Advertisement

Application of the Multiple Perspectives Model in an Undergraduate Course

  • Célio Gonçalo Marques
  • Ana Amélia A. Carvalho
Conference paper
  • 1.6k Downloads
Part of the IFIP Advances in Information and Communication Technology book series (IFIPAICT, volume 324)

Abstract

To meet the needs of contemporary society it is crucial that instructors strive to find and employ methodologies that enhance active learning. This paper presents a blended-learning model based on the Cognitive Flexibility Theory, called ”Multiple Perspectives Model”, and describes students’ reactions to its application in a course module of the undergraduate programme in Human Resources Management and Organizational Behaviour offered by the Management School of the Polytechnic Institute of Tomar.

Keywords

Higher Education Blended-Learning Multiple Perspectives Model 
Download to read the full conference paper text

References

  1. 1.
    Harasim, L.M.: On-line Education: A New Domain. In: Mason, R.D., Kaye, A.R. (eds.) Mindweave: Communication, Computers and Distance Education. Pergamon Press, Oxford (1989)Google Scholar
  2. 2.
    Siemens, G., Tittenberger, P.: Handbook of Emerging Technologies for Learning (2009), http://umanitoba.ca/learning_technologies/cetl/HETL.pdf
  3. 3.
    Garrison, D.R., Vaughan, N.D.: Blended Learning in Higher Education. Framework, Principles and Guidelines. Jossey-Bass, San Francisco (2008)Google Scholar
  4. 4.
    Stacey, E., Gerbic, P.: Introduction to Blended Learning Practices. In: Stacey, E., Gerbic, P. (eds.) Effective Blended Learning Practices: Evidence-Based in Perspectives in ICT-Facilitated Education, pp. 1–19. IGI Global, Hershey (2009)Google Scholar
  5. 5.
    Bersin, J.: The Blended Learning Book: Best Practises, Proven Methodologies, and Lessons Learned. Wiley, San Francisco (2004)Google Scholar
  6. 6.
    Beer, M., Mason, R.B.: Using a Blended Approach to Facilitate Postgraduate Supervision. Innovations in Education and Teaching International 46(2), 213–226 (2009)CrossRefGoogle Scholar
  7. 7.
    Carvalho, A.A.A.: O Modelo Múltiplas Perspectivas: Uma Proposta para o Ensino Online. Lição das Provas de Agregação. Universidade do Minho, Braga (2009)Google Scholar
  8. 8.
    Wiley, D.A.: Connecting Learning Objects to Instructional Design Theory: A Definition, a Metaphor, and a Taxonomy. In: Wiley, D.A. (ed.) The Instructional Use of Learning Objects: Online Version (2000), http://reusability.org/read/chapters/wiley.doc
  9. 9.
    Polsani, P.R.: Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3(4) (2003)Google Scholar
  10. 10.
    Marques, C.G.C., Carvalho, A.A.A.: A Pertinência dos Metadados nos Objectos de Aprendizagem. In: Dias, P., Freitas, C.V., Silva, B., Osório, A., Ramos, A. (Orgs.) Challenges 2007, pp. 432–443. Universidade do Minho, Braga (2007)Google Scholar
  11. 11.
    Shepherd, C.: Objects of Interest, TACTIX, Features, Fastrak Consulting (2000), http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm
  12. 12.
    Nurmi, S., Jaakkola, T.: Problems Underlying the Learning Object Approach. E-Learning News 2(1) (2006)Google Scholar
  13. 13.
    Carvalho, A.A.A.: A Model to Structure Learning Objects: MPLO (Multiple-Perspectives Learning Objects). In: Abbott, C., Lustigova, Z. (eds.) ITET 2007 – Information Technology for Education and Training, pp. 6–15. ETIC Prague, Prague, (2007)Google Scholar
  14. 14.
    Carvalho, A.A.A.: Looking for a Model to structure Learning Objects: MPLO (Multiple-Perspectives Learning Objects). In: Bastiaens, T., Carliner, S. (eds.) Proceedings of E-Learn 2007 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, pp. 37–45. AACE, Chesapeake, VA (2007)Google Scholar
  15. 15.
    Carvalho, A.A.A., Dias, P.: Hypermedia Environment Using a Case-based Approach to Foster the Acquisition of Complex Knowledge. In: Muldner, T., Reeves, T.C. (eds.) ED-Media/ED-Telecom 1997, Proceedings of the Conferences on Educational Multimedia/Hypermedia and Telecommunications, pp. 142–149. AACE, Charlottesville, vol. I (1997)Google Scholar
  16. 16.
    Carvalho, A.A.A.: How to Develop Cognitive Flexibility in a Web Course. In: Crawford, M., Simonson, M. (eds.) 23rd Annual Proceedings of AECT 2000, pp. 53–60. Nova Southeastern University, North Miami Beach (2000)Google Scholar
  17. 17.
    Carvalho, A.A., Moreira, A.: Criss-crossing Cognitive Flexibility Theory based Research in Portugal: An Overview. Interactive Educational Multimedia 11, 1–26 (2005)Google Scholar
  18. 18.
    Carvalho, A.A.A., Pereira, V.: A Web-based learning platform to promote cognitive flexibility through deconstruction and reflection. In: Nall, J., Robson, R. (eds.) E-Learn 2004 – World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, pp. 1120–1126. Association for the Advancement of Computing in Education, Norfolk (2004)Google Scholar
  19. 19.
    Marques, C.G.C., Carvalho, A.A.A.: O Fórum como Meio de Reflexão na Aprendizagem do Módulo de Arquitectura de Computadores. In: Mendes, A., Pereira, I., Costa, R. (eds.) SIIE 2005. Instituto Politécnico de Leiria, Leiria (2005)Google Scholar
  20. 20.
    Spiro, R., Jehng, J.-C.: Cognitive Flexibility and Hypertext: Theory and Technology for the Non-linear and Multidimensional Traversal of Complex Subject Matter. In: Nix, D., Spiro, R. (eds.) Cognition, Education and Multimedia: Exploring Ideas in High Technology, pp. 163–205. Lawrence Erlbaum Associates, Hillsdale (1990)Google Scholar
  21. 21.
    McNiff, J., Lomax, P., Whitehead, J.: You and Your Action Research Project. Routledge, London (1996)CrossRefGoogle Scholar

Copyright information

© IFIP 2010

Authors and Affiliations

  • Célio Gonçalo Marques
    • 1
  • Ana Amélia A. Carvalho
    • 2
  1. 1.Quinta do ContadorInstituto Politécnico de Tomar, Estrada da SerraTomarPortugal
  2. 2.Campus de GualtarUniversidade do MinhoBragaPortugal

Personalised recommendations

Cite paper