scholarly journals PELATIHAN PEMANFAATAN TEKNOLOGI INFORMASI UNTUK PENGELOLAAN DATA LAZISMU SE-DIY

2018 ◽  
Vol 1 (2) ◽  
pp. 315
Author(s):  
Jefree Fahana ◽  
Supriyanto Supriyanto
Keyword(s):  
Google Docs ◽  
Google Drive ◽  
Google Apps

LAZISMU PWM D.I. Yogyakarta dalam melakukan pengelolaannya dibantu oleh 5 (lima) LAZIS tingkat Daerah Kota/Kabupaten, baik dalam hal penghimpunan maupun pentasyarufan dana ZIS serta pendataan donator maupun muzaki dan lainnya. Namun dalam pengelolaan data tersebut tidak ada integrasi dan sinkronisasi sehingga data-data yang ada di daerah-daerah tidak dimiliki oleh wilayah. Imbasnya adalah laporan yang dimiliki wilayah sangatlah sedikit dan tidak berkorelasi dengan data-data dilapangan yang dihimpun oleh daerah-daerah. Berkait dengan kondisi tersebut, maka dilaksanakan pelatihan pemanfaatan teknologi informasi untuk pengelolaan data LAZISMU PWM D.I. Yogyakarta. Harapannya dengan pelatihan ini para pengelolaan LAZISMU Daerah dan Wilayah memiliki keahlian untuk melakukan sinkronisasi dan komunikasi pada seluruh jajaran LAZISMU se-DIY ataupun dengan para donator maupun Muzaki. Materi pelatihan yang diberikan adalah teknologi-teknologi milik Google atau biasa disebut dengan Google Apps. Aplikasi Google yang digunakan meliputi: Google Mail, Google Drive, Google Docs, Google Calendar. Materimateri tersebut disampaikan dengan metode pelatihan yang berisi ceramah, penyampaian modul kegiatan, pemberian contoh kasus dan simulasi serta evaluasi atau pendampingan pemanfaatan teknologi informasi Google Apps Pelatihan dilaksanakan selama empat hari. Setiap harinya peserta pelaatihan mendapatkan materi yang berbeda mulai dari Google Email sampai dengan Google Calendar. Peserta yang hadir dating dari perwakilan pengelola LAZISMU Cabang maupun LAZISMU Daerah. Setelah mengikuti pelatihan ini, peserta dapat melkukan pengelolaan data LAZISMU dengan baik dan terintegrasi dengan LAZISMU Wilayah. Pelatihan tentang teknologi informasi yang telah diberikan dapat meningkatkan kemampuan pengelola LAZISMU baik tingkat Cabang, Daerah, maupun Wilayah. Akan tetapi kemampuan ini juga harus didukung oleh prosedur atau sistem pengelolaan yang baik. Sehingga penggunaan teknologi informasi dan integrase dapat berjalan dengan baik

scholarly journals Vận dụng mô hình học tập trải nghiệm của David A. Kolb vào môn học thiết kế đồ án cho sinh viên đại học ngành kiến trúc tại Việt Nam

2021 ◽  
Vol 16 (1) ◽  
pp. 156-168
Author(s):  
Nguyễn Hoàng Thảo Phương ◽  
Trương Thị Như Ngọc
Keyword(s):  
Viet Nam ◽  
Google Docs ◽  
Google Drive

Mô hình học tập trải nghiệm của Kolb (1984) đã được các nhà nghiên cứu ứng dụng rất nhiều ở các môn học và ngành học khác nhau và ở nhiều cấp bậc học khác nhau. Tuy nhiên, đối với môn học Đồ án trong chương trình đào tạo bậc đại học ngành kiến trúc thì hiện nay mô hình này vẫn chưa được áp dụng rộng rãi. Do đó, bài viết này là bài viết đầu tiên đề cập chi tiết cách thức vận dụng lý thuyết của mô hình học tập trải nghiệm của Kolb vào việc xây dựng các bước thiết kế khóa học trải nghiệm, giúp nâng cao chất lượng môn học Đồ án của sinh viên ngành kiến trúc tại Việt Nam và tìm hiểu tính hiệu quả của việc áp dụng mô hình này để thiết kế một chuyến đi trải nghiệm cụ thể. Chuyến đi học tập trải nghiệm đến thành phố Đà Lạt cụ thể bao gồm 40 sinh viên đến từ ba trường đại học khác nhau, ba kiến trúc sư hàng đầu của Việt Nam và bốn Giảng viên có kinh nghiệm. Sau chuyến đi học tập trải nghiệm, sinh viên được yêu cầu chiêm nghiệm về chuyến đi và viết suy nghĩ của họ vào một trang văn bản của ứng dụng Google Docs được tạo ra cho từng cá nhân và chia sẻ trong một thư mục chung trên Google Drive cho những người tham gia. Kết quả nghiên cứu từ dữ liệu định tính thu thập ngẫu nhiên từ sự chiêm nghiệm được trình bày trên trang cá nhân Google Docs của 07 trong số 40 sinh viên tham gia chuyến đi học tập trải nghiệm cho thấy chuyến đi học tập trải nghiệm gia tăng sự hứng thú và hài lòng về việc học tập của cá nhân, tạo cảm xúc tích cực, tăng cường kỹ năng giao tiếp và networking, khả năng cảm nhận về tư duy thiết kế và nâng cao niềm tin về năng lực của bản thân.

scholarly journals Trialling the use of Google Apps together with online marking to enhance collaborative learning and provide effective feedback

F1000Research ◽  
2017 ◽  
Vol 4 ◽  
pp. 177
Author(s):  
Nicky J. D. Slee ◽  
Marty H. Jacobs
Keyword(s):  
Large Scale ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Virtual Learning Environment ◽  
Data Sets ◽  
Ecological Data ◽  
Data Set ◽  
Assessment Task ◽  
Google Drive ◽  
Google Apps

This paper describes a new approach to an ecology practical in which 76 Level 4 students were divided into four groups (n = 20 +/-2) to collect data. Each group studied a different habitat and was further divided into seven subgroups (n = 2 or 3) to collect field data. Each of the four groups collaborated through Google Drive on descriptions and images of the habitat site, and also collaborated at the subgroup level on their own habitat data. The four groups then shared habitat descriptions with the aim to provide enough information to enable everyone to understand the entire data set. The three-stage assignment was assessed and feedback issued at group and individual level via the University’s online submission service (FASER), with some additional feedback given via Moodle, the University’s Virtual Learning Environment. Two separate submissions were made to FASER, the first was the group and subgroup work (stage 1), and the second included the peer assessment task (stage 2) and the individual evaluation of the habitats (stage 3). Feedback was given after the second submission had been uploaded to FASER and again when the assessment for the second submission was complete. The group and subgroup data sets were provided to all students via Moodle, so that individuals could carry out their own analysis of all four habitats. The use of Google Drive and Google Apps helped to improve the digital literacy of the staff and students involved. All three stages of the assignment were successful; over 85% of students passed the first two stages, and 82.9% passed stage 3. The collaborative work enabled students to produce high quality descriptive ecology documents valuable for the subsequent stages of the assignment. The peer assessment encouraged students to gain information on expected Undergraduate Minimum Standards, and gave students the opportunity to study multiple habitats. The final stage was open ended and challenged students to make sense of large ecological data sets. There was a positive correlation between levels of success at stages 1 and 3 for students who achieved less than 65% for the independent work, i.e. they benefited from carrying out group work. This collaborative, three-stage approach is recommended especially as it helps lower ability students gain subject knowledge and improve their presentation skills. However, some modifications are recommended: 1) simplifying the sample and data collection, and 2) providing more guidance for the peer assessment task and individual analysis. Learner autonomy enabled self-directed learning to take place and enriched large scale teaching as it encouraged student-student interaction. Significant differences between gender and ability are discussed.

FERRAMENTAS COLABORATIVAS: PERCEPÇÃO E USO NA APRENDIZAGEM COLABORATIVA

2020 ◽  
Author(s):  
KARINA E L FERREIRA ◽  
◽  
ALEXANDRE DOMANICO ◽  
Keyword(s):  
Google Docs ◽  
Google Drive

NOVAS EXIGÊNCIAS VÊM SURGINDO NA EDUCAÇÃO FRENTE À ERA DIGITAL, OS PROCESSOS TORNAM-SE CADA VEZ MAIS COMPLEXOS, FAZENDO COM QUE AS PRÁTICAS PEDAGÓGICAS TAMBÉM TENHAM QUE SE ADAPTAR. O USO DE FERRAMENTAS COLABORATIVAS VEM OCUPANDO ESPAÇO DENTRO DOS AMBIENTES VIRTUAIS DE APRENDIZAGEM (AVA), AUMENTANDO A INTERAÇÃO ENTRE OS ESTUDANTES E OS PROFESSORES, FOMENTANDO A TROCA DE IDEIAS, INFORMAÇÕES E CONHECIMENTOS DE UMA FORMA DINÂMICA E EFICAZ DOS ESTUDANTES EM RELAÇÃO AO TRABALHO EM GRUPO E À UTILIZAÇÃO DAS FERRAMENTAS. OS PRINCIPAIS OBJETIVOS DESSE ESTUDO FORAM ANALISAR E COMPREENDER QUAIS SÃO AS PERCEPÇÕES DOS ALUNOS SOBRE O USO DAS FERRAMENTAS COLABORATIVAS DISPONÍVEIS NO GOOGLE SUITS: GOOGLE DRIVE, GOOGLE DOCS E HANGOUTS. FOI REALIZADO UM ESTUDO TRANSVERSAL, DESCRITIVO, COM UMA AMOSTRA DE 466 ALUNOS DOS CURSOS DE GRADUAÇÃO, DO EIXO DE GESTÃO E NEGÓCIOS E TECNOLOGIA DA INFORMAÇÃO (TI), DO CENTRO UNIVERSITÁRIO DE BRASÍLIA (UNICEUB) E A FERRAMENTA DE COLETA DE DADOS UTILIZADA FOI UMA PESQUISA DE OPINIÃO. OS RESULTADOS APRESENTADOS DEMONSTRARAM QUE ESSE É UM CAMINHO QUE AINDA ESTÁ SENDO TRILHADO E QUE ENFRENTA O DESCONHECIMENTO E A RESISTÊNCIA POR PARTE DOS ESTUDANTES.

scholarly journals Del telegrama a los tweets

2018 ◽  
Author(s):  
◽  
Ivana Harari
Keyword(s):  
Google Docs ◽  
El Alto ◽  
Google Drive

Acontece un fenómeno a nivel mundial, que es el alto porcentaje de personas mayores existentes en la población. Según la Organización Mundial de la Salud (OMS), entre el periodo 2000 y 2050, la proporción de los habitantes del planeta mayores de 65 años se duplicará, pasando del 11% al 22%. En números absolutos, este grupo de edad pasará de 605 millones a 2000 millones en el transcurso de medio siglo. Este suceso de envejecimiento de la población es uno de los fenómenos de mayor impacto del siglo y se trata de un proceso que se da a nivel mundial, siendo Argentina uno de los países con más alta tasa de envejecimiento de Latinoamérica. Esto constituye una transformación social que debe ser atendida, y precisamente llevó a la OMS a elegir el tema de "Envejecimiento activo" para una de sus últimas celebraciones del Día Mundial de la Salud. Ahora, ¿en qué afecta estos cambios demográficos en el área de las Ciencias de Computación y Redes de Computadoras?. Esta población de adultos mayores, ¿son considerados en nuestros desarrollos como potenciales usuarios?. Los productos de software específicamente las aplicaciones Web, cuya funcionalidad, servicios y beneficios van en aumento a la par de la complejidad de uso de las mismas, ¿están preparadas para ser utilizadas por personas de edad avanzada?. El desarrollo Web, ¿evoluciona y se adapta acorde a los cambios sociales que se producen en la comunidad? En este sentido, se llevó a cabo esta tesina, con el objeto de realizar una investigación sobre la interacción del adulto mayor con los productos de software actuales, teniendo en cuenta aspectos de usabilidad y accesibilidad Web. Los estudios tuvieron su sustento en base a cuatro (4) años de trabajo experimental, de investigación y de campo etnográfico, donde se estudió la interacción con Facebook, Twitter, Google Drive y Google DOCs por parte de 168 (ciento sesenta y ocho) personas mayores de 68 (sesenta y ocho) años. Estas personas, que fueron convocadas para este proceso de investigación, pertenecen a PAMI (Instituto Nacional de Servicios Sociales para Jubilados y Pensionados). Por un lado, se analizó al adulto mayor como usuario de aplicaciones Web, detectando sus cuestiones de performance, dificultades, tiempos, hábitos, miedos, rechazos, expectativas en la interacción con estas herramientas tecnológicas, principalmente en el uso de sus funcionalidades de compartición, colaboración y comunicación. Por el otro lado, se evaluaron las aplicaciones mismas, desde sus aspectos de diseño y de interacción, analizando sus capacidades de adaptación y adecuación frente a usuarios tan heterogéneos, y testeándolas frente a pautas y recomendaciones internacionales de usabilidad y accesibilidad web. A su vez, se incluyó en este análisis, la puesta a prueba del mismo proceso de evaluación efectuado, examinando, y si es necesario adaptando, las normativas y los métodos de evaluación empleados, acorde al grupo etario con el que se estuvo trabajando. Esta investigación no sólo pretende conocer más al usuario adulto mayor y todo lo concerniente a la especificidad de su interacción persona-ordenador (HCI), sino que además permite construir un marco de conocimiento integral, una fuente de información fundamental a la hora de encarar el análisis, diseño y testing de los próximos desarrollos de software con características colaborativas y Web. A partir del cual, el desarrollador Web deberá considerar este perfil del adulto mayor como potencial usuario dentro de la comunidad destinataria del sitio, tratar e internalizar su abordaje en forma adecuada durante todo el proceso de ingeniería Web, logrando minimizar la brecha digital, favorecer a la democratización del acceso a las tecnologías de información y comunicación (TICs), y responder a las demandas y cambios de una sociedad donde se evidencia una población de personas mayores que se incrementa y que debe ser incluida digitalmente.

scholarly journals Integrated Email Management System Based Google Application Programming Interface Using OAuth 2.0 Authorization Protocol

Elkawnie ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 109
Author(s):  
Zuhar Musliyana ◽  
Andita Ghaitsa Satira ◽  
Mahendar Dwipayana ◽  
Ayu Helinda
Keyword(s):  
Application Programming Interface ◽  
Integration System ◽  
Domain Names ◽  
Application Programming ◽  
System Data ◽  
Google Drive ◽  
Academic Information ◽  
Programming Interface ◽  
Email Management ◽  
Google Apps

Abstract : Google Apps is a service provided by Google that allows users to use Google products with their own domain names. Among the products offered by Google Apps are email (Gmail), Docs (Google Drive), and Classroom services. In addition, Google Apps also provides Application Programming Interface (API) services that can be used by developers to take advantage of various features provided by Google. Universitas Ubudiyah Indonesia (UUI) is one of the universities that use Google Apps service for managing student emails. At present, UUI student email management through Google Apps is still not integrated with academic information system data. As a result, UUI must allocate special resources for managing student emails manually. Based on these problems, this study proposes an integration system for UUI student email management using the Google Apps API. This system is designed using PHP programming. The Google Apps API authentication method uses OAuth 2.0. The results of this study indicate that student email management on Google Apps can be done through campus academic information systems. With this system, students can activate email independently without having to be registered manually to the Google Apps page by the campus email managers.Abstrak : Google Apps adalah sebuah layanan yang disediakan oleh Google yang memungkinkan pengguna dapat menggunakan produk google dengan nama domain sendiri. Di antaranya produk yang disediakan Google Apps yaitu layanan email (Gmail), dokumen (Google Drive), dan Classroom. Selain itu, Google Apps juga menyediakan layanan Application Programming Interface (API) yang dapat dimanfaatkan oleh pengembang untuk memanfaatkan berbagai layanan yang disediakan oleh Google. Universitas Ubudiyah Indonesia (UUI) merupakan salah satu universitas yang menggunakan layanan Google Apps untuk pengelolaan email mahasiswa. Saat ini pengelolaan email mahasiswa UUI melalui Google Apps masih belum terintegrasi dengan data sistem informasi akademik. Akibatnya UUI harus mengalokasikan sumber daya khusus untuk mengelola email mahasiswa secara manual. Berdasarkan permasalahan tersebut penelitian ini mengusulkan sistem integrasi pengelolaan email mahasiswa UUI menggunakan API Google Apps. Sistem ini dirancang menggunakan pemograman PHP. Metode autentikasi API Google Apps menggunakan OAuth 2.0. Hasil penelitian ini menunjukkan pengelolaan email mahasiswa pada Google Apps dapat dilakukan melalui sistem informasi akademik kampus. Dengan adanya sistem ini mahasiswa dapat melakukan aktivasi email secara mandiri tanpa harus didaftarkan secara manual ke halaman Google Apps oleh pengelola email kampus.

scholarly journals GOOGLE SUITE FOR EDUCATION TRAINING FOR 21ST CENTURY LEARNING IN SMA NEGERI 1 JATINOM

2020 ◽  
Author(s):  
Septiana Wijayanti ◽  
Eric Kunto Aribowo ◽  
Ana Setyandari ◽  
Wisnu Nugroho Aji ◽  
Krisna Pebryawan ◽  
...  
Keyword(s):  
Community Service ◽  
21St Century ◽  
21St Century Skills ◽  
21St Century Learning ◽  
Google Docs ◽  
Training Activity ◽  
The Third ◽  
Service Activities ◽  
Training Activities ◽  
Google Drive

This google suite training activity is one form of community service activities which is done by the excellent team of LPPM Unwidha Klaten. This is aimed at teachers to prepare the 21st century skills. Before, the training activities took place, the team was conducted the observation and interview, so it was decided that the place for community service activities was SMA Negeri 1 Jatinom and it is carried out in three meeting session of training. The first meeting was training on google docs, google slides, and google sheets. The second meeting was google form and google drive. The third meeting was google site and google classroom. This training shows the enthusiasm of the participants to learn the 21st century skills. It can be seen by the participants who consistently follow and explore all the material in training. From the total of 66 participants, 70% of them have completed all the task which is given in the end of each training. Besides, the participants are considered capable in operating various google suite according to the material provided.

scholarly journals PELATIHAN GOOGLE APPS FOR EDUCATION KEPADA GURU MADRASAH ALIYAH (MA) TANBIHUL GHOFILIIN BANJARNEGARA

2020 ◽  
Vol 4 (1) ◽  
pp. 437
Author(s):  
Sarmini Sarmini ◽  
Palupi Pandanarum ◽  
Dinda Apriyatul Permanasari
Keyword(s):  
Teaching And Learning ◽  
Video Editing ◽  
Online Classes ◽  
Face To Face ◽  
Hands On ◽  
Training Activities ◽  
Google Apps For Education ◽  
Google Drive ◽  
Discussion Question ◽  
Google Apps

ABSTRAKMayoritas guru-guru MA di Tanbihul Ghofiliin telah menggunakan google namun belum semua guru mengetahui dan paham bagaimana memanfaatkan fasilitas google apps for education untuk mendukung kegiatan belajar mengajar. Solusi permasalahan yang ditawarkan kepada mitra adalah memberikan pelatihan penggunaan google classroom, form, meeting dan drive sebagai alternatif model pembelajaran baru yaitu pembelajaran kolaboratif non tatap muka (daring). Pelatihan ini bertujuan untuk meningkatkan kemampuan guru dalam kegiatan mengajar sehingga lebih menjadi profesional. Kegiatan Amikom Mitra Masyarakat pelatihan google aps for education kepada guru MA Tanbihul Ghofiliin dilaksanakan pada hari sabtu tanggal 8 Agustus 2020, kegiatan diawali dengan menjelaskan apa fungsi dari masing-masing aplikasi dan bagaimana cara penggunaannya. Kegiatan berikutnya melakukan praktik langsung bagaimana membuat kelas daring pada google classroom, membuat form pada google form dan pemanfaatan google drive sebagai penyimpanan awan dan diakhiri dengan diskusi/sesi tanya jawab dengan peserta. Hasil kegiatan menunjukan antusiasiame peserta yang cukup tinggi dengan kegiatan pelatihan yang diberikan dan diharapkan kedepannya akan ada pelatihan selanjutnya seperti pelatihan edit video untuk pembelajaran. Kata kunci: pelatihan; guru; google; pembelajaran; daring. ABSTRACTThe majority of MA teachers in Tanbihul Ghofiliin have used Google, but not all teachers know and understand how to use Google Apps for Education facilities to support teaching and learning activities. The solution to the problems offered to partners is to provide training on the use of google classrooms, forms, meetings and drives as an alternative to new learning models, namely non-face-to-face (online) collaborative learning. This training aims to improve the ability of teachers in teaching activities so that they become more professional. Amikom Community Partners activities Google Aps for Education training for MA Tanbihul Ghofiliin teachers was held on Saturday, August 8, 2020, the activity begins by explaining what the function of each application is and how to use it. The next activity is to do hands-on practice on how to make online classes in google classroom, create forms on google forms and use google drive as cloud storage and ends with a discussion / question and answer session with participants. The results of the activity show that the participants' enthusiasm is quite high with the training activities provided and it is hoped that in the future there will be further training such as video editing training for learning. Keywords: training; teacher; google; learning; online.

scholarly journals GOOGLE APPS FOR EDUCATION (GAFE) DEMI PENINGKATAN KUALITAS PEMBELAJARAN ERA DIGITAL DI SMK DAR-EL HIKMAH PEKANBARU

2018 ◽  
Vol 2 (2) ◽  
pp. 7-11
Author(s):  
Melly Novalia ◽  
Edi Ismanto ◽  
Vitriani Vitrian ◽  
Resmi Darni ◽  
Rahmad Alrian ◽  
...  
Keyword(s):  
Instructional Medium ◽  
Instructional Media ◽  
Further Training ◽  
New Knowledge ◽  
Google Apps For Education ◽  
Google Drive ◽  
Google Apps

The dedication to the community aims to provide training to all teachers at SMK Dar-el Hikmah Pekanbaru on the utilization of Google Apps for Education (GAFE) as a instructional medium in schools. The service method was conducted with training and evaluated regularly with the guidance of instructors from the Informatics Education Lecturer Team. As a result, all trainees get new knowledge about GAFE content such as Google Classroom, Google Form, Google Calendar and Google Drive. And also the school, hopes that there will be further training on developing the interactive instructional media.  

scholarly journals Сovid-2019 Response: Virtual Educational Process at the Department of Oral and Maxillofacial Surgery using Google Classroom

2020 ◽  
Vol 4 (3) ◽  
pp. 51-52 ◽  
Author(s):  
Oleksii Tymofieiev ◽  
Natalia Ushko ◽  
Maria Yarifa
Keyword(s):  
Maxillofacial Surgery ◽  
Smartphone Application ◽  
Educational Process ◽  
Oral And Maxillofacial Surgery ◽  
Google Docs ◽  
Wide Range ◽  
Rapid Spread ◽  
Total Death ◽  
E Learning ◽  
Google Drive

Coronavirus disease 2019 (Covid-19)2 pandemic led to the severe restrictions around the globe due the extremely rapid spread of the virus and total death number 21,297 people on March 26.3 Quarantine measures of the Ukrainian Government became very similar to actions of the other countries. One of which, a closed educational institutions from March 12,4 created a need to continue education virtually using cutting-edge technologies such as Google Classroom and Google Meet.Google Classroom, a free web service, was released by the Google LLC in August 2014. “Classroom was created hand-in-hand with teachers to help organize day-to-day tasks, communication, and foster greater collaboration,” this is how Google describes the purpose of Classroom`s creation.5 Year by year evolution of the Classroom gave its users in 2020 a wide range of tools: Simultaneous usage with Google Docs, Gmail, Google Drive, Sheets and Slides, and even Google Calendar. A special training course for professors of our university facilitated the effective usage of the Classroom during the quarantine period implementing the e-learning at our Department. A 256 page book “Teaching with Google Classroom,” written by Michael Zhang, a certified trainer for Google Apps for Education, gave a deep look on all possibilities of this global e-learning service.6 Google Classroom was also launched as a smartphone application in January 2015. Despite of some limitations, at the mobiles we can: 1) create or join a class, 2) make announcements and post comments to assignments, 3) send e-mails to students, 4) access your class’s Google Drive, 5) view whether the students have completed assignments or not, 6) reset or disable your class code.7 Thus, using all potential of such e-learning services, as Google Classroom, we can effectively deal with a “physical learning” crisis, allowing the students at “surgical dentistry” and “pediatric surgical dentistry” classes to avoid the risk for their lives and to master the curriculum during the pandemic when the timeline is made only by the virus.

scholarly journals Metodologias de ensino de línguas estrangeiras em contexto de ensino remoto emergencial na (trans)formação de professores

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Fernanda Silva Veloso ◽  
Sweder Souza
Keyword(s):  
Google Docs ◽  
De Re ◽  
Google Drive

De acordo com a confluência e multiplicidade de fenômenos socioideológicos, que estão diretamente inter-relacionados a uma reflexão ininterrupta sobre o trabalho com a língua em sala de aula e o ato de (re)construir conhecimentos (Volóchinov, 2006 [1929]), buscamos conversar com o atual paradigma pandêmico. Portanto, este trabalho consiste em um relato de experiência que evidencia um locus de enunciação a partir de perspectivas vividas. O estudo tem como objetivo compartilhar experiências de formadores de professores de línguas na modalidade emergencial remota. A proposta surgiu da demanda por ações educacionais não presenciais, em função da SARS-CoV-2, na Universidade Federal do Paraná (UFPR, Brasil). Quando existem mudanças de paradigmas, como a relatada, a tendência é se desesperar e esquecer o que pode ser tirado de bom dessas mudanças, que muitas vezes são “impostas” e impremeditadas. Em nosso contexto, as ações aconteceram em uma relação dialógica estabelecida por meio de plataformas como o MS Teams, o WhatsApp e a UFPR Virtual. Ao invés de trabalhos escritos elaborados individualmente e off-line, as atividades avaliativas foram substituídas por seminários e microaulas de língua estrangeira previamente gravadas pelos alunos, assim como a elaboração, de modo colaborativo, de um e-book pelo Google Docs, do Google Drive.

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