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Editor’s Note: UNESCO has named Brazil as one of nine high-population underdeveloped countries which together make up more than half of the world’s population. This paper describes a project to introduce computers and distance education in order to upgrade educational standards in Brazil. The Virtualizing Project is the result of a partnership of government, a research laboratory, and university for teacher training and promoting computer access in public schools.

 

The Brazilian Virtualizing Project:
Using Virtual Education to Bring Public School Teachers
Closer to Modern Reality

N. R. Modro, L. C. Paas, and A. M. Rodriguez

Abstract

The internet's continued expansion in recent years has far outpaced the growth of knowledge teachers have about it. In Brazil this problem is being tackled via the federal 'Proinfo' program, which promotes computer access in public schools and facilitates relevant teacher training, using varying distance education strategies. This paper describes a specific Proinfo project called Virtualizing, a distance education initiative aimed to upgrade public teacher's knowledge about the use information technologies in the classroom. The project, created in collaboration with one of Brazil's biggest distance education organizations (LED) combines face-to-face workshops with internet-based instruction and is based on a state-of-the-art learning platform called VIAS-Knowledge. This paper describes the educational design aspects of the project, the learning platform and one of the courses.

 

I. Introduction

Brazil is categorized as part of UNESCO'S E-9 group: nine high population, underdeveloped countries which together, making up more than 1/2 of the world's population and have certain characteristics in common: strong demographic pressures; substantial remote populations; unwieldy education systems; relatively low levels of central government funding for education; and, persistent problems in reducing adult literacy [3]. Through a process of long-overdue institutional change, Brazilian policy makers are concurrently seek to deal with these problems, as well as ones faced by many of the most highly developed countries - how to appropriately use information technologies in the classroom and advance teacher's skills in the right direction.

An important part of the Brazilian education reform began in 1995 with the creation of a federal department called the "Secretary of Distance Education" (SEED). The goal of SEED is to use information and communication technologies toward supporting and improving the quality and dissemination of education in this country with a population of 170 million people spread across nearly 1/2 of South America's land mass. Under SEED's "Proinfo" program, computers and access to the internet were issued to all public schools in Brazil, under the condition that the schools present an appropriate pedagogical strategy [8]. To this end, each municipal government was allocated funding to establish a "Nucleus of Educational Technology" (NTE), making computer labs and networks available for teachers, and offering educational programs for teacher training.

Another important advance occurred in 1997, when the Brazilian Ministry of Education decreed that all K-12 school teachers have an undergraduate degree, and all university teachers a masters degree, by the year 2006. This meant that at least 50% of the Brazilian teachers and professors would have to upgrade their skills in a relatively short time, resulting in a huge and widespread demand for teacher training, as well as need to create solutions for efficient and effective teacher education.

The Distance Education Laboratory (LED) of the Federal University of Santa Catarina (South Brazil) has been meeting this challenge for several years by forming partnerships with educational institutions all over Brazil, implementing programs using Teleconferencing, Videoconferencing and Internet-based distance education programs, making it possible for teachers to avoid leaving their posts to learn. Although the subjects taught via the LED are varied, they are mainly related to information technology and education, according to each institution's specific needs and budget.

This paper describes one such solution, called the Virtualizing Project, in which the authors participated as instructional and systems designers.

 

II. Virtualizing Project

The Virtualizing project is a partnership between the Ministry of Education of the Municipality of Florianopolis and the Distance Education Laboratory (LED) of the Federal University of Santa Catarina (UFSC). Its principal objective is to encourage, via immersion in an e-learning environment, a culture of technology use and appropriate pedagogical strategies for the municipality's public education system. The project first ran from April 25 to August 30, 2002, with the enrollment of 180 teachers representing 19 elementary and junior high schools. Teachers from various subject areas were selected from schools which had already acquired computers through the federal Proinfo program.

 

III. Vias Knowledge

VIAS Knowledge (VIAS-K) is an educational platform that offers a broad set of interactive models, including learning environments for users, multimedia content, tools for collaboration, support and system management. The platform unites state-of-the-art information technologies with appropriate pedagogical methodologies [1,2,5]. It aims to attend to the growing demand for education in Brazil and is modeled toward continually improving efficiency during the learning process [6]. VIAS-K was conceived in October of 1999. In March of 2001 it was ready to support its first users - a 1 year distance education program for 600 students (teachers from the areas of math’s, chemistry, biology and physics who had not yet finished undergraduate studies).

Since many of the learners are new to computers and networks, an important aspect of the VIAS-K learning environment is its user support system. In addition to online support tools and information, every course offered via VIAS-K relies on the added support of live course tutors. The tutors help students and professors to use the technology and act as facilitators in the communication and learning process [3]. Another aspect of the VIAS-K platform worth highlighting is its model for accessing the system. The first screen the student accesses is a Portal of information related to the course, managed and automatically updated by administrative members (in this case, member of the Ministry of Education) through online forms allowing for the upload of text and graphics. The Portal model serves to keep the group informed as a whole, with timely and relevant information, as well as providing news to the public in general. The Portal also contains the point of login for students, professors and tutors. Upon entering a valid user ID and password, users have direct and unlimited access to course content and support tools. Fig 1. illustrates this access dynamic.

Fig 1. VIAS-K access procedure

 

Fig. 2 presents the VIAS-K main page and its elements:

1. navigation content tree (a graphic organization of educational content - or the learning objects organization – see details in section 3.1);
2. content area (once a topic is selected in the navigation content tree, it is shown in this area);
3. user identification;
4. tools (divided into 5 categories: personal tools, administrative tools, collaboration tools, support tools and online help); and
5. logout area.

Fig 2. VIAS-K main page and its elements

 

Figures. 3A, 3B, 3C, 3D that follow show screen shots from the Virtualizing program.

3A.

3B.

3C.

3D.

Fig. 3 Virtualizing Program screen shots: a) online video being viewed;
b&c) content in hypermedia documents; d) chat tool in action.

 

A. Learning Objects and VIAS-K

Learning Objects are a instructional design technology that brings a potential of reusability, generatively, adaptability, and scalability [8, 9, 10].

An conceptual model of Learning Objects was introduced by Cisco [6] and a Learning objects can be represented by blocks divided in content items, practice items, and assessment items. This small blocks of information, are stored in databases and are useful to communicate knowledge or skills, and can be any media type.

VIAS-K applies this concept and for every user configure an content learning tree (fig. 4). In addition, VIAS-K connects learning objects, collaborative tools and the content learning tree.

Fig. 4 VIAS-K and Learning Objects relationship. © VIASK

 

IV. Instructional Design Strategy

The basic principal of the Virtualizing program's instructional design strategy is knowledge construction through practice. In order for teachers to learn about information technologies, they should have hands-on experience using these technologies, as well as opportunities to read about, reflect on, and discuss the use and expansion of such technologies in education and society. Also, since the target learners were all adults, and teachers, it was important to devise an approach which would offer immediate results which could be applied, and offer a high degree of learner control and responsibility. To this end, each of the 180 participants chose a course (from a selection of 6) according to their interests / needs. The courses mixed face-to-face and on-line learning, as shown in table 1 below:

TABLE 1: VIRTUALIZING COURSE STRUCTURE

To start the program, all participants of the Virtualizing program were required to take the course "Virtual Learning Environments” - I (AVA - I), for ten hours per week for a period of 2 weeks (April 25th to May 10th, 2002). The main concepts covered included basics of on-line learning and how to use the program's virtual environment (VIAS K). Since nearly all of the teachers in the program had little experience with informatics, this course was designed do give "low pressure" hands-on practice with activities such as uploading and downloading files, submitting opinions to the forum, operating the chat tool, locating course materials, etc.

The authors, involved in the instructional design and systems design process of VIAS-K for the Laboratory of Distance Education, were responsible for designing a subsequent course AVA II for the Virtualizing program, #5 in table 1.

 

V. Course AVA II

The course Virtual Learning Environments II (AVA II), has the objective of extending the teachers' knowledge of virtual learning environments and digital resources in general. Its goal is to empower the learner with the skills and strategies useful for managing classrooms in today's information society, as well as dealing with needs specific to their own students, in a Brazilian context. The course was divided into 6 modules: Introduction; Components of Virtual Learning Environments; Educational Design for the Information Society; Strategies for Technology Use in the Classroom; Using the Web for Learning Resources; Methodology for Constructing Virtual Learning Environments.

Each module was geared towards constructivist design principles, such as offering participants opportunities to reflect on knowledge construction, value multiple perspectives, and actively seek out solutions relevant to their subject area or classroom [1]. For example, the first 3-hour face-to-face meeting involved an informal, open discussion on teachers' experiences and opinions about information technologies, and the specific problems or goals each teacher had for his/her classroom and/or school. The AVA II course instructors then explained the constructivist design principles, and structure of the course content and activities, encouraging participants to actively seek knowledge and collaborate with their colleagues in completing course activities. A cognitive styles test was applied to the group, openly comparing the results, in order to exemplify the diverse learning styles and personalities within the group. Besides being fun, this activity helped the group to understand each other better, as well as showing them that their own students have diverse preferences for learning. Participants were encouraged not to judge which learning style was better, but to be aware that people are different and to be conscious of their own strength's and weaknesses in the learning process.

Taking into account diverse learner styles, the AVA II course instructors sought to present the content in diverse ways. The information in each module was offered in 3 distinct manners:

1.      A descriptive hypermedia document, containing images exemplifying ideas and links to various related sites/documents;

2.      A fictitious narrative about a grade school student's experiences interacting in a futuristic learning environment;

3.      Tests for auto-evaluation, and instructions for relevant individual or group activities. Activities included contributing reflections on provided literature in an online discussion forum and chats, evaluating online educational material and creating an annotated bibliography of internet sites relevant to each participant's subject area, creating a basic home page for the subject area (via online forms), and devising a strategy for a classroom activity which would use the internet.

The content was made available on the VIAS-K platform in a non-linear manner - each user could access any part of the modules in any order he/she wished, with no component being compulsory. However, a suggested course chronogram was provided, designed so that topics covered in synchronous meetings (chats, videochats and face-to-face) coincided with AVA II course content and activities in a progressive way. Evaluation was informal and results-oriented (critical feedback without giving a grade), geared toward encouraging and helping participants to successfully complete the course activities. Completion meant that teachers should create an online activity for their students (such as a Webquest) and create a basic home page for their classroom. Step- by-step instructions and online forms were provided for those who preferred this style of learning, while resources and extra guidance were provided for those who wished to create their own from scratch.

A motivational strategy was designed based on project exposure - each participant was expected to publish his/her site on the Virtualizing Program Portal, thereby making their findings available to local colleagues as well as teachers around the world.

 

Sustainability and Growth as Long-term Objectives

The authors designed AVA II with long-term objectives in mind. Each time the course AVA II is completed by a group, the number of teachers' sites published on the Portal will increase, annotated lists of internet resources will be updated and participants experiences documented, thereby creating a rich data base of useful and relevant information. These long-term objectives are designed to give a sense of continuity to the program, and are expected to be a motivational factor as the knowledge constructed by participants in the program is exposed and shared.

 

VI. Final Considerations

The basic premise of the Virtualizing program is that the best way for teachers to upgrade their computer skills is through immersion in digital environments, backed up by adequate face-to-face time in order to reflect and build knowledge with the help of colleagues, instructors and support staff. For many participants of the program, logging on to the system and accessing course materials were major first steps. In the course AVA II, many of these novice internet users took seemingly giant leaps forward by conducting searches and evaluations of educational internet sites, and creating their own home pages and classroom strategies for internet use - something most of them couldn't conceptually imagine being able to do in the weeks preceding the course. The hands-on, guided approach helped to demystify the media as well as give a sense of empowerment to the teachers. A flexible instructional strategy, geared toward developing applicable and relevant skills is especially important for adult learners.

It should be emphasized that an indispensable element of the instructional design is the mixture of face-to-face and online activities and the support of tutors, to clarify difficulties and avoid feelings of isolation that can arise in educational programs conducted purely at a distance.

In terms of helping to remedy the challenges shared by E-9 countries, the Virtualizing project represents a brave step in the direction of the future. This project represents a practical as well as theoretical part of the important process of educational reform in Brazil. The use of distance education technologies in an appropriate manner helps teachers to continually advance their knowledge while not having to leave their teaching posts. Via this hands-on approach, public school teachers are not only expanding their computer skills, but also learning about new teaching strategies and knowledge resources which are applicable to any subject domain.

 

VII. References

Books:

[1] T. Boyle (1997). Design for Multimedia Learning. Prentice Hall Europe, Hertfordshire, HP2 7EZ.

[2] F.T. Tschang, & T. Della Santa (2001). Access to Knowledge: New Information Technologies and the Emergence of the Virtual University UNU/IAS. Elsevier Science Ltd. Oxford, UK.

Technical Reports:

[3] H. Perraton & C. Creed (2001). Distance Education in the E-9 Countries. E9 Initiative, UNESCO.75352 Paris 07 SP

[4] J. A. Valente (1993). Diferentes Usos do Computador na Educagao. [Online]. Available: http://www.proinfo.gov.br/prf_txtie2.htm

[5] J. Visser. (1999) Changing Learning Environments: The Real and Not so Real of Reality and Virtuality. [Online]. Available: http://www.unesco.org/education/index.html

[6] MEC - Minist6rio da Educagao (2002). Programa Nacional de Inform'atica na Educagao. [Online]. Available: http://www.mec.gov.br/seed/proinfo.shtm

[7] CISCO Systems, Inc (2000). Reusable Learning Object Strategy: Definition, Creation Process, and Guidelines for Building. [Online]. Available: http://www.cisco.com

[8] Urdan, T. A. & Weggen, C. C. (2000). Corporate e-learning: Exploring a new frontier [On-line]. Available: http://wrhambrecht.com/research/coverage/elearning/ir/ir_explore.pdf

[9] Hodgins, Wayne. (2000). Into the future [On-line]. Available: http://www.learnativity.com/download/MP7.PDF

[10] Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version. Retrieved MONTH DAY, YEAR, from the World Wide Web: http://reusability.org/read/chapters/wiley.doc

Papers from Conference Proceedings (Published):

[11] J. O. Freitas, J. G. Martins, R. M. Barcia, R.C. S. Pacheco, A. Martins, G. Tissiani. (2001).VIAS Teaching Environment. 7TH. International Conference on Virtual Systems and Multimedia,. Berkeley, CA, USA.

About the Authors

Nilson Ribeiro Modro was born in Parand, Brazil. He studied Computer Science at University of Santa Catarina State. In 2000 he completed his Masters Degree in Artificial Intelligence at the Federal University of Santa Catarina in Florian6polis, Brazil. Nilson is currenty undertaking a Ph.D. on "Media and Understanding" at the Federal University of Santa Catarina, and he is busy researching, developing and teaching about learning tools suited for the demands of an information society at the Laboratory of Distance Education (UFSC).

Leslie Christine Paas was born and raised in Winnipeg, Canada, and has traveled, worked and studied in several countries. In 1997 she completed her BA (joint major in Communication and Latin American Studies) at Simon Fraser University, Vancouver, Canada. In 1999 she earned a Masters Degree in Media and Knowledge at the Federal University of Santa Catarina in Florian6polis, Brazil, where she is currently writing her Ph.D. thesis in the same area. Leslie has always been fascinated by information and communication technologies, and different cultures. She is applying her knowledge and interests by working in the area of education for Sustainable Development.

Alejandro Martins Rodriguez was born in Montevidéu, Uruguai. He has an undergraduate degree in Industrial Engineering, and Masters and Ph.D degrees in Production Engineering from Federal University of Santa Catarina. Since 1996 he has been teaching and researching Artificial Intelligence, Operational Research techniques and use of computers and new technologies at education at Federal University of Santa Catarina, Brazil.