scholarly journals Aplicaciones pedagógicas del Juego de rol en la Educación Virtual: Una experiencia en el contexto del Examen de Estado

2007 ◽  
pp. a079
Author(s):  
E. G. Rodríguez Cuberos ◽  
F. Lozano Bonilla ◽  
B. Castaño Zapata ◽  
D. Díaz
Keyword(s):  
Professional Development ◽  
Knowledge Construction ◽  
Learning Processes ◽  
Classroom Setting ◽  
Communicative Skills ◽  
Technological Support ◽  
Teachers And Students ◽  
Educación Virtual ◽  
Virtual Platform ◽  
Teaching Learning

Se describe la utilización de una metodología bimodal (Virtual/presencial) de aprendizaje sustentada en el diseño y mantenimiento de juegos de rol como estrategias mediadoras de conocimiento e interacciones comunicativas a través de la utilización de la Plataforma Virtual de la Pontificia Universidad Javeriana (BlackBoard®) como soporte tecnológico. Los resultados obtenidos muestran cualitativamente el desarrollo de habilidades comunicativas en los participaciones y varios manifestaciones de creatividad en el desarrollo de las actividades propuestas lo que sugiere amplias posibilidades de generalizar la aplicación de los juegos de rol como alternativas pedagógicas para facilitar los procesos de enseñanza y aprendizaje en escenarios virtuales de capacitación – formación en donde la clave del éxito del proceso depende de la fluidez de la comunicación y los lazos construidos a partir de esta entre docentes y estudiantes.AbstractThis article describes the use of a bimodal methodology (virtual / in classroom setting), supported in the design of role plays as a mediating strategy for knowledge construction and communicative interactions to take place. This is achieved by means of a virtual platform used at Javeriana University  (BlackBoard®) which serves as the technological support. The results obtained qualitatively show the development of communicative skills among the participants, and manifestations of creativity in the activities proposed. This suggests ample possibilities to generalize the use of role plays as a pedagogical alternative to facilitate the teaching/learning processes in virtual scenarios for professional development growth, where the key to success in the process depends on the flow of communication and the ties built between teachers and students. 

scholarly journals Neuroeducación un enfoque motivador para el proceso de aprendizaje del Cálculo

2017 ◽  
pp. 16-24
Author(s):  
Mildren Yaneth Uscategui Blanco ◽  
Adriana Boscan Andrade
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
General Purpose ◽  
Learning Processes ◽  
Quality Education ◽  
First Semester ◽  
Desarrollo Profesional ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The Brain

El propósito general de la investigación es el de analizar el enfoque motivador que ejerce la Neuroeducación para el proceso de aprendizaje del cálculo inicial en los estudiantes de la Universidad Francisco de Paula Santander. El sustento de la investigación estuvo basado en autores como: (Mora, 2013), (Campos, 2010), (Cotto, 2009), Blakemore y Frith (2007), (De La Cruz, 2004) entre otros. La metodología aplicada fue un estudio de corte cualitativo, tomando como población constituida por los estudiantes del primer semestre de las diversas carreras de la Universidad Francisco de Paula Santander para el primer semestre del 2017. Las técnicas para la recolección de datos fueron la observación, la entrevista a profundidad. Entre los resultados se concluyó que es necesario identificar el grado de motivación para el aprendizaje del Cálculo en los estudiantes de la Universidad Francisco de Paula Santander, para garantizar la educación de calidad en las diferentes áreas de estudio, la comprensión de los estudiantes en el proceso de formación que permita adquirir conocimientos necesarios para su formación profesional son indispensables para su desarrollo profesional. Se recomienda utilizar la neurociencia como herramienta para entender cómo aprende el cerebro. Este conocimiento nos ayudará a mejorar sustancialmente la eficacia de los procesos de enseñanza-aprendizaje. Palabras Clave: Aprendizaje, Cerebro, Educación Matemática, Neurociencias, Neuroeducación.   Abstract   The general purpose of the research is to analyze the motivational approach that Neuroeducation exercises for the learning process of the initial calculation in the students of the Francisco de Paula Santander University. The sustenance of the research was based on authors such as: (Mora, 2013), (Campos, 2010), (Cotto, 2009), Blakemore and Frith (2007), (De La Cruz, 2004), among others. The methodology applied was a qualitative study, taking as a population constituted by the students of the first semester of the diverse careers of the Francisco de Paula Santander University for the first semester of 2017. The techniques for the data collection were the observation, the deep interview. Among the results it was concluded that it is necessary to identify the degree of motivation for the learning of the Calculus in the students of the Francisco de Paula Santander University, to guarantee the quality education in the different areas of study, the students' understanding in the process Training to acquire the knowledge necessary for their professional training are essential for their professional development. It is recommended to use neuroscience as a tool to understand how the brain learns. This knowledge will help us to substantially improve the effectiveness of the teaching-learning processes.   Key Words: Learning, Brain, Mathematics Education, Neurosciences, Neuroeducation.   ResumoO objetivo geral da pesquisa é analisar a abordagem motivacional que a Neuroeducação exerce para o processo de aprendizagem do cálculo inicial nos alunos da Universidade Francisco de Paula Santander. A sustentação da pesquisa baseou-se em autores como: (Mora, 2013), (Campos, 2010), (Cotto, 2009), Blakemore e Frith (2007), (De La Cruz, 2004), entre outros. A metodologia aplicada foi um estudo qualitativo, tendo como população constituída pelos alunos do primeiro semestre das diversas carreiras da Universidade Francisco de Paula Santander para o primeiro semestre de 2017. As técnicas para a coleta de dados foram a observação, o aprofundamento entrevista. Entre os resultados concluiu-se que é necessário identificar o grau de motivação para a aprendizagem do Cálculo nos alunos da Universidade Francisco de Paula Santander, para garantir a qualidade da educação nas diferentes áreas de estudo, o entendimento dos alunos em O processo de formação para adquirir o conhecimento necessário para a sua formação profissional é essencial para o seu desenvolvimento profissional. Recomenda-se usar a neurociência como uma ferramenta para entender como o cérebro aprende. Este conhecimento nos ajudará a melhorar substancialmente a eficácia dos processos de ensino-aprendizagem.   Palavras-chave: Aprendizagem, Cérebro, Educação Matemática, Neurociências, Neuroeducação.

scholarly journals LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

2017 ◽  
Vol 6 (2) ◽  
pp. 222 ◽  
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Educational Institutions ◽  
Classroom Setting ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Learning Practices ◽  
Making Choices ◽  
Teaching Learning

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA).  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1]  professional development.  After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for

scholarly journals A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion

2020 ◽  
Vol 16 (3) ◽  
pp. 87-96
Author(s):  
S.S. Fidalgo ◽  
M.C.C. Magalhaes ◽  
L.M. Pinheiro
Keyword(s):  
Teacher Education ◽  
Young People ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Learning Processes ◽  
Organized Activities ◽  
Mental Functions ◽  
Teachers And Students ◽  
Higher Mental Functions ◽  
Teaching Learning

This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?

scholarly journals Pedagogical leadership: an opportunity for teacher professional development in times of pandemic

2021 ◽  
pp. 9-15
Author(s):  
Marisol del Carmen ÁLVAREZ-CISTERNAS ◽  
Brunilda del Rosario TORRES-ORELLANA ◽  
Isabel Soledad MEDINA-GUAJARDO
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Positive Reinforcement ◽  
Collaborative Work ◽  
Learning Processes ◽  
Management Team ◽  
Point Of View ◽  
Teacher Professional ◽  
Teaching Learning

The objective of this article is to describe the pedagogical leadership exercised by teachers in times of pandemic, taking as a reference the Cadet Arturo Prat Chacón school in Chile and in what way this leadership can become an opportunity for teacher professional development. From the methodological point of view, the research is qualitative and descriptive, based on an intrinsic study of cases. The results allow us to establish in a situated way the qualities and attributes of pedagogical leadership, exercised by teachers in a pandemic period when they have to face the teaching-learning processes in a virtual way, and as despite their fears, challenges and uncertainties, They managed to overcome from a resilient pedagogical leadership, promoting collaborative work and co-teaching between teams. It can be concluded that the type of leadership displayed by the management team, facilitated the concurrence of efforts, facilitating collaborative work, co-planning and curricular prioritization, promoting autonomy and professional innovation, providing feedback and positive reinforcement among peers in a way constant, as confirmed by the teachers, who were able to stoically face adversity, safeguarding the quality of their classes.

scholarly journals Clocks, calendars and cell phones: An ethnography on time in a high school

2015 ◽  
Vol 12 (2) ◽  
pp. 417-450
Author(s):  
Mónica Franch ◽  
Josilene Pequeno de Souza
Keyword(s):  
High School ◽  
Cell Phones ◽  
Learning Processes ◽  
School Life ◽  
Close Attention ◽  
Time Pass ◽  
School Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Time Kill

Abstract Considering that time is an important dimension in anthropological discourse and a key element of the "hidden curriculum" of school, this paper presents the results of an ethnography on time in a high school in João Pessoa, Paraíba, Brazil. We discuss how teaching/learning processes are organized and experienced in time, paying close attention to the limitations and possibilities revealed by interactions between teachers and students. We first identify the pedagogical temporal units that compose the dimension of structural time at the school, and then identify aspects of time in practice (experiences and strategies). We argue that school time is both a constraint and an opportunity, unfolding in a series of metaphors ("save time," "waste time," "kill time", "fill time", "pass the time"), which enable ways of thinking about the conflicts present in daily school life.

scholarly journals EFL Teachers' and Students' Approaches in Using Teaching Aids: A case Study

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Classroom Setting ◽  
Teaching Aids ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teachers Attitudes ◽  
Effective Teaching And Learning

The use of teaching aids plays an important role in enhancing students' interaction and participation. Therefore, this research aims to investigate teachers' and students' approaches in using teaching aids and to reinforce their importance. This research also tried to verify whether teaching aids activate teaching and learning processes and more specifically if they make students interactive and effective participants. Moreover, it encourage teachers to update their methods of teaching. A questionnaire is used as an instrument to collect the necessary data. The questionnaire content was based on items to maximize the benefits of various teaching aids use in English as a foreign language (EFL) classroom settings. Twenty teachers and fifty students took part in the questionnaire survey. Findings from the teachers' and students' questionnaires demonstrated that teaching aids help teachers and students activate their teaching and learning processes. Moreover, they help in classroom setting and management. Teachers' attitudes as well as their perception toward using teaching aids to motivate students are positive since they all find the necessity of using them to improve students' English performance. As a result, teachers should be aware that disregarding of teaching aids use impedes learners' motivation. It has been recommended that teachers need to systematically design their own teaching aids for effective teaching and learning betterment.

scholarly journals Enseñanza y aprendizaje: precisiones en conjunción a la construcción de conocimiento en los Talleres de Proyectos de Diseño de vestuario / Teaching and Learning: Preciseness in Conjunction over Knowledge Construction in the Project Workshops of Costume Design

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Dolly Viviana Polo Flórez
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Costume Design ◽  
Human Wellbeing ◽  
Design Program ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Learning Projects

ABSTRACTTDPV is the specific universe of teaching/learning project process, comprising inquiry as much as continuous experimentation of not only the factors but the possibilities of conception, development and production of the objects and their uses for the human dressing. In that way, implications for the human wellbeing from learning projects: The development as manufacture products and wearable objects; also the perception from the interests from different actors of the process (Teachers and students). As such, this universe becomes the center of study for this analysis, which objective is to identify and propose answers to a group of fundamental questions that allow to recognize the academic and pedagogic approaches, academic and institutional stances and the professional orientations applied in the six (6) levels of Project Workshop of the Costume Design program of Universidad San Buenaventura of Cali.RESUMENEl TPDV es el universo específico de los procesos de enseñanza / aprendizaje proyectual que comprenden tanto la indagación así como la experimentación continua de los factores y las posibilidades de concebir, desarrollar, producir los objetos y sus usos para el vestir humano. Así las implicaciones para el bienestar humano, desde proyectos de aprendizaje: Su desarrollo como propuestas y objetos del vestir, su desarrollo como productos de manufactura y objetos de uso; y su percepción desde el interés de los diversos actores del proceso (Docentes y discentes). Como tal, este universo es el centro de estudio del siguiente análisis, cuyo objetivo es identificar y proponer respuestas a un conjunto de cuestiones fundamentales que permitan reconocer los enfoques académicos y pedagógicos, las posturas académicas institucionales y las de orientación profesionalista, aplicadas en los seis (6) niveles de Talleres de proyectos del Programa de Diseño de Vestuario de la Universidad San Buenaventura de Cali. Contacto principal: [email protected]

scholarly journals Efecto de los ambientes de aprendizaje en estudiantes de manejo de la salud y bienestar animal de la licenciatura de medicina veterinaria en la UdeG

2019 ◽  
pp. 29-35
Author(s):  
Miriam Susana Medina-Lerena ◽  
Marco Antonio Martínez Colín ◽  
Maria De Jesús Rimoldi-Rentería ◽  
Miguel Ángel, Pérez-Ramírez
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Animal Health ◽  
Essential Elements ◽  
Learning Processes ◽  
The Other ◽  
Support Resources ◽  
Teaching Learning ◽  
De Medicina

Teachers look for suitable models that provide university students with the conditions and essential elements that stimulate the development of skills and competences for a lifetime. The concept of learning environments is not only to talk about infrastructure, materials or support resources, which in some way are important, but that in itself, the essence of this will depend on the initiative, creativity, capacity and interaction of the person who be at the forefront of the teaching-learning process that is the facilitator. The objective was to know the environment through which the student learns better as part of the appropriation of knowledge and knowledge construction. A group of student (n=40), of the course of Management of Animal Health and Welfare of the Veterinary Degree, was evaluated through a descriptive design through virtual environments (T1), within the classroom (2) and real environments (T3). The best environment being T3, followed by T1. The purpose of learning environments is to provide resources and develop conditions that contribute and facilitate the acquisition of knowledge. On the other hand, the learning processes well used contribute to the acquisition of learning while providing attitudes and values in the student.

scholarly journals Web Technologies and Sciences Epistemologies

10.28945/2455 ◽  
2002 ◽  
Author(s):  
Antonio Cartelli
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
The Internet ◽  
Web Technologies ◽  
Open Questions ◽  
Educational Processes ◽  
Scientific Disciplines ◽  
The Everyday ◽  
Everyday Work ◽  
Teaching Learning

The paper reports first of all the results of several studies on misconceptions and mental schemes many researchers carried out in different disciplines and several countries. At the end of this section an overview of open questions and unresolved problems concerning knowledge construction is reported. The paper continues describing the different ways computers entered in education and how they were used to help students in overcoming their difficulties. At last a snapshot of the influence of the Internet phenomenon on the educational processes follows. The last sections propose the analysis of two experiences the author made up with the use of Web technologies and suggest the adoption of an Information system to hit the following target: to improve the everyday work of teachers, to help students in overcoming their wrong ideas, to deepen the analysis of students' ideas and attitudes when they approach scientific disciplines and to redefine the relations existing among the disciplines involved in the study of teaching/learning processes.

scholarly journals Desarrollo de recursos didácticos con el uso de las Tecnologías de la información y comunicación disponibles en una plataforma virtual

2019 ◽  
pp. 28-36
Author(s):  
Yucels Anaí Del Carmen-Morales ◽  
Heidi Del Carmen-Morales ◽  
Ana María Felipe-Redondo ◽  
Anayeli Hernández-Bautista
Keyword(s):  
Dropping Out ◽  
Teaching Resources ◽  
Solution Processes ◽  
Teachers And Students ◽  
New Students ◽  
Teaching Function ◽  
Virtual Platform ◽  
Educational Applications ◽  
Teaching Learning ◽  
Technological University

Develop didactic resources with the use of ICT’S (Information Communication Tecnologies) to strengthen mathematics teaching with students of the Technological University of Huasteca Hidalguense it was the purpose of this study. The results of the diagnostic evaluation applied to a sample of 856 new students indicate that the performance is regular (6.1 points) in Arithmetic and insufficient (4.4) in Algebra (UTHH Academy of Mathematics, 2018); shows the following problems: failing rates, dropping out, mathematical fear calculations and problems solving related to their field of application, so that proposes the development of teaching resources available on an accessible platform. According to (CONOCER, 2016) the learning resources are instruments used in the educational context through their manipulation, observation, or reading, opportunities to learn are offered or with their use they intervene in the development of some teaching function; (Spiegel, 2006), It indicates they are necessary to promote the autonomy of students, future workers in the profile we teach. This work is based on the Methodology for the development of educational applications in multimedia environments (Bianchini, 1992) with the phases: a) Research and Analysis; b) Logical, functional and physical design; c) development; d) Implementation and production. As a result, educational resources were obtained (videos, infographics and digital evaluations) these support the teaching-learning process through organized information that complements, expands and details solution processes for teachers and students available on an institutional virtual platform.

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