroyannidis
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Crowdsourcing Education on the Web: A Role-based Analysis of Online Learning Communities
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Chapter 16
Pradeep Kumar Misra
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Open Educational Resources: Lifelong Learning for Engaged Ageing
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Chapter 17
Rebecca Ferguson, Simon Buckingham Shum
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Towards a Social Learning Space for Open Educational Resources
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Chapter 18
Martin Wolpers, Martin Memmel, Alberto Giretti, Miquel Casals, Katja Niemann, Marcus Specht
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Chapter 19
Andy Lane, Andrew Law
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Collaborating over Rich Media: The Open University and BBC Partnership
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Christophe Salzmann, Denis Gillet, Francisco Esquembre, Héctor Vargas, José Sánchez, Sebastián Dormido
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Web 2.0 Open Remote and Virtual Laboratories in Engineering Education
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Chapter 21
Teresa Connolly, Elpida Makriyannis
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OERopoly: Collaborative Learning about Open Educational Resources through Game-Playing
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