POLICY ANALYSIS AND DEBATE IN IRD (TIU) CLASSROOM: A Collaborative Teaching/Learning and Assessment Strategy

2019 ◽  
Keyword(s):  
Policy Analysis ◽  
Collaborative Teaching ◽  
Assessment Strategy ◽  
Teaching Learning

scholarly journals Design da Mediação Pedagógica em ambientes virtuais de ensino-aprendizagem colaborativo: fluência tecnológicopedagógica / Design of Pedagogical Mediation in collaborative teaching-learning virtual environments: technological-pedagogical fluency

2018 ◽  
Vol 21 (34) ◽  
pp. 219-241
Author(s):  
Sabrina Bagetti ◽  
Elena Maria Mallmann
Keyword(s):  
Virtual Environments ◽  
Collaborative Teaching ◽  
Teaching Learning ◽  
Santa Maria

A preocupação temática geradora desta pesquisa está centrada no Design da Mediação Pedagógica em Ambientes Virtuais de Ensino-Aprendizagem (AVEA), para o ensino técnico a distância. Investiga-se estratégias didático-metodológicas que favorecem a construção do processo ensino-aprendizagem colaborativo, mediado pelas tecnologias educacionais em rede. O contexto desta pesquisa ocorreu em meio as ações didático-pedagógicas da equipe Multidisciplinar do Curso Técnico em Fruticultura a distância, ofertado pela Rede e-Tec Brasil, na Universidade Federal de Santa Maria-UFSM, no segundo semestre do ano de 2014. Para tanto, a orientação metodológica se findou com base nas concepções teórico-metodológicas da pesquisa-ação, ao estabelecer etapas cíclicas de planejamento, implementação, avaliação e replanejamento nas ações implementadas. A pesquisa-ação sustentou-se nas proposições de 03 (três) matrizes cartográficas: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a produção de dados, sua organização e análise. Os resultados, sustentados no método da triangulação dos dados, apontam que o desafio na elaboração do design pedagógico, em AVEA para cursos técnicos a distância, está centrado no desenvolvimento da fluência tecnológico-pedagógica para promover o ensino-aprendizagem colaborativo, apoiando em nos princípios de interação, interatividade e autonomia.Palavras-chave: Educação a distância; Fluência Tecnológico-pedagógica; Ambiente virtual de ensino-aprendizagem

scholarly journals Methods of Teaching Centered on Learning and Formative Assessment in Higher Education

2016 ◽  
Author(s):  
Susana Vaz Oliveira ◽  
Maria Alves ◽  
António Costa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Formative Assessment ◽  
Learning Process ◽  
Meaningful Learning ◽  
Education Institution ◽  
Formative Assessments ◽  
Effective Feedback ◽  
Assessment Strategy ◽  
Teaching Learning

We analyse the importance of meaningful learning and the use of a formative assessment strategy, promoted by peer learning methods centred on the students, in a curricular unit (CU) pertaining to a degree in Exact Sciences, in a Higher Education Institution. Five students from the CU were questioned, through a focus group; the teacher was interviewed. Data of 12 hours of lessons was analysed and categorised using webQDA. We conclude that emphasising the students’ engagement in teaching, learning, and evaluation, has the power to drive the methodological teaching options to incline towards active methods that involve students in activities that foster meaningful learning. And the use of systematic formative assessments, integrated in the teaching-learning process, by using effective feedback, is most likely to make students and teachers responsible for an overall improvement in learning.

scholarly journals Ensino-Aprendizagem com Game of Thrones: aplicando ferramentas de Análise de Política Externa para analisar o Dragão, o Leão e o Lobo | Teaching-Learning with Game of Thrones: Applying Foreign Policy Analysis Tools to analyze the Dragon, the Lion and the Wolf

2019 ◽  
Vol 10 ◽  
pp. e37927
Author(s):  
Fernanda Cristina Nanci Izidro Gonçalves ◽  
Carolina Mendes Marins
Keyword(s):  
Foreign Policy ◽  
International Relations ◽  
Policy Analysis ◽  
Foreign Policy Analysis ◽  
Applied Learning ◽  
New Methods ◽  
Analysis Tools ◽  
Leadership Trait Analysis ◽  
Teaching Learning ◽  
Game Of Thrones

Este artigo aplica ferramentas teóricas utilizadas para analisar liderança eprocesso decisório na subdisciplina de Análise de Política Externa (APE) à série Game of Thrones. Busca-se demonstrar que a série e seus protagonistas podem ser utilizados como instrumentos para o aprendizado aplicado do conteúdo teórico de APE no campo de estudo de Relações Internacionais. Por meio de um exemplo prático, este artigo apresenta como é possível aplicar ferramentas de Análise de Traços de Liderança a três dos principais personagens de GOT: Jon Snow, Daenerys Targaryen e Cersei Lannister. Conclui-se que a aplicação de novos métodos para compreensão do conteúdo teórico das disciplinas enriquece, estimula e facilita o processo de ensino-aprendizagem.Palavras-chave: Análise de Política Externa; Game of Thrones; Ensino-Aprendizagem.ABSTRACTThis article applies theoretical tools used to analyze leadership and decision making in Foreign Policy Analysis (FPA) to Game of Thrones. It demonstrates that the series and its protagonists can be used as instruments for an applied learning of the FPA theoretical content in the field of International Relations. Through a practical example, this article presents how it is possible to apply Leadership Trait Analysis tools to three of GOT's main characters: Jon Snow, Daenerys Targaryen, and Cersei Lannister. It is concluded that the application of new methods to understand theoretical content enriches, stimulates and facilitates the teaching-learning process.Keywords: Foreign Policy Analysis; Game of Thrones; Teaching-Learning.Recebido em 23 out.2018 | Aceito em 22 ago.2019

scholarly journals Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students

2019 ◽  
Vol 19 (2) ◽  
pp. 61-82
Author(s):  
Inmaculada Fortanet-Gómez ◽  
Mercedes Querol-Julián
Keyword(s):  
Doctoral Students ◽  
Education System ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Academic Discourse ◽  
Discussion Session ◽  
Learning Stage ◽  
Academic Genres ◽  
Doctoral Programmes ◽  
Teaching Learning

The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the paper presentation, which is particularly challenging for novice researchers. We present alearner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.

Model for an Interaction Assessment Strategy in Hybrid Learning Including Web 2.0 Resources

2010 ◽  
pp. 450-465
Author(s):  
Raquel Hijón-Neira ◽  
Angel Velázquez-Iturbide ◽  
Jonay Rodríguez-Martín
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Data Model ◽  
Hybrid Learning ◽  
Face To Face ◽  
Assessment Strategy ◽  
Teaching Learning ◽  
The Web ◽  
The Way

Who being a Hybrid Learning teacher in the Web 2.0 era has not made him/herself ask this question: “Are students working effectively while they are not in face to face class?” Sometimes the questions are asked but he/she does not have the knowledge to create an Interaction Assessment Strategy that could provide this information. The authors present in this chapter a Model that provides the steps and data that should result in a much better teaching/learning process. Thus, the Model presents the questions that should be made, the data model that should be worked on, the visualizations that should better fit each type of data and the process of analysis teachers could make to improve different features, such as: the way of presenting information to the students through the year, prevent students’ dropping outs and failures, and generally improve the pace of teaching.

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