Enseñar ‘Redacción Periodística de TV’ a través de Moodle: la puesta en marcha de una experiencia basada en la tutorización del alumnado | Teaching ‘Journalistic writing TV’ through Moodle, the implementation of an experience based on the tutoring of stud

2011 ◽  
Author(s):  
Elena Bandrés Goldáraz
Keyword(s):  
Face To Face ◽  
The Moment

Resumen La asignatura Redacción periodística de televisión es una de las materias más complicadas de asimilar por parte del alumnado de Periodismo. La gran diversidad de posibilidades que tiene cada alumno de afrontar la redacción de una noticia supone, por el contrario, una desventaja a la hora de ajustar la redacción a unos parámetros adecuados de comunicación. A través de Moodle, hemos dispuesto de una herramienta que ha resultado ser esencial para enseñar dichos parámetros y para ofrecer una atención personalizada con el objetivo de mejorar el aprendizaje, algo que hubiera sido imposible en una clase presencial de más de cincuenta alumnos.Palabras clave Moodle, aprendizaje, constructivismo, periodismo, redacción, televisión.AbstractThe subject Journalistic writing of television is one of the matters most complicated of assimilating on the part of Journalism’s students. The great diversity of possibilities that every student has of confronting the writing of a news supposes, on the contrary, a disadvantage at the moment of the writing fits to a few suitable parameters of communication. Across Moodle, we have had a tool that has turned out to be essential to teach the above mentioned parameters and to offer a personalized attention, something that had been impossible in a face-to-face course of more than fifty students.

Stars & Stones: Astronomy and Archaeology in the Works of the Mexican Polymath Antonio León y Gama, 1735–1802

Itinerario ◽  
2009 ◽  
Vol 33 (1) ◽  
pp. 61-77 ◽  
Author(s):  
Juan Pimentel
Keyword(s):  
Mexico City ◽  
Central Place ◽  
Public Works ◽  
Construction Work ◽  
Face To Face ◽  
The Enlightenment ◽  
History Of ◽  
Mary Louise Pratt ◽  
The Moment ◽  
The City

The main square of Mexico City, known as the Zocalo, occupies a central place in the make-up of the city, the nation, and even the national identity of Mexico. As we all know, the conquistadors built Mexico City on the site of Tenochtitlán, the capital of the Aztec empire. Indeed, the ruins of the Great Temple of the old city lie hidden under the square itself. This essay deals with the moment when the native past began to emerge from beneath the plaza, when a viceroy had the ground paved, and undertook a series of public works to solve the problems of drainage and water channelling which had existed throughout the history of the city. In his effort to modernise, the viceroy brought his contemporaries face to face with a long-buried past. For amidst the construction work two great archaeological pieces were discovered in 1790. These findings were subsequently studied by the multi-talented Creole, Antonio León y Gama, one of the most steadfast representatives of the Enlightenment in New Spain. By examining elements of Leon y Gama's work, I want to do a bit of historical excavation myself and reveal the existence of what we might describe, following Mary Louise Pratt, as a contact zone—one in which contemporary tools for investigatively ordering time and space were brought to bear on natural and cultural phenomena alike, in order to situate Mexico and its cultural heritage historically as well as geographically.

Building Community in Asynchronous Online Higher Education Courses Through Collaborative Annotation

2020 ◽  
Vol 49 (2) ◽  
pp. 250-261
Author(s):  
Brittany Adams ◽  
Nance S. Wilson
Keyword(s):  
Teacher Educators ◽  
Peer Interactions ◽  
Peer To Peer ◽  
Graduate Course ◽  
Face To Face ◽  
Online Higher Education ◽  
Collaborative Annotation ◽  
Building Community ◽  
Community Growth ◽  
The Moment

This design-based research study examines how a collaborative annotation tool, Perusall, supported the development of community within an asynchronous online graduate course. Students read and engaged with assigned texts uploaded to Perusall each week, providing numerous opportunities for students to interact and collaborate with each other using the tool’s various sharing and communication features. Both text interactions and peer-to-peer interactions on Perusall increased throughout the course, with peer-to-peer interactions increasing at a greater rate, indicative of community growth within the course. Collaborative annotation tools capture students’ thinking and processing in the moment, more closely mirroring the learning that one might see in a face-to-face class when students discuss content with their instructor and/or classmates. This study offers insights for teachers, teacher educators, and school leaders about new approaches for developing community in online educational contexts, especially considering the drastic shift to online learning as a result of the COVID-19 pandemic.

scholarly journals Strategies Used by Professors through Virtual Educational Platforms in Face-To-Face Classes: A View from the Chamilo Platform

2017 ◽  
Vol 10 (8) ◽  
pp. 1
Author(s):  
Heriberto Gonzalez Valencia ◽  
Jackeline Amparo Villota Enriquez ◽  
Patricia Medina Agredo
Keyword(s):  
Methodological Approach ◽  
Virtual Space ◽  
Face To Face ◽  
Virtual Platform ◽  
Faculty Of Education ◽  
The Moment

This study consisted in characterizing the strategies used by professors; implemented through virtual educational platforms. The context of this research were the classrooms of the Santiago de Cali University and the virtual space of the Chamilo virtual platform, where two professors from the Faculty of Education of the same university participated. The methodological approach of the investigation is qualitative, the observation and the interviews were the procedure to collect the data used. The results obtained and the analyzed literature show that there are different strategies used by professors through the implementation of the Chamilo virtual educational platform as a support to face-to-face classes, leading us to recognize that its utility has different intentions at the moment of being implemented by the professor.

scholarly journals The Impact of Video-Mediated Communication on Closed Wound Assessments in Postoperative Consultations: Conversation Analytical Study

10.2196/17791 ◽  
2020 ◽  
Vol 22 (5) ◽  
pp. e17791 ◽  
Author(s):  
Wyke J P Stommel ◽  
Harry van Goor ◽  
Martijn W J Stommel
Keyword(s):  
Specific Activity ◽  
Resected Specimen ◽  
Video Technology ◽  
Mediated Communication ◽  
Long Term Conditions ◽  
Face To Face ◽  
Consultation Room ◽  
Wound Assessment ◽  
The Moment ◽  
The Impact

Background Research on the use of video-mediated technology for medical consultations is increasing rapidly. Most research in this area is based on questionnaires and focuses on long-term conditions. The few studies that have focused on physical examinations in video consultations indicated that it poses challenges for the participants. The specific activity of wound assessment through video in postsurgery consultations has not yet been studied. Furthermore, a comparative analysis of face-to-face and video settings on the moment-to-moment organization of such an activity is original. Objective The aim of this study was to examine the impact of video technology on the procedure of postsurgery wound assessment and its limits. Methods We recorded 22 postoperative video consultations and 17 postoperative face-to-face consultations. The primary purpose of the consultation was to inform the patient about the final pathology results of the resected specimen, and the secondary purpose was to check on the patient’s recovery, including an assessment of the closed wound. The recordings were transcribed in detail and analyzed using methods of conversation analysis. Results The way that an assessment of the wound is established in video consultations differs from the procedure in face-to-face consultations. In the consultation room, wound assessments overwhelmingly (n=15/17) involve wound showings in the context of surgeons reporting their observations formatted with evidentials (“looks neat”) and subsequently assessing what these observations imply or what could be concluded from them. In contrast, wound assessments in video consultations do not tend to involve showing the wound (n=3/22) and, given the technological restrictions, do not involve palpation. Rather, the surgeon invites the patient to assess the wound, which opens up a sequence of patient and physician assessments where diagnostic criteria such as redness or swollenness are made explicit. In contrast to observations in regular consultations, these assessments are characterized by epistemic markers of uncertainty (“I think,” “sounds...good”) and evidentials are absent. Even in cases of a potential wound problem, the surgeon may rely on questioning the patient rather than requesting a showing. Conclusions The impact of video technology on postoperative consultations is that a conclusive wound assessment is arrived at in a different way when compared to face-to-face consultations. In video consultations, physicians enquire and patients provide their own observations, which serve as the basis for the assessment. This means that, in video consultations, patients have a fundamentally different role. These talking-based assessments are effective unless, in cases of a potential problem, patient answers seem insufficient and a showing might be beneficial.

scholarly journals Kanohi ki te kanohi - Face to face: frameworks from tikanga Māori meet viewpoints improvisations, shocking the theatrical encounter into alive-li-ness

2021 ◽  
Author(s):  
◽  
Ann Mary Ruth
Keyword(s):  
New Zealand ◽  
Actor Training ◽  
Present Moment ◽  
Face To Face ◽  
The Past ◽  
Peter Brook ◽  
Creative Research ◽  
The Future ◽  
The Moment ◽  
The Individual

<p>How can we make theatre that sizzles with life that is kinaesthetically and viscerally experienced? As artists in the theatre our work is to combat the falling back into the habitual. We need to wake ourselves up, to see anew, to respond out of the moment: not out of memory (reaching into the past) nor out of desire (reaching into the future), both of which produce what Peter Brook has famously described as ‘deadly’ theatre. How can we consistently produce work that combats these ‘deadly’ tendencies?   Further, can we create work that is simultaneously artistically structured or fixed, created within the moment so that artistry and improvisation combine? This thesis investigates structures derived from the rituals of the New Zealand Māori, combined with choreography arising out of Viewpoints improvisations, testing them out in the context of actor training, predominantly at Toi Whakaari: New Zealand Drama School. Together they provide a framework for theatrical work that anchors actors to the present moment. They refocus performers’ attention towards purpose rather than performance. They allow the artistically structured to coexist with the improvisationally free, engendering a sense of pulsing life, a quality I am calling 'alive-li-ness'. They re-frame the audience-performer relationship, drawing the audience from observation towards a more participatory stance, where the performance becomes a journey undertaken together. This is a creative research thesis in which my own performative research underlies the critical and theoretical examination through a series of productions. Through them I am able to test out this thesis both in performance and on the rehearsal floor, forming the spine of the thesis.  I begin with examining theatrical improvisation, the form in which the future is genuinely unknown, the qualities that characterise it and the structures that support it. I explore a variety of forms and uses of improvisation, seeking the underlying attributes of improvisers at their most effective. I then explore the possibility of those qualities co-existing in work where structures such as an extant text and a fixed choreography are used, focusing firstly on the structures and qualities derived from Māori frameworks, then from those arising from Viewpoints. Finally I bring these frameworks together in a series of productions, testing their efficacy in relationship.  In combining these two approaches I have developed a powerful tool for creating performance that is immediate and visceral, the attention of the performer firmly anchored to purpose and the present moment, playfully, without self-consciousness or undue tension. In this approach the life engendered lies with the ensemble rather than the individual artist. These frameworks advance our understanding of ways in which this immediacy can be achieved within artistic structures and are shown to be transferable to other contexts. By following a clear sense of purpose and focus on the audience, giving precise attention to choreography and timing, the actor is freed from the siren call of memory and the equally seductive temptation to plan the future, and is thereby held in a precise and vital engagement with the present.</p>

scholarly journals Prospects for the development of LMS MAI and Microsoft Teams platforms after the end of quarantine

2021 ◽  
Vol 10 (39) ◽  
pp. 117-128
Author(s):  
Peter A. Ukhov ◽  
Anatoly V. Ryapukhin ◽  
Natalia A. Biriukova ◽  
Anna K. Biryukova
Keyword(s):  
Distance Learning ◽  
Research University ◽  
Educational Process ◽  
Moscow Aviation Institute ◽  
Face To Face ◽  
Frequency Of Use ◽  
Huge Impact ◽  
E Learning ◽  
The Moment ◽  
Epidemiological Situation

Distance learning has had a huge impact on the educational process of universities and schools. The main platform through which the e-learning process at Moscow Aviation Institute (National Research University) (MAI) is carried out is LMS MAI Moodle. It should be noted that on the basis of this platform, a website with courses lms.mai.ru was created. The second in popularity and frequency of use is Microsoft Teams platform (MT). It is worth noting that thanks to the platforms for distance learning, the educational process was not only not disrupted or stopped, but was also supplemented with such advantages as autonomy and flexibility in acquiring knowledge. In connection with the coronavirus pandemic, on March 17, 2020, MAI completely switched to distance learning. At the moment, the epidemiological situation in Russia is improving and universities are again conducting face-to-face classroom studies. But what was happening with two platforms mentioned above after the end of the quarantine? Students and teachers of MAI say that the use of platforms has decreased, but classes are still held in this format. We discussed the prospects for further use of MT and LMS MAI in this article.

scholarly journals DIREITO À EDUCAÇÃO E ESTRATÉGIAS INOVADORAS PARA UMA APRENDIZAGEM ATIVA: ANÁLISE SOCIAL A PARTIR DE PODCAST

2021 ◽  
Vol 4 (4) ◽  
pp. 01-08
Author(s):  
Raquel Rosan Christino Gitahy ◽  
Glaucia Aparecida Rosa Cintra ◽  
Leticia Rodrigues Biassoti ◽  
Luis Henrique Ramos Alves
Keyword(s):  
Teaching And Learning ◽  
Access To Education ◽  
Right To Education ◽  
Face To Face ◽  
Physical Isolation ◽  
Use Of Technology ◽  
Teachers And Students ◽  
The Face ◽  
Teachers And Parents ◽  
The Moment

This article aims to demonstrate the ability of teachers and parents to adapt to changes -resilience, as well as to analyze the reactions of those involved in the teaching and learning process in time of COVID 19. In order to achieve the proposed objective, several Podcasts were analyzed. report how parents and teachers are making themselves flexible in the face of remote classes to overcome the difficulties of the moment and enable education to occur in this context of a pandemic. 2020 will be remembered as a year of several changes in contemporary society. The SARS-COV 2 pandemic has infected thousands of people in Brazil and the world, with physical isolation being the best form of prevention against contagion, causing transformations in various sectors of society, including education, which had to “give up” the face-to-face teaching initiating remote education to guarantee the fundamental right to education. Through bibliographic research and documentary research, the latter based on Podcasts, it was found that for years the greatest use of technology has been discussed as an instrument that facilitates learning. During remote classes, teachers and students intensified their use of cell phones -WhatsApp and applications, notebooks, internet and a virtuallearning environment to enable access to education.

scholarly journals Towards a Poetics of Failed Journeys. A Few Examples from the 16th Century

Viatica ◽  
2020 ◽  
Author(s):  
Marie-Christine GOMEZ-GÉRAUD ◽  
Keyword(s):  
16Th Century ◽  
Face To Face ◽  
The Moment

The article raises the following question: what is indeed a complete journey? The outcome of the trip which does not necessarily coincide with the moment of return, but perhaps with the writing of the story itself. Three cases are considered here: that of pilgrims aspiring to face-to-face with God; that of Léry’s story, never brought to end; that of Jacques Cartier which questions the paradigm of the explorer.

scholarly journals “You’re Not Being Serious Enough!”: Renegotiating Relationships during Lockdown

2021 ◽  
Vol 14 (1) ◽  
pp. 75-93
Author(s):  
Lauren Dempsey
Keyword(s):  
Computer Mediated Communication ◽  
Professional Relationships ◽  
Structured Interviews ◽  
Mediated Communication ◽  
Face To Face ◽  
Familiar Face ◽  
Computer Mediated ◽  
The Moment ◽  
Insight Into ◽  
At Home

The outbreak of COVID-19 in 2020 led to a UK lockdown, where citizens were asked to stay at home for an undefined period. This forced people to make sudden decisions regarding where to live and who they would not see. Through 18 semi-structured interviews with individuals aged 27-72, this paper explores how people maintained friend-based, romantic, familial and professional relationships during lockdown in Spring 2020. The enforced separation following lockdown motivated people to reconsider how they conducted relationships in and outside the home. Within the household, people verbally and physically renegotiated boundaries to ensure relationship harmony. Computer-mediated communication (CMC) was utilised to maintain connections with estranged relationships, as people accessed new platforms to replicate familiar face-to-face (F2F) processes online. This article considers the disruption to relationships experienced during this time, providing an in-the-moment insight into the use of CMC in maintaining relationships during the first UK lockdown.

scholarly journals Examining cross-national research teamwork: revealing rewards and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lynn McAlpine ◽  
Isabelle Skakni ◽  
Anna Sala-Bubaré ◽  
Crista Weise ◽  
Kelsey Inouye
Keyword(s):  
Relative Effectiveness ◽  
Social Science Research ◽  
Science Research ◽  
Team Communication ◽  
Content Type ◽  
Face To Face ◽  
Communication Processes ◽  
The Moment ◽  
Cross National ◽  
Communicative Processes

PurposeTeamwork has long featured in social science research. Further, with research increasingly “cross-national,” communication becomes more complex, for instance, involving different cultures, languages and modes of communication. Yet, studies examining team communicative processes that can facilitate or constrain collaboration are rare. As a cross-national European team representing varied disciplines, experiences, languages and ethnicities, we undertook to examine our communication processes with the aim to promote better qualitative research practices.Design/methodology/approachViewing reflection as a tool for enhancing workplace practices, we undertook a structured reflection. We developed an empirically derived framework about team communication, then used it to analyse our interaction practices and their relative effectiveness.FindingsThe results highlighted two under-examined influences, the use of different modes of communication for different purposes and the need for face-to-face communication to address a particularly challenging aspect of research, negotiating a shared coding scheme to analyse diverse cultural and linguistic qualitative data.Practical implicationsThe study offers a procedure and concepts that others could use to examine their team communication.Originality/valueThe communicative processes that can constrain and facilitate effective cross-national research team collaboration are rarely examined. The results emphasise the need for careful negotiations around language, epistemologies, cultures and goals from the moment collaboration begins in formulating a project, through applying for grant funds, to when the last paper is published – timely in a context in which such work is increasingly expected.

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