http://youtu.be/S8ZWQ1hfkpgWelcome to the future:Welcome to the future:

Text1: Online education: before and after cyberculture

Eleison Diettrich de São Christovão

A little history of Online educationAfter phases of evolution, such as

instructional, through courses by mail (40's), cassettes (70s) and even CD's and DVD's (80's), distance education takes a pulse quantum with the advent the internet (in the 90s) and it stands as a new way of thinking about the world and develop relationships with knowledge Pierre Lévy (1997).http://youtu.be/j47qTc18_Qg

Decades of 40’s and 50’s

http://youtu.be/WvYeiluUBQw

Three approaches to distance education, according to Valente (1999)According to Valente (1999) there are three

approaches in distance education.1 - A The call broadcast, which is nothing more than the transmission of information via technological apparatus.

2 -Virtualization classroom classroom, where the teacher transfers to the virtual space the same class dynamics classroom.

Unfortunately that’s what we see around:

http://youtu.be/xLRt0mvvpBk

2 –

3 - Finally, the approach "virtual togetherness" dominated by dynamic communication mediated by the teacher, through technology, making the cycle constructionist "description-execution-reflection-debugging-description."

http://youtu.be/ShRODbkFIJ0

Following the story of Ead and technological advances:The Web 1.0 (first generation) did not allow

even the experience of digital dialogism and mediation shared (PESCE & BRUNO), between teachers and students, the experience of the concept of co-authoring still not pronounced.

It was with the advent of Web 2.0 (second generation) that cyberculture is consolidated.

With the second generation of the Internet, the so-called Web 2.0, is that cyberculture is consolidated. With the arrival of Web 2.0, the architecture intertextual, hypermedia, and dialogical coautoral cyberculture might more properly be thought of in the educational, as we will see below, from notes in a previous publication (PESCE, 2010).

http://www.youtube.com/watch?v=hCFXsKeIs0w

Second Generation - Web 2.0Now with cyberculture, the user enters as a

producer and content developer and not only as a receiver message and / or learning content posted by others. Cyberculture combines text, audio, image, animation video, hypermedia nature, enhancing publishing, sharing and organizing information, expanding the interaction space.

http://youtu.be/NJsacDCsiPg

Online educationand interactivity in its scope:To Lévy (1997), ICT (information and

communication technologies), bring a new way of thinking about the world and develop relationships with knowledge. Social networks oppose the cultural industry, impacting the current corporate organizations (Adorno & Horkheimer, 1985), and Antoun (2008), in contrast to irradiated media, they promote community activity or interest, not only thanks to the democratization access to information, but also the production and publication of "participatory surveillance", a term which refers to the set of expressions of opinion as comments posted in digital environments.

This video goes to show the potential of interactivity in cyberculture mediated by Web 2.0 tools.http://youtu.be/ugzHL4qA0eo

So here is a summary of the contribution of cyberculture for qualitative improvement of online education:Cyberculture nods to other logic DL, not the

instrumental, pragmatic and prescriptive;Cyberculture enables expansion from the

perspective of otherness, promoting links between social subjects from different cultures, living socio-historical circumstances like;

Cyberculture offers the possibility of working with different dimensions of language (text, imagery, noise ...);

The record of interactions in cyberspace brings an important contribution to metarreflexão the student, the teacher and the group on the process of knowledge construction, the interface between the intra and intersubjective dimensions;

The characteristics of the devices and interfaces coautorais cyberculture nurture the full experience of mediation and shared digital dialogy: founding elements of the formation of learning communities, beyond time and space of the classroom.http://www.slideboom.com/presentations/355612/PIGEAD_UFF_AVMC_Tarefa-Semana4_Silvio_Luis_de_Carvalho

Conclusion:Students of distance learning (distance education) have not yet realized the potential of their interventions in an environment of interaction (VLE) and learning. They do not realize the importance of his words spoken there, registered, either synchronously or asynchronously, the fact that particular group and perhaps the world, having read his words and shared their knowledge, and not stopping there, once there recorded can still be accessed by millions of people, how many times they want. If we compare it with the present teaching, where these words can simply be ignored, esvanecidas, forgotten and never revisited.

References:TV ESCOLA – Cibercultura: o que muda na

educação – Disponível em:http:/tvbrasil.org.br/fotos/salto/series/

212448cibercultura.pdf. Acesso em 13 de maio de 2011.

SILVA, Marco – O que é interatividade – Disponível em:

http://youtu.be/ShRODbkFIJ0 . Acesso em 13 de maio de 2011.

CARVALHO, Sílvio L. – Pigead/Uff – AVMC – Disponível em: http://www.slideboom.com/presentations/355612/PIGEAD_UFF_AVMC_Tarefa-Semana4_Silvio_Luis_de_Carvalho Acesso em 14 de maio de 2011.