31 results
Search Results
2. CURRÍCULO, TECNOLOGIAS E PROJETO DE NAÇÃO.
- Author
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José de Almeida, Fernando and Moreira da Silva, Maria da Graça
- Subjects
EDUCATIONAL technology ,SELF-efficacy ,EDUCATIONAL innovations ,SOCIALIZATION ,TECHNOLOGY education ,EDUCATIONAL quality - Abstract
Copyright of Intersaberes is the property of Centro Universitario UNINTER and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
3. El boom tecnológico en las escuelas de los años 80: una aproximación al programa ATENEA español.
- Author
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Machado Trujillo, Cristian
- Subjects
INFORMATION & communication technologies ,EDUCATIONAL technology ,EDUCATION policy ,EDUCATIONAL innovations ,DEBATE - Abstract
Copyright of Espacio, Tiempo y Educación is the property of Espacio, Tiempo y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
4. Uso de Recurso Interativo Multimídia (RIMult) em Ensino e Aprendizagem.
- Author
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Rezende, Cristina de Souza, Kirner, Tereza Gonçalves, and Kirner, Claudio
- Subjects
INTERACTIVE multimedia ,EDUCATIONAL technology ,EDUCATIONAL innovations ,EDUCATION software ,MULTIMEDIA computer applications - Abstract
This paper aims at discussing the creation and use of an Interactive Multimedia Resource (RIMult) to support teaching and learning. The proposed resource is a learning object, which uses concurrently different media, such as text, audio (sound and narration) and images. The RIMult can be used in classroom environments and in distance learning and performed both online and offline. The paper discusses the conceptual foundations and related works to the theme, explains the RIMult characteristics and presents a usability evaluation of the developed resource. The conclusion points out the potential contributions of the RIMult to the improvement of teaching and learning. [ABSTRACT FROM AUTHOR]
- Published
- 2012
5. MATERIAIS DIDÁTICOS IMPRESSOS PARA EDUCAÇÃO A DISTÂNCIA: INTERFACES COM PRÁTICAS DE LINGUAGEM.
- Author
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de Albuquerque, Michele Rodrigues and Martins Silva, Ivanda Maria
- Subjects
TEACHING aids ,PRINT materials ,DISTANCE education ,EDUCATIONAL innovations ,INTERACTIVE learning - Abstract
Copyright of ETD: Educação Temática Digital is the property of ETD: Educacao Tematica Digital and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
- Full Text
- View/download PDF
6. IMAGENS DE SATÉLITES NO AUXILIO DA EDUCAÇÃO AMBIENTAL: O ESTUDO DA SUB-BACIA DO RIO VACACAÍ-MIRIM COM ALUNOS DA ESCOLA ESTADUAL PROFESSORA MARGARIDA LOPES.
- Author
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Santos Costa, Evanise Dos and Pinheiro, Damaris Kirch
- Subjects
NATURAL resources ,ENVIRONMENTAL education ,ENVIRONMENTAL education study & teaching ,TEACHING methods ,EDUCATIONAL innovations - Abstract
Copyright of Revista Monografias Ambientais is the property of Revista Monografias Ambientais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
- Full Text
- View/download PDF
7. L'educació oberta a Europa : avenços, integració amb la ciència oberta i rol bibliotecari
- Author
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Santos Hermosa, Gema
- Subjects
educational innovations ,educational planning and management ,academic libraries ,free access ,university education ,europe ,Bibliography. Library science. Information resources - Abstract
En aquest article es presenta l'estat actual de l'educació oberta dins el context europeu i, especialment, des de l'enfocament universitari. Inicialment, s'exposa què s'entén per educació oberta contemporània i com aquest concepte ha anat evolucionant al llarg del temps. A continuació, s'incideix en les accions que impulsa la Comissió Europea: des de l'establiment d'un marc europeu d'educació oberta fins a una panoràmica de les polítiques educatives actuals. També s'informa d'experiències concretes i es fan una sèrie de recomanacions per al disseny de polítiques que afavoreixin l'obertura de l'educació. D'altra banda, s'analitza la relació de l'educació oberta amb la ciència oberta i, més concretament, el seu encaix dins aquest nou paradigma. Finalment, es considera si el suport a l'educació oberta és una oportunitat per a les biblioteques acadèmiques i quina influència tenen els professionals de la informació dins el context educatiu obert. This paper provides an overview of open education in Europe, focusing on higher education. It begins by considering how the notion of ‘contemporary open education’ has evolved over time. It then reviews the various open education-related initiatives that have been promoted by the European Commission, from the institution of an open education framework to the current development of education policies. It also reports on specific initiatives and makes a series of recommendations about policy design oriented to opening up education. It analyses the relationship between open education and the open science movement, specifically the manner in which open education can be contextualised in the emergent paradigm of open science. Finally, the paper considers how academic libraries should be supporting open education and examines the influence that information professionals can bring to bear in this field.
- Published
- 2019
- Full Text
- View/download PDF
8. La educación abierta en Europa : avances, integración con la ciencia abierta y rol bibliotecario
- Author
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Santos Hermosa, Gema
- Subjects
educational innovations ,educational planning and management ,academic libraries ,free access ,university education ,europe ,Bibliography. Library science. Information resources - Abstract
En este artículo se presenta el estado actual de la educación abierta dentro del contexto europeo y, especialmente, desde el enfoque universitario. Inicialmente, se expone qué se entiende por educación abierta contemporánea y cómo este concepto ha ido evolucionando a lo largo del tiempo. A continuación, se incide en las acciones que impulsa la Comisión Europea: desde el establecimiento de un marco europeo de educación abierta hasta una panorámica de las políticas educativas actuales. También se informa de experiencias concretas y se hacen una serie de recomendaciones para el diseño de políticas que favorezcan la apertura de la educación. Por otro lado, se analiza la relación de la educación abierta con la ciencia abierta y, más concretamente, su encaje en este nuevo paradigma. Finalmente, se considera si el apoyo a la educación abierta es una oportunidad para las bibliotecas académicas y qué influencia tienen los profesionales de la información en el contexto educativo abierto. This paper provides an overview of open education in Europe, focusing on higher education. It begins by considering how the notion of ‘contemporary open education’ has evolved over time. It then reviews the various open education-related initiatives that have been promoted by the European Commission, from the institution of an open education framework to the current development of education policies. It also reports on specific initiatives and makes a series of recommendations about policy design oriented to opening up education. It analyses the relationship between open education and the open science movement, specifically the manner in which open education can be contextualised in the emergent paradigm of open science. Finally, the paper considers how academic libraries should be supporting open education and examines the influence that information professionals can bring to bear in this field.
- Published
- 2019
- Full Text
- View/download PDF
9. Reflexão sobre o uso de tecnologias da educação no ensino superior.
- Author
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Pereira, Wilson Roberto Francisco
- Subjects
EDUCATIONAL technology ,HIGHER education research ,TEACHER education ,EDUCATIONAL innovations ,TECHNOLOGICAL innovations ,SOCIAL integration - Abstract
Copyright of Intersaberes is the property of Centro Universitario UNINTER and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
10. A inovação tecnológica à luz dos paradigmas científicos: o lugar das ciências da linguagem.
- Author
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Pires Corrêa, Leda
- Subjects
FOREIGN language education ,TECHNOLOGICAL innovations ,GRADUATE education ,EDUCATIONAL technology research ,EDUCATIONAL innovations ,EDUCATION - Abstract
Copyright of RBPG. Revista Brasileira de Pós-Graduação is the property of Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
- Full Text
- View/download PDF
11. VITAE: RECUPERAÇÃO DE OBJETOS DE APRENDIZAGEM BASEADA NA WEB 2.0.
- Author
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Coelho, Geovália Oliveira, Ishitani, Lucila, and Vieira Nelson, Maria Augusta
- Subjects
TEACHING aids ,EDUCATIONAL innovations ,SEARCH engines ,COMPUTERS in education ,INTERNET in education - Abstract
Copyright of ETD: Educação Temática Digital is the property of ETD: Educacao Tematica Digital and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
- Full Text
- View/download PDF
12. CORRELAÇÃO ENTRE CLIMA ORGANIZACIONAL E INOVAÇÃO: IMPORTÂNCIA DO GERENCIAMENTO DE VARIÁVEIS QUE INFLUENCIAM O AMBIENTE INOVATIVO DE UMA UNIVERSIDADE PÚBLICA FEDERAL.
- Author
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de Oliveira, Rosana Augusta, dos Santos, Moacir José, and de Sá Rodrigues Tadeucci, Marilsa
- Subjects
PUBLIC universities & colleges ,EDUCATIONAL innovations ,INSTITUTIONAL environment ,QUALITY of life ,TECHNOLOGICAL innovations ,MANAGEMENT - Abstract
Copyright of Gestão e Regionalidade is the property of Universidade Municipal de Sao Caetano do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2011
13. Mensajería Instantánea Educativa en un Entorno 3D.
- Author
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Puig-Centelles, Anna, Prades, Pablo, Ripolles, Oscar, and Chover, Miguel
- Subjects
TEACHING methods ,EDUCATIONAL innovations ,EDUCATION research ,COURSEWARE ,SEMINARS ,TUTORS & tutoring ,INTERACTION analysis in education ,COMPUTER graphics ,IMAGE processing - Abstract
Copyright of RISTI: Iberian Journal on Information Systems & Technologies / Revista Ibérica de Sistemas e Tecnologias de Informação is the property of Associacao Iberica de Sistemas e Tecnologias de Informacao (AISTI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2010
14. Presencialidad Virtual: experiencia en un máster interuniversitario en Dirección de Proyectos.
- Author
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Fernández, José Manuel Mesa, Balsera, Joaquín Villanueva, Huerta, Gemma Martínez, and Cabala, Valeriano Álvarez
- Subjects
EDUCATIONAL innovations ,LEARNING ,VIDEOCONFERENCING ,COURSEWARE ,INFORMATION sharing ,EDUCATIONAL quality ,HIGHER education ,INFORMATION resources - Abstract
Copyright of RISTI: Iberian Journal on Information Systems & Technologies / Revista Ibérica de Sistemas e Tecnologias de Informação is the property of Associacao Iberica de Sistemas e Tecnologias de Informacao (AISTI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2010
15. Práticas de produção textual no MSN Messenger: ressignificando a escrita colaborativa.
- Author
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Pinheiro, Petrilson Alan
- Subjects
- *
STUDY & teaching of penmanship , *INTERNET in higher education , *INTERNET in education , *ONLINE education , *COMPUTERS in education , *INTERNET searching , *SECONDARY education , *EDUCATIONAL technology , *EDUCATIONAL innovations - Abstract
The objective of this paper is to articulate school writing practices and the new communication and information technology from the Internet, by searching a way of rethinking and redefining the text production patterns with which schools still deal. In order to explore such relationship, we propose a paper which points out how the use of some digital genres from cyberspace, such as the e-mail and the MSN Messenger, contribute to the construction of collaborative writing practices of some secondary school students. To do so, we will be based on Bakhtinian constructs of speech genres and on the Genre Situated Theory (ERICKSON, 1997; YATES; ORLIKOWSKI; RENNECKER, 1997; SHEPHERD; WATTERS, 1999; DEVITT, 2000) to understand what digital genres are and how they behave. It is an empirical research carried out with sixteen students and one teacher from a secondary State school located in the municipality of Campinas - SP. The students created a website to release a digital newspaper, and, in order to produce texts which shall be exposed in such newspaper, they make use of e-mail, and MSN Messenger. As a resource for a multimodal analysis of the students text productions over the Internet, we will adopt the semiotic metafunctions (presentational, orientational, organizational), displayed by Lemke (1995, 1998a, 1998b), to deal with the data generated by means of the registers of the several ways with which the students construct senses when they learn and develop texts collaboratively through the use of digital genres. [ABSTRACT FROM AUTHOR]
- Published
- 2010
16. Inovação na prática docente: um estudo de caso sobre a adoção de métodos ativos no ensino de Física universitária.
- Author
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Gonçalves Müller, Maykon, Solano Araujo, Ives, and Angela Veit, Eliane
- Subjects
TEACHING methods ,EDUCATIONAL quality ,PEER teaching ,JUST-in-time systems ,EDUCATIONAL innovations - Abstract
Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
17. Aprendizagem Informal em Evento Inesperado de um Hotel de Porto Alegre - RS.
- Author
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de Lourdes Borges, Maria, Karawejczyk, Tamara Cecilia, and Dall Agnol, Joleide Terezinha Salvini
- Subjects
NONFORMAL education research ,EDUCATION research ,HOTELS ,EDUCATIONAL innovations ,OCCUPATIONAL training - Abstract
Copyright of Revista Turismo em Análise is the property of Revista Turismo em Analise and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
- Full Text
- View/download PDF
18. Educação não formal e avaliação: possibilidades, limites e desafios.
- Author
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Carneiro, Juliana Daros and De Moura Librandi da Rocha, Maria Silvia Pinto
- Subjects
- *
EDUCATIONAL innovations , *EDUCATIONAL change , *EDUCATIONAL technology , *NONPROFIT organizations , *OCCUPATIONAL training - Abstract
This is a study on a partnership between a non-governmental organization, a municipal Citizenship, Assistance and Social Inclusion Department and a public school in a city in the state of São Paulo. This partnership is developed through social and educational activities for 6 to 14-year-old boys either in the morning or in the afternoon when they are not in school. The aim of the paper is to identify and problematize the procedures used to evaluate the actions of non-formal education (NFE), highlighting possibilities, limits and challenges in this particular case, and then raise questions about how NFE is designed. The concepts of educational and emancipatory evaluation are adopted as theoretical background. The methodology consists of (i) a literature review of key concepts, (ii) documentary research and (iii) semi-structured interviews with one representative from each institution involved in the partnership. The results make it possible to identify limitations and weaknesses of the evaluation procedures, especially regarding its construction and configuration as a participatory and democratic tool, with the possible effect of restricting contributions to the education and transformation of the subjects and evaluated processes. However, there is a need for further studies in this field in order to examine whether the results presented here are repeated when focusing on other partnerships between ENF, government and school. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
19. O ENSINO DE ARITMÉTICA NA ESCOLA NOVA: CONTRIBUIÇÕES DE DOIS ESCRITOS AUTOBIOGRÁFICOS PARA A HISTÓRIA DA EDUCAÇÃO MATEMÁTICA (MINAS GERAIS, BRASIL, PRIMEIRAS DÉCADAS DO SÉCULO XX).
- Author
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Gomes, Maria Laura Magalhães
- Subjects
- *
EDUCATIONAL innovations , *MATHEMATICS education , *EDUCATIONAL change ,FIRST Brazilian Republic - Abstract
This paper presents the results of a study on mathematics education according to the New Education movement in the state of Minas Gerais, Brazil, in the context of educational reforms promoted by the government in 1927-1928. Based on the autobiographical writings of two teachers involved with Escola de Aperfeiçoamento, an institution of continuing education for teachers created by these reforms, we investigate proposals for the teaching and learning of mathematics conveyed in this training and the ways in which this training was mobilized in school practices in relation to mathematics. The article unfolds in four parts. The first one presents considerations about autobiographical writing. The second one deals with the autobiographical writings and their authors, Maria da Gloria Arreguy and Alda Lodi. The following section is intended to examine the references to the teaching of arithmetics in elementary school in the autobiographical writings of both. Finally, the text concludes with some considerations about the contributions of these documents for the history of mathematics education. [ABSTRACT FROM AUTHOR]
- Published
- 2011
20. FAMILIARIDADE DE ALUNOS DE ENSINO MÉDIO COM SITUAÇÕES ANALOGAS.
- Author
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da Silva, Leandro Londero and Terrazzan, Eduardo A.
- Subjects
- *
SECONDARY education , *HIGH school student activities , *CLASSROOM activities , *SCIENCE education , *EDUCATIONAL planning , *INSTRUCTIONAL systems design , *EDUCATIONAL innovations - Abstract
The following paper presents a study about the student familiarity with analogue situations. In order to do this, it was determined to what extent analogue situations presented to students in teaching activities can be considered familiar as well as their justifications given to evaluate the familiarity. Then, firstly were used some questionnaires that were applied to 112 second and third grade students of four High Schools in Candelária, Nova Palma and Santa Maria in the state of Rio Grande do Sul, Brazil. After that, some individual interviews with a sample of 06 students from one of the schools involved in the study was done. The answer analysis showed that: a) the students considered familiar just the situations effectively lived; b) some students created new analogies, comparing them to the ones already presented, just changing from student to student the analogy elaborated; c) the analogues that seem appropriated to scientists and teachers sometimes were not presented in the same way to the students, once they rejected them; d) the need for justifying the analogues familiarity enabled the students to explore their personal experiences in order to find out other analogues that could justify the first ones; e) the justifications to the familiarity came from different foundations while some students recurred to lived situations and/or professional experiences, others appeal to the knowledge classified in the school contents; f) the students showed scientific knowledge and information which were learned in and out of the school as well as they used these knowledge and informations to produce their answers; g) the analogues came from a conceptual topic of a specific scientific domain, always face the risk of being little familiar; h) in some regions, some analogue situations showed not familiar to students and familiar to others; i) the socio-cultural aspects from the region where the students live tend to condition the knowledge they use to demonstrate upon the analogues. Finally, it is suggested that teachers verify which analogues should be used in a given context. Besides that, it is advisable, during the analogy teaching, to give preference to analogues present in the students everyday life or suggested by them. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
21. Innovación en la Enseñanza Universitaria: el proceso de convergencia hacia un Espacio Europeo de Educación Superior.
- Author
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Beraza, Miguel A. Zabalza
- Subjects
TECHNOLOGICAL innovations ,UNIVERSITIES & colleges ,HIGHER education ,EDUCATION ,EDUCATIONAL innovations - Abstract
Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2008
22. TECNOLOGIA E EDUCAÇÃAO: TRABALHO E FORMAÇÃAO DOCENTE.
- Author
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Barreto, Raquel Goulart
- Subjects
TEACHERS' workload ,TEACHER evaluation ,EDUCATIONAL ideologies ,EDUCATIONAL technology ,INSTRUCTIONAL systems ,EDUCATIONAL innovations - Abstract
Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2004
- Full Text
- View/download PDF
23. A PRÁTICA AVALIATIVA EM AMBIENTE VIRTUAL DE APRENDIZAGEM.
- Author
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Silva, Lana and Silva, Marco
- Subjects
ONLINE education ,EDUCATIONAL evaluation ,COGNITIVE learning ,SOCIAL interaction ,VIRTUAL reality ,EDUCATIONAL innovations - Abstract
Copyright of Revista da FAEEBA - Educação e Contemporaneidade is the property of Universidade do Estado da Bahia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2008
24. AMBIENTES FORMAIS E INFORMAIS DE APRENDIZAGEM EM REDE: O PROFESSOR FAZ A DIFERENÇA.
- Author
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de Pinho e Braga, Clarissa Bittencourt and Tenório, Robinson Moreira
- Subjects
DISTANCE education ,CLASSROOM environment ,DISTANCE education students ,TEACHER attitudes ,CURRICULUM planning ,EDUCATIONAL innovations - Abstract
Copyright of Revista da FAEEBA - Educação e Contemporaneidade is the property of Universidade do Estado da Bahia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2008
25. ICT for Inclusion. A Student Voice Research Project in Spain
- Author
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Teresa Susinos-Rada, Adelina Calvo-Salvador, Carlos Rodríguez-Hoyos, and Ángela Saiz-Linares
- Subjects
media education ,student participation ,inclusive education ,democratization of education ,educational innovations ,Education ,Education (General) ,L7-991 - Abstract
This article is the result of a research project developed over 4 years (2011-15) in 13 schools in the region of Cantabria (Spain). In this research, students from different levels of education designed and implemented school improvement processes within a model of the student voice (SV) inspired by the pedagogy of participation and inclusion. This paper describes some of these experiences mediated by technology (photographs, 2.0 devices and video) in order to analyse what opportunities these devices offer as a means for contributing to a more participative and democratic school, where the student voice is a tool for change.
- Published
- 2019
- Full Text
- View/download PDF
26. Abordagem crítica de robótica educacional: Àlvaro Vieira Pinto e estudos de ciência, tecnologia e sociedade
- Author
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Silva, Rodrigo Barbosa e and Merkle, Luiz Ernesto
- Subjects
Educational technology ,Technology ,Tecnologia ,Inovações educacionais ,Tecnologia - Aspectos sociais ,Educational innovations ,Robotics ,Tecnologia educacional ,Robótica ,Pinto, Álvaro Vieira, 1909-1987 ,Technology - Social aspects - Abstract
Com propósito de estimular uma educação consciente e critica enquanto a computação ruma à ubiquidade, propõe-se que a robótica nas escolas observe questões sociais e engajadas sobre tecnologia, da abertura da caixa-preta e da maior visibilidade dos objetos a partir da experiência de contato ativo e consciente com o aparelho e componentes que pervadem os ambientes da atualidade. Para este fim, discute-se nesta dissertação uma visão crítica de uso de aparatos com finalidade educacional, especialmente de recursos livres, aqui considerados mais adequados para a visão aberta de tecnologia do que aqueles com objetivos meramente comerciais. Apresentam-se elementos inspirados em obras do filósofo Álvaro Vieira Pinto, em estudos em Ciência, Tecnologia e Sociedade e em outros autores tradicionalmente ligados à robótica educacional. O trabalho discute criticamente a robótica educacional e, em um nível geral, o uso de artefatos tecnológicos na educação. Por considerar que há elementos livres e abertos adequados para a prática de robótica nas escolas, prima por discussões conceituais a fim de estimular uma visão crítica, engajada e menos alienada sobre os dispositivos utilizados na Educação. With purpose of stimulate one critical and conscientious education while the computation tends to ubiquity, this text proposes that robotics at schools observes social and engaged questions about technology, like the opening of black boxes and more visibility of objects from the point of view of the conscious and active contact with the devices and components that pervades the actual environments. To this end, this dissertation discusses a critical view of use of devices for educational purposes, especially of free resources here considered more suitable for the open view of technology than those with purely commercial objectives. This paper presents elements inspired by works of the philosopher Álvaro Vieira Pinto, by Studies of Science, Technology and Society and by other authours traditionally associated with educational robotics. This paper discusses critically the educational robotics and, in a general level, the use of technological artifacts in education. Considering that there are free and open elements suitable for the practice of robotics in schools, this work prefers conceptual discussions to stimulate a critical, engaged, less alienated view about the devices used in education.
- Published
- 2012
27. Active learning methodologies and the cognitive load theory in building paths for teaching computer programming
- Author
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Berssanette, João Henrique, Francisco, Antonio Carlos de, Koscianski, André, Matos, Eloiza Aparecida Silva Avila de, Mattar Neto, João Augusto, and Pedro, Neuza Sofia Guerreiro
- Subjects
Active learning ,Aprendizagem ativa ,CIENCIAS HUMANAS [CNPQ] ,Prática de ensino ,Inovações educacionais ,Programação (Computadores) ,Ensino - Metodologia ,Educational innovations ,Student teaching ,Computer programming ,Teaching - Methodology ,Engenharia/Tecnologia/Gestão - Abstract
Acompanha produção técnica: Construindo “novos” caminhos para o ensino de programação por meio do uso de metodologias ativas de aprendizagem e teoria da carga cognitiva Em virtude da relevância dos computadores para a sociedade, tem-se notabilizado o fomento das habilidades relacionadas à programação de computadores. Entretanto, aprender a programar computadores não é uma tarefa simples, tampouco trivial, pois a programação é uma habilidade altamente cognitiva, a qual requer múltiplos domínios. Por isso, a literatura evidencia que o processo de ensino/aprendizagem de programação de computadores tem se constituído um desafio para professores e estudantes, ocasionando elevados níveis de insucesso. Esta pesquisa teve por objetivo avaliar a contribuição de uma abordagem pedagógica baseada na associação de Metodologias Ativas de Aprendizagem e a Teoria da Carga Cognitiva para o ensino de programação de computadores, a partir das perspectivas dos docentes. Para tanto, foi desenvolvido um estudo de métodos mistos com docentes das áreas de Computação, Informática e afins, que lecionam matérias relacionadas à programação de computadores. Os dados foram obtidos a partir de uma formação continuada, por intermédio de questionários, atividades, registros de participações e/ou interações dos docentes participantes. A análise dos dados apurados tem como escopo as perspectivas dos docentes participantes dessa formação quanto à abordagem pedagógica proposta. Os resultados obtidos mostram que, nas perspectivas dos docentes participantes, a abordagem pedagógica proposta contribui para auxiliar e orientar o docente na organização didático-pedagógica do processo de ensino/aprendizagem e no planejamento e estruturação das aulas, alinhando esse processo às capacidades de assimilação dos estudantes, de forma a ampliar a contextualização dos conteúdos e conceitos que, por sua vez, aumentam a satisfação, a motivação, o interesse, o envolvimento, o engajamento e o protagonismo dos discentes. Ademais, verificou-se que a associação proposta de Metodologias Ativas de Aprendizagem e a Teoria da Carga Cognitiva têm um potencial sinérgico, uma vez que essas metodologias podem ser mais efetivas ou, ainda, aperfeiçoadas, a partir dos conceitos da teoria da carga cognitiva, possibilitando um ponto de equilíbrio entre os benefícios da participação ativa dos estudantes e os custos relacionados à maior carga cognitiva envolvida. Com isso, depreende-se que, nas perspectivas dos docentes, a abordagem pedagógica proposta tem potencial para contribuir significativamente para o ensino de programação de computadores, por meio do suporte teórico e metodológico, propiciando o desenvolvimento de práticas educativas adequadas, alinhadas à educação contemporânea e às necessidades e capacidades dos aprendizes. Essas práticas são condizentes com a redução dos insucessos no aprendizado de programação. Given the current relevance of computers for society, a drive towards enhancing computer programming related skills has become noticeable. However, learning to program computers is no simple or trivial task since programming is a highly cognitive skill, requiring mastery of multiple aspects. Thus, literature evidences that the teaching/learning process for computer programming has become a challenge for both, teachers and students, resulting in high levels of unsuccess. The objective of this paper is to evaluate the contribution of a pedagogic approach based on associating Active Learning Methodologies and the Theory of Cognitive Load in teaching computer programming, from the faculty standpoint. To this end, a study of mixed methods was undertaken with faculty from the areas of Computers Sciences, Informatics and other similar, who teach subjects related to computer programming. The data was obtained from a continued qualification, by way of questionnaires, activities, participation and/or interaction records from the participating faculty members. The scope of the analysis of the data obtained is the perspective of the faculty participating in this qualification on the proposed pedagogic approach. The results obtained show that, from the perspective of participating faculty, the proposed pedagogic approach contributes to helping and guiding faculty members in the didactic-pedagogic organization of the teaching/learning process and in planning and structuring classes, aligning this process to the student’s capacity to assimilate, so as to broaden the contextualization of contents and concepts that, in their turn, increase satisfaction, motivation, interest, and involvement, engagement as well as the protagonism of learners. Further, the existence of a synergistic potential in the association proposed between Active Learning Methodologies and the Theory of Cognitive Load was evidenced, given that these methodologies can be more effective or, yet, enhanced, through deploying the concepts of the Theory of Cognitive Load, enabling achieving a balance point between the benefits of active student participation and costs relative to the higher cognitive load involved. This leads to the understanding that, from the faculty standpoint, the pedagogic approach proposed has potential to make a significant contribution to the teaching of computer programming, through technical and methodological support, driving the development of adequate educational practices, aligned to contemporary education and the needs and capacity of learners. These are fitting in reducing the lack of success in learning programming skills.
- Published
- 2021
28. La supervisión de prácticas pedagógicas: ¿cómo fortalecer la tríada formativa? (The Supervision of Pedagogical Practice: How to Strengthen the Training Triad?) (Supervision de pratiques pédagogiques: comment renforcer la triade formative?) (A supervisão das práticas pedagógicas: como fortalecer a tríade formativa?)
- Author
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Marcela Romero-Jeldres and Daniela Maturana-Castillo
- Subjects
Práctica pedagógica ,Chile ,formación de maestros ,capacitación docente ,innovaciones educativas ,Teaching Practice ,Teacher Education ,Teacher Training ,Educational Innovations ,Pratique de l'enseignement ,Chili ,formation des enseignants ,innovations pédagogiques ,Prática de ensino ,formação de professores ,inovações educacionais. ,Education ,Education (General) ,L7-991 - Abstract
ResumenEste artículo presenta los resultados de investigar el componente práctico de la carrera de Educación Bá- sica, en una universidad chilena cuya formación no contempla la inserción temprana. El estudio busca responder: ¿qué están haciendo y aprendiendo los estudiantes que participan del componente práctico de la formación? Los resultados señalan que el mode- lo terminal propuesto no es obstáculo para que los estudiantes realicen tareas propias de la conducción de la enseñanza; no obstante, la gradualidad de estas acciones falla, cuando la labor formativa del profesor supervisor y el profesor guía no responden a los mo- delos de formación asociados al componente práctico, lo cual obstaculiza los procesos reflexivos necesarios para alcanzar los estándares de desempeño docente.AbstractThis paper presents the results of research on the practical component of the Primary Edu- cation degree course at a Chilean university that does not include student placements. The study seeks to establish what the stu- dents who participate in the practical com- ponent of their training are doing and learn- ing. The results show that the model in itself is not an obstacle for the students to carry out teaching activities. However, the gradual- ness of these activities fails when the super- vising teacher and the guiding teacher do not follow the training methodology established for the practical component. This failure is an obstacle in the reflection process needed to achieve adequate standards of performance for teaching.RésuméCet article présente les résultats de re- chercher dans le composant pratique de la carrière d'Education Basique, dans une Université chilienne dont la formation des en- seignants ne prend pas en compte l'insertion initiale. L'étude vise à répondre: Qu’est-ce- que les étudiants sont en train de faire et d'apprendre avec leur participation dans le composant pratique de leur formation d'enseignants? Les résultats montrent que le modèle terminal qui est proposé n'est pas un obstacle pour que les étudiants puisent réali- ser les devoirs propres de l'accompagnement de l'enseignement; néanmoins, la fréquen- ce de ces actions fait défaut, quand le travail formatif de l'enseignant superviseur et de l'enseignant guide ne répondent pas aux mo- dèles de formation associés au composant pratique, ce qui empêche les processus ré- flexifs essentiels pour parvenir aux principes du travail d'enseignant.ResumoEste artigo apresenta os resultados da pesqui- sa sobre o componente prático da graduação em Educação Básica numa universidade chi- lena cuja formação não contempla a inserção na prática. O estudo procura responder às perguntas: o que fazem e aprendem os estu- dantes que participam do componente prá- tico da formação? Os resultados assinalam que o modelo final proposto não é obstáculo para que os estudantes realizem tarefas pró- prias na condução do ensino. Apesar disto, a gradualidade destas ações falha quando o trabalho formativo do professor supervisor e do professor guia não responde aos mode- los de formação associados ao componente prático, o que gera obstáculos nos processos reflexivos necessários para atingir os padrões de desempenho docente.
- Published
- 2012
29. THE SAKAI COLLABORATIVE LEARNING ENVIRONMENT: CURRENT EXPERIENCE.
- Author
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Gouveia, Luís Borges and Reis, Pedro
- Subjects
INTERNET in education ,COMPUTER assisted instruction ,EDUCATIONAL innovations ,LEARNING ,MOBILE learning ,INFORMATION resources management - Abstract
Copyright of Revista da Faculdade de Ciências Humanas e Sociais is the property of Edicoes Universidade Fernando Pessoa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2008
30. The receptiveness of cyberpoems: the experience of navigating through Sérgio Capparelli’s website at school
- Author
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Gomes, Renata Gonçalves, Matsuda, Alice Atsuko, Carvalho, Diógenes de Buenos Aires de, Lima, Marcelo Fernando de, and Lisboa, Wellington Teixeira
- Subjects
Linguagem e línguas ,Literatura e tecnologia ,Language and education ,Language and languages ,Inovações educacionais ,Educational innovations ,Linguagem e educação ,LINGUISTICA, LETRAS E ARTES::LETRAS::LITERATURA BRASILEIRA [CNPQ] ,Web-based instruction ,Letramento digital ,Computer literacy ,Literature and technology ,LINGUISTICA, LETRAS E ARTES::LETRAS [CNPQ] ,Poesia por computador ,Ensino via Web ,Computer poetry ,Letras - Abstract
O campo educacional, assim como várias outras esferas da sociedade, passa por mudanças influenciadas por ferramentas tecnológicas digitais de informação e comunicação (TDIC) à disposição da geração digital (TAPSCOTT, 2010). A literatura infantil e juvenil também encontrou nas tecnologias digitais campo para o texto literário. Partindo dessas afirmações, este trabalho tem como objetivo observar a navegabilidade e analisar a recepção de estudantes do sétimo ano do ensino fundamental de uma escola pública de Curitiba-PR, pelos ciberpoemas da página Ciberpoesia, de Sérgio Capparelli e Ana Cláudia Gruszynski. O trabalho justifica-se, portanto, pela finalidade de constituir material analítico acerca da navegação e recepção de ciberpoemas, além da criação de aporte teórico que corrobore com outras pesquisas relacionadas à estética de poemas digitais. Para desenvolver este trabalho investigativo, utilizou-se da pesquisa participante de cunho qualitativo em que crianças integraram uma Oficina de Leitura na sala informatizada da escola, onde estão regularmente matriculadas. As análises apresentadas nesta pesquisa estão fundamentadas à luz de um aporte teórico relativo ao hipertexto (NOJOSA, 2012), leitura e ao meio digital (HAYLES, 2009; SANTAELLA, 2013), debatidos no primeiro capítulo. O segundo capítulo apresenta a plataforma Capparelli.com.br e versa sobre as questões relacionadas à cibercultura e a formação do leitor (LEMOS, 2013; LEVY, 2000). O último capítulo reserva-se à apresentação da metodologia que segue os pressupostos da pesquisa participante (DEMO, 1982), a navegação (SANTAELLA, 2004) e recepção dos sujeitos da pesquisa por ciberpoemas (JAUSS, 2002). Chega-se às considerações finais com a compreensão de que a ciberpoesia forma um gênero literário digital intersemiótico e que, apesar de ser constituinte da influência cultural das tecnologias digitais, ainda carece de diferentes suportes técnicos, tecnológicos e de mediação pedagógica para integrar as práticas escolares. The educational field, as well as several other spheres of society, go through changes influenced by digital tools of information and communication technology (ICT) available to the digital generation (TAPSCOTT, 2010). Children's and youth literature also found in digital technologies field for the literary text. Based on these statements, this paper aims to observe the navigability and analyze the appreciation of seventh-year students of elementary school in a public school by their cyberpoems in Ciberpoesia´s webpage by Sérgio Capparelli and Ana Cláudia Gruszynski. This academic work is therefore justified by the purpose of constituting analytical material regarding the navigation and reception of cyberpoems, as well as the creation of a theoretical contribution that corroborates with other researches related to the aesthetics of digital poems. To develop this investigative research, it was used the qualitative participant research in which children integrated a Reading Workshop in a computerized room of the school, where they are regularly enrolled. The analysis presented in this research are based on a theoretical contribution related to hypertext (NOJOSA, 2012), reading and the digital media (HAYLES, 2009; SANTAELLA, 2013), discussed in the first chapter. The second chapter presents Capparelli.com.br platform and deals with the issues related to cyber culture and the reader’s formation (LEMOS, 2013; LEVY, 2000). The last chapter reserves to the presentation of the methodology that follows the assumptions of the participant research (DEMO, 1982), the navigation (SANTAELLA, 2004) and subject’s appreciation by cyberpoems research (JAUSS, 2002). It comes to the final considerations with the understanding that cyberspace forms an intersemiotic digital literary gender and that, although constituting the digital technologies cultural influence, still lacks from different technical and technological supports, and pedagogical mediation to integrate school practices.
- Published
- 2017
31. Repositórios de recursos educacionais digitais reutilizáveis: um estudo para a Universidade Aberta do Brasil
- Author
-
Silva, Paulo Henrique Asconavieta da and Porto Alegre, Laíze Márcia
- Subjects
Distance education ,Software livre ,Repositórios ,Universidade Aberta do Brasil ,Inovações educacionais ,Ensino à distância ,Comunidades de prática ,Educational innovations ,Internet portals ,Free computer software ,Communities of practice ,Repositories ,Portais da web - Abstract
O presente trabalho apresenta um estudo referencial de características elementares de um repositório de recursos educacionais digitais reutilizáveis, visando à otimização de recursos na produção realizada pela esfera pública. Apóia-se em elementos da Teoria da Atividade, apresentada por Yrjö Engeström (1987), da teoria das Comunidades de Prática (CoPs), segundo Etienne Wenger (1998), e dos modelos de desenvolvimento de Software, conforme Eric Raymond (1999), objetivando uma produção voltada a uma maior democratização de acesso e ao reaproveitamento de materiais didáticos, especialmente em cursos na modalidade de educação a distância ofertados pela Universidade Aberta do Brasil (UAB). Para os estudos referenciais de gestão da produção e repositórios de recursos educacionais digitais reutilizáveis foram levados em conta principalmente os estudos de David Wiley (1999, 2000, 2001, 2002), Stephen Downes (2001, 2002, 2005) e Robby Robson (2004). Realiza um levantamento das iniciativas do governo federal de livre compartilhamento da informação e do conhecimento, e faz um comparativo, por meio da pesquisa bibliográfica, dos critérios elencados no trabalho com as características encontradas nos portais educacionais de conteúdo digital apoiados pelo Ministério da Educação (MEC): o Portal Domínio Público, o Portal do Professor, o Banco Internacional de Objetos Educacionais (BIOE) e a Rede Interativa Virtual da Educação (RIVED). Sinaliza possibilidades de otimização do processo atual de autoria dos materiais didáticos digitais, em cursos na modalidade de educação a distância ofertados pela UAB. As características selecionadas nesta pesquisa podem servir como referencial para futuras construções e remodelamentos dos repositórios já existentes. Foi realizada uma pesquisa bibliográfica do tipo exploratória. This paper presents a study of basic features of a repository of reusable digital educational resources, aiming at the optimization of resources in the production held by the public sphere. Is based on elements of the Theory of Activity, by Yrjö Engeström (1987), the theory of Communities of Practice (CoPs) by Etienne Wenger (1998), and models of software development, as Eric Raymond (1999), targeting a production geared to greater democratization of access and reuse of materials, especially in courses in distance education modality, offered by the Universidade Aberta do Brasil (UAB). The studies concerning production and management of reusable digital educational resources repositories were taken into account mainly the research of David Wiley (1999, 2000, 2001, 2002), Stephen Downes (2001, 2002, 2005) and Robby Robson (2004). Conducts a survey of the initiatives of the federal government to free sharing of information and knowledge, and make a comparison, through the literature research, the criteria listed in the work with the features found in the portals of educational digital content supported by the Ministério da Educação (MEC): the Portal Domínio Público, the Portal do Professor, the Banco Internacional de Objetos Educacionais (BIOE) and Rede Interativa Virtual da Educação (RIVED). Indicates possibilities of optimization in the current process of authorship of digital learning materials in courses of the distance education modality offered by the UAB. The features selected in this study may serve as reference for future construction and remodeling of existing repositories. Was performed a bibliographic research of the kind exploratory.
- Published
- 2009
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