scholarly journals Uma fundamentação teórica para as coreografias didáticas no ambiente virtual de aprendizagem A theoretical foundation for didactic choreographies in a virtual learning environment

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Milton Rosa ◽  
Daniel Clark Orey
Keyword(s):  
Instructional Design ◽  
New Media ◽  
Information And Communication Technologies ◽  
Theoretical Foundation ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Pedagogical Tool ◽  
Information And Communication

ResumoO principal objetivo deste artigo é discutir sobre a fundamentação teórica para a utilização da plataforma Moodle no contexto da Coreografia Didática e do design instrucional considerando os novos desafios midiáticos e colaborativos enfrentados pelos professores em sua prática pedagógica no ambiente virtual de aprendizagem. Consideramos a plataforma Moodle como uma ferramenta pedagógica que pode potencializar a contextualização dos conceitos das coreografias didáticas na perspectiva do design instrucional do processo de ensino e aprendizagem que ocorre nesse ambiente. A relevância desse artigo se estrutura na ampliação das possibilidades pedagógicas relacionadas com o emprego dos recursos tecnológicos da plataforma Moodle na educação à distância, visando atender às demandas de uma sociedade globalizada que se torna exigente na utilização das tecnologias de informação e comunicação.AbstractThe objective of this paper is to discuss the theoretical foundation for the use of Moodle plataform in the context of a Didactic Choreography and instructional design. By considering aspects of new media and collaborative challenges faced by teachers and in pedagogical practices in the context of virtual learning environments, we consider Moodle as a pedagogical tool that gives potential contextualization of the concepts of didactic choreographies in the perspective of instructional design. In order to meet the demands of a globalized society that becomes demanding in the use of information and communication technologies, the relevance of this article is structured by the expansion of pedagogical possibilities related to the use of technological resources available using Moodle in distance education.

FACT-CHECKING. FROM TERM AND CONCEPT TO WORD USAGE

2020 ◽  
pp. 72-78
Author(s):  
Maxim S. Kronev ◽  
Keyword(s):  
New Media ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Russian Language ◽  
Word Usage ◽  
Information And Communication ◽  
Source Studies ◽  
Fact Checking ◽  
The Russian Language ◽  
Dictionary Definitions

With modern realities in the development of new media and the information and communication technologies (ICT), the skills of checking information for the reliability of sources – fact-checking (or fact-check) is extremely important. The article briefly considers the term fact-checking and gives the definitions and also related concepts. The author’s understanding of approaches to and tools of the fact-checking in the context of the concept “Source Studies 2.0” is offered. English dictionary definitions are analyzed and translated into Russian, an overview of the Russian-language interpretations is given, as well as links to key publications on the topic.

scholarly journals A inclusão digital no ensino de Ciências: analisando laboratórios virtuais de aprendizagem

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Aline Jaime Leal ◽  
Lenira Maria Nunes Sepel
Keyword(s):  
Science Teaching ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Learning Objects ◽  
Digital Inclusion ◽  
Cd Rom ◽  
Information And Communication ◽  
Learning Labs

Resumo: Os Laboratórios Virtuais de Aprendizagem (LVA) são páginas web, softwares ou CD-ROM que contêm um conjunto de objetos de aprendizagem, os quais possibilitam a realização de atividades experimentais, preferencialmente, através da simulação de equipamentos, materiais e variáveis. Este trabalho foi realizado com o objetivo de descrever características relevantes para que um LVA auxilie o processo de ensino e aprendizagem de Ciências. Para isso, foram selecionados 30 artigos científicos, publicados entre 2001 e 2015, que aplicaram LVA no Ensino de Ciências, compreendendo as três subáreas: Biologia, Física e Química. Esses artigos abrangeram três idiomas (Espanhol, Inglês e Português) e foram selecionados por apresentarem pesquisa de opinião dos usuários e/ou avaliação da aprendizagem dos alunos após o uso do LVA. Analisou-se os LVA quanto a conteúdo abordado, nível de ensino a que foi destinado, recursos didáticos disponíveis, formato, metodologia empregada na sua aplicação e tipo de avaliação a que foi submetido (opinião do usuário e/ou aprendizagem dos alunos). Desta forma, a partir da opinião dos usuários (alunos e professores), bem como das concepções dos autores dos trabalhos analisados, identificou-se que determinadas características são consideradas relevantes para um LVA facilitar o processo de ensino e aprendizagem de Ciências. Dentre elas, destacam-se: apresentar o conteúdo teórico de forma clara e sucinta; ser fácil de usar para promover a inclusão digital de seus usuários; ser atrativo e interativo para despertar o interesse e motivação dos alunos, bem como a comunicação entre seus usuários; apresentar vários métodos avaliativos para acompanhar o processo de aprendizagem dos alunos.Palavras-chave: Tecnologias da Informação e Comunicação. Atividades práticas experimentais. Laboratório Virtual de Aprendizagem.  DIGITAL INCLUSION IN SCIENCE TEACHING: ANALYZING VIRTUAL LEARNING LABORATORIESAbstract: Virtual Learning Labs (LVA) are web pages, softwares or CD-ROM which contain a set of learning objects which allow carrying out experimental activities, preferably through simulation of equipment, materials and variables. This work was conducted with the aim of describing relevant features for which a LVA helps the process of teaching and learning of Science. For this purpose, 30 scientific articles have been selected, published between 2001 and 2015, applied LVA in Science Teaching, comprising three sub areas: Biology, Physics and Chemistry. These articles covered three languages (Spanish, English and Portuguese) and were selected for containing users opinion survey and/or learning evaluation of the students after using LVA. LVA was analyzed relating to the content, teaching level to what it was intended, available didactic resources, format, used methodology in your application and type of assessment to that it was submitted (opinion of the user and/or students' learning). In this way, from the opinion of users (students and teachers), as well as the authors' conceptions of analyzed works, it was identified that certain characteristics are considered relevant for LVA facilitates the process of teaching and learning Science. Among these features it can be highlighted: to introduce the theoretical content in a clear and succinct way; to be easy to use to promote digital inclusion of users; to be attractive and interactive to awaken students’ interest and motivation, as well as the communication between their users; to introduce several evaluation methods to monitor the learning process of the students.Keywords: Information and Communication Technologies. Practical experimental activities. Virtual Learning Lab.

scholarly journals BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 474
Author(s):  
João Batista Bottentuit Junior ◽  
Larize Kelly Garcia Ribeiro Serra ◽  
Mizraim Nunes Mesquita
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
The North ◽  
Information And Communication ◽  
Internet Availability ◽  
Internet In Education

This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.

scholarly journals Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives

2020 ◽  
pp. 172-194
Author(s):  
Azlin Zaiti Zainal ◽  
Siti Zaidah Zainuddin
Keyword(s):  
Education Policy ◽  
Information And Communication Technologies ◽  
Large Scale ◽  
Evaluation Studies ◽  
Communication Technologies ◽  
Virtual Learning Environment ◽  
Ict In Education ◽  
Educational Innovations ◽  
Teachers And Students ◽  
Information And Communication

Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the evaluation studies on large scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools programme to the incorporation of the Frog Virtual Learning Environment in classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analysed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.

Educational Research in Virtual Learning Environments

2011 ◽  
pp. 75-96
Author(s):  
Marcus Vinicius Santos Kucharski ◽  
Patricia Lupion Torres
Keyword(s):  
Educational Research ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Virtual Learning ◽  
Communication Technologies ◽  
Virtual Learning Environments ◽  
Continuous Growth ◽  
New Information ◽  
Information And Communication ◽  
Pedagogical Relations

The continuous growth of distance education (DE) programs in all levels, powered by the development of new information and communication technologies (ICT), brings new challenges: how can educational research be made in non-presential, asynchronous settings? How can we scientifically approach student bodies formed by people who rarely even share the same hometown and only meet online in virtual learning environments (VLE)? How can we “observe” such groups’ interpersonal, pedagogical relations and their impact on learning? In countries like Brazil, where DE programs have grown vertiginously in few years, many researchers have made significant efforts to answer these questions coherently, efforts that demanded that some principles of traditional educational research be rethought with the help of local and international researches. Interesting methodological approaches to DE groups have resulted from these efforts, and we present and discuss one that has been constantly growing: the virtual ethnographic.

scholarly journals Organization of Educational Process for Students of Humanitarian and Electrical Engineering Majors on Basis of Moodle Environment

2018 ◽  
Vol 50 ◽  
pp. 01067
Author(s):  
Diliara Iakovets ◽  
Yulia Kusnetsova ◽  
Rustem Zainutdinov
Keyword(s):  
Information And Communication Technologies ◽  
Electrical Engineering ◽  
Communication Technologies ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Learning Tools ◽  
Engineering Majors ◽  
Student Preparation ◽  
Information And Communication ◽  
E Learning

The authors of the article draw attention to the relevance of the use of e-learning tools to improve the quality of student preparation, as well as they consider the specifics of pedagogical communication within the framework of the information and educational environment. The language of education changes: there is a transition from written forms to audiovisual ones. In addition to traditional actors of the educational process (a teacher and a student), the third actor appears. It is learning tools that operate on the basis of information and communication technologies. The use of e-learning resources in the learning process allows to provide flexible forms of students’ interaction with a teacher and educational content; to organize interactive learning, follow-up and final assessment; to facilitate the management of the educational process for a teacher. The combination of in-class and online (extramural) forms of attendance is most effective. Also, it is necessary to include a cooperative learning approach in the e-learning model. The article describes the experience of using the virtual learning environment (Moodle) in organization of the educational process in a number of subjects (“Psychology of Lying”, “Ergonomics”, etc.) for the students of humanitarian and electrical engineering majors.

scholarly journals Active Methodologies of Learning and Educational Technologies in Higher Education

2020 ◽  
pp. 51-59
Author(s):  
Dr. Mario Vásquez Astudillo ◽  
Dr. Vanessa Dos Santos Nogueira ◽  
Jorge Arturo Ortiz
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Processes ◽  
Virtual Learning Environment ◽  
Educational Technologies ◽  
Communication Space ◽  
Information And Communication ◽  
Planning Group ◽  
Group Characteristics

This research presents an analysis of the active methodologies of learning in higher education and its potential, from the use of Information and Communication Technologies applied to education. It is considered the thought of authors who discuss active methodologies today and a collection of information addressed with students of Pedagogy course in the context of the Open University of Brazil. The results point out the possibilities of the use of active methodologies, combined with the use of technologies, enabling greater student engagement and qualification in the learning processes. However, it should be noted that the technologies available arouse the students’ interest or have the potential to qualify learning processes according to planning, group characteristics, and teaching mediation. The Virtual Learning Environment, among the researched resources, are considered by students as the best communication space to study, followed by the moderate use of some social networks.

scholarly journals Modernization of Agriculture and Use of Information and Communication Technologies by Farmers in Coastal Yogyakarta

2019 ◽  
Vol 51 (3) ◽  
pp. 332
Author(s):  
Subejo Subejo ◽  
Dyah Woro Untari ◽  
Ratih Ineke Wati ◽  
Gagar Mewasdinta
Keyword(s):  
New Media ◽  
Information And Communication Technologies ◽  
Telecommunication Network ◽  
Communication Technologies ◽  
Developed Countries ◽  
Electronic Media ◽  
Cultural Economic ◽  
New Information ◽  
New Instrument ◽  
Information And Communication

In the development process, Information and Communication Technologies (ICTs), which also commonly referred to as electronic media or cyber media have been acknowledged as a new instrument that could facilitate the need of new information and innovation for rural people or farmers. However, several studies reported that extension and communication based-electronic media in developing countries encounter more problems rather than in developed countries. This research aims to investigate the ownership, access, utilization or functions of ICTs for obtaining information supporting the daily life of farmers and for promoting various farming activities in the coastal area of Kulon Progo Regency Yogyakarta. The research method of the study was a descriptive method that has been conducted by a mixed method. The study found that in line with modernization in agriculture, farmers have been using conventional and new electronic media including television, radio and mobile phone with function for getting new information. Conventional electronic media are still dominant while the use of new electronic media has been gradually increasing. Information gathered from ICTs includes social, cultural, economic, health and environmental issues. The use of new electronic media particularly the internet via smartphone has newly started to be utilized among farmers in the coastal farming area who intensively engaged in horticulture crops cultivation mainly for getting and exchange the market information. Information on technological innovation is still dominant among farmers. Better infrastructure and mobility access, improvement of telecommunication network and development of content and format of information provided by new media will be prospective in the future

scholarly journals AS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA PEDAGÓGICA E GESTÃO ESCOLAR: UM ESTUDO EXPLORATÓRIO

2015 ◽  
Vol 12 (3) ◽  
pp. 39-60
Author(s):  
Elisangela Ap Bulla Ikeshoji ◽  
Adriana Ap de Lima Terçariol
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Management ◽  
Pedagogical Practices ◽  
Digital Culture ◽  
School Life ◽  
Scientific Publications ◽  
Information And Communication ◽  
Effective Use ◽  
Main Ideas

This paper aims to discuss some of the specifics regardingthe use of Information and Communication Technologies (ICT) in school life, especially in pedagogical practices and exercise management, emphasizethe need for training of school managers for the effective use of these resources, contextualised, meaningful and critically. The methodological procedure that guided the development of this study was based on the realization of a systematic literature review in Scielo databases. The choice for this type of research was due to enable the researcher to have contact with the knowledge already produced in the "Technologies and School Management" as well as the possibility of understanding and identifying the main ideas that guide the theme in question here . It conducted a survey of scientific publications, producedin Brazil in the last 10 years between 2004 to 2014, discussing the use of information and communication technologies in school, especially articulated to the school management. The descriptors used were: "Technologies in School" and "School Management". The main results obtained from this study, which does not exhaust the wealth the theme, highlights the importance of developing training processes that promote service to school managers and their teams moments of reflections in pairs and the perceived need of building a collaborative and digital culture in schools.

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