scholarly journals A Brinquedoteca Virtual como Estratégia de Vivências Ativas na Educação a Distância do Curso de Formação de Professores/Pedagogia

REVISTA PLURI ◽  
2020 ◽  
Vol 1 (3) ◽  
pp. 139
Author(s):  
Carmen Lúcia Tozzi Mendonça Conti ◽  
Evelyn Camponucci Cassillo Rosa ◽  
Simone Martiningui Onzi
Keyword(s):  
Educational Games ◽  
Physical Space ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Practices ◽  
Innovative Design ◽  
University Center ◽  
On Line ◽  
The University

Na condição de relato de experiência inovadora, o presente trabalho toma como referencial empírico as atividades realizadas com as acadêmicas do curso de Pedagogia, da Cruzeiro do Sul Virtual, modalidade EaD, do Centro Universitário da Serra Gaúcha, em Caxias do Sul – RS. O relato aborda experiências realizadas durante o segundo semestre de 2019, em que os acadêmicos, nas disciplinas de “Alfabetização e Letramento”, “Fundamentos Metodológicos do Ensino da Matemática” e “Fundamentos Metodológicos do Ensino da Arte e Música” realizaram atividades/oficinas, a partir de experiências e interações on-line, organizadas e ofertadas na Brinquedoteca Virtual de seu ambiente virtual de aprendizagem. Posteriormente, tiveram a oportunidade de utilizar o espaço físico da brinquedoteca da instituição, construindo e aplicando jogos pedagógicos que pudessem auxiliar seus futuros estudantes a desenvolverem habilidades necessárias para aprendizagem dos conteúdos que seriam abordados em ambiente educacional e/ou em sala de aula. A partir dos resultados apresentados pelos acadêmicos, e considerando um design inovador e de fácil interatividade, procuramos destacar a importância da construção e implementação de soluções inovadoras como a Brinquedoteca Virtual na formação de professores e na prática educativa em ambientes escolares e não escolares.Palavras-Chave: Brinquedoteca Virtual; Práticas pedagógicas; Ambiente virtual de aprendizagem; Inovação.AbstractAs an innovative experience report, the present work takes as an empirical reference the activities performed with the students of the Pedagogy Course, from Cruzeiro do Sul Virtual, distance education modality, from the University Center of Serra Gaúcha in Caxias do Sul - RS. The report approaches experiences carried out during the second semester of 2019, in which academics, in the subjects of “Literacy and Literacy”, “Methodological Fundamentals of Teaching Mathematics” and “Methodological Fundamentals of Teaching Art and Music” accomplished activities/ workshops from online experiences and interactions, organized and offered in the Virtual Toy Library of your virtual learning  environment. Subsequently, they had the opportunity to use the physical space of the institution’s toy library, building and applying educational games that could help their future students to develop the necessary skills to learn the contents that would be addressed in the educational enviroment and/or in the classroom. Based on the results presented by academics, and considering an innovative design and easy interactivity, we look for to contrast the importance of building and implementing innovative solutions such as the Virtual Toy Library in the training of teachers and in educational practice in school and non-school environments.Keywords: Virtual Toy Library, Pedagogical Practices, Virtual Learning Enviroment, Innovation

scholarly journals Grappling with grammar on a virtual learning platform: the case of first year French students at the University of Wollongong

2012 ◽  
Vol 9 (1) ◽  
pp. 5-23
Author(s):  
A. Bissoonauth Bedford ◽  
◽  
Ray Stace ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Educational Practice ◽  
Virtual Learning ◽  
Active Role ◽  
Virtual Learning Environment ◽  
Learning Platform ◽  
Online Discussion Forum ◽  
French Grammar ◽  
The University

This paper reports on an online discussion forum that was created on the University of Wollongong’s Virtual Learning Environment (VLE) to aid and support the learning of French grammar at beginner/false beginner level. The aim was to provide a blended learning situation which combines face to face teaching with online learning using multimedia resources. The key objective of the online forum is to encourage undergraduate students take an active role in their language learning through interaction with peers. Methodology draws on educational practice influenced by a constructivist approach, particularly on the importance of building one’s knowledge and linguistic skills through interaction and cooperation with others. Quantitative and qualitative analysis of data show examples of peer exchanges acting as activators in the meta-learning that was occurring outside class hours including reflection and independent language learning awareness.

Business Simulations in Management Pedagogy: Role of Libraries in Enhancing Access to Business Simulations: A Case Study

2019 ◽  
Vol 9 (S1) ◽  
pp. 51-57
Author(s):  
P. Sreejaya
Keyword(s):  
Learning Environment ◽  
Management Education ◽  
Real Life ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Tools ◽  
Participatory Learning ◽  
Business Simulations

Looking at the contemporary educational practice, we come across a host of buzzwords such as immersive environments, participatory learning, experiential learning, experimental learning, etc. Due to the drastic development in the information and communication technology areas, various new educational methods have emerged such as e-learning and virtual learning environment. Education, especially, the higher education scenario has witnessed the boom of new pedagogical tools. Among this, ‘simulations’ is a new mode of teaching and learning in the management pedagogy that is gaining ground and appreciation. Simulations act as an essential educational tool in the virtual learning environment. There has been a significant increase in the use of business simulation games in the area of management education. Business simulations attempt to bring real-life business scenarios to life in the classroom to develop the desired capacities and skills of the students.The most important advantage of a simulation is that they help to establish a new learning relationship with the students and assigning new roles to them and build their capacities regarding participatory learning. This paper highlights the concept of simulation, and it also explores the role of simulation in management education. It discusses various business simulations available in the market. This article also shares the Indian Institute of Management Kozhikode library’s experience about the facilitation of simulations with a special reference to Harvard Business School Publishing Simulations, for its academic programmes during the past few years.

The Making of the University Life Café

2010 ◽  
pp. 1-23
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Field Potential ◽  
Virtual Community ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Security Measures ◽  
Student Voices ◽  
University Life ◽  
Critical Issues ◽  
The University ◽  
Educational Modules

The building of an interactive, user-driven website for college students to promote mental health and wellness (and to combat suicide) has revealed important strategies in the construction of such a sociotechnical virtual learning environment. This project used a number of strategies to create allure to the site and to provide learning opportunities—through educational modules, virtual community mores of care for others, user interactivity, the support for student voices, and the use of artificial intelligence to enhance the security measures. Virtual learning environments that involve life-critical issues require an understanding of the domain field, potential site users, and thought-out strategies.

scholarly journals A Virtual Learning Environment for Real-World Networking

10.28945/2657 ◽  
2003 ◽  
Author(s):  
Bruce Kneale ◽  
Ilona Box
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Operating Systems ◽  
Virtual Machines ◽  
Authentic Learning ◽  
Physical Space ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Computer Networking ◽  
Assessment Strategies

Virtual learning environments are a solution to some of the problems of providing an authentic learning environment. We encountered problems such as lack of funding and physical space, and risks and threats to our network environment when we contemplated providing a real, physical specialist laboratory to teach computer networking. We solved most of our problems by developing Velnet, a virtual environment for learning networking. Velnet consists of one or more host machines and operating systems, commercial virtual machine software, virtual machines and their operating systems, a virtual network connecting the virtual machines, and remote desktop display software. Our first experiment with Velnet was in a standalone configuration, without remote desktop display. The initial pilot had students connecting to Velnet via our institution’s network. Velnet performed well under this restricted access environment. We are developing a virtual reality overlay of Velnet to be able to present computernetworking concepts. We are also investigating the changes we can make to our instructional design and assessment strategies, and the consequent learning experiences of the students.

scholarly journals Virtual Learning Environments as a Remedy for Universities Against the COVID-19 Pandemic Crisis

2021 ◽  
Vol 3/2021 (93) ◽  
pp. 122-137
Author(s):  
Tomasz Eisenbardt ◽  
Keyword(s):  
Scientific Literature ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Organizational Changes ◽  
Common Features ◽  
Preliminary Study ◽  
The One ◽  
The University ◽  
Short Time

Purpose: The aim of the paper is to assess the level of interest in the Virtual Learning Environment (VLE) during and before the pandemic, as well as to identify and compare solutions implemented at selected Polish universities during the COVID-19 pandemic. Research methodology: The preliminary study was based on bibliometric analysis. The frequency of the VLE notion in the scientific literature was verified. Then a case study was applied. Six universities in Poland were analyzed, which had to make radical organizational changes in a short time, allowing them to conduct classes with students almost exclusively remotely. Findings: The conducted analysis led to the identification of significant similarities in the procedures undertaken and organizational changes of the universities described. Some variation has been observed in terms of the software used that builds the university’s VLE. Research limitations: Only cases of universities in Poland have been described. The choice of the university was intentional. Value: The value of the paper is to draw attention to: on the one hand, the versatility of the VLE, and on the other, certain common features that university VLEs should have in order to ensure the work of the university (and other institutions dealing with education) in a crisis situation.

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.

scholarly journals Educação aberta e flexível: uso do Facebook como ambiente virtual de aprendizagem

2013 ◽  
Vol 13 (3) ◽  
pp. 403-414
Author(s):  
Adriana Alves Novais Souza ◽  
Henrique Nou Schneider
Keyword(s):  
Social Network ◽  
Learning Environment ◽  
Educational Practice ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Network Resources ◽  
Dynamic Learning ◽  
Open Educational Practice

O trabalho em questão discute as possibilidades de uso da rede social Facebook como um Recurso Educacional Aberto, pela possibilidade de recursos semelhantes aos de um Ambiente Virtual de Aprendizagem. A utilização do Facebook sob essa perspectiva de aprendizagem pressupõe flexibilidade, aqui tratada como uma Prática Educacional Aberta, reafirmando a eficácia da Educação Aberta para o apoio, avaliação e consolidação de uma aprendizagem mais dinâmica. Desenvolveu-se uma prática em uma disciplina ministrada na graduação da Universidade Federal de Sergipe, explorando as possibilidades dos recursos da rede social em questão, levantando-se dados a partir da observação diária do ambiente, das interações entre os alunos, verificando-se uma alta frequência e adesão destes à proposta. A pesquisa avançará na fase seguinte, aplicando questionários e entrevistando os discentes, a fim de obter suas perspectivas diante da prática. Palavras-chave: Recurso Educacional Aberto (REA). Ambiente Virtual de Aprendizagem (AVA). Facebook.  ABSTRACT This paper discusses the possibilities of using the social network Facebook as an Open Educational Resource, because it has a possibility of resources similar to those of a Virtual Learning Environment. The use of Facebook in this learning perspective presupposes flexibility, here treated as an Open Educational Practice, reaffirming the effectiveness of Open Education to support, evaluation and consolidation of a more dynamic learning. It was developed a practice in a subject taught at an undergraduate course of the Federal University of Sergipe, exploring the possibilities of this social network resources, collecting data from the daily observation of the environment, from the interactions among students, verifying a high frequency and accession of the students to the proposal. The research will advance in the next phase, conducting surveys and interviewing the students, in order to get their perspectives on the practice. Keywords: Open Educational Resource (OER). Virtual Learning Environment (VLE). Facebook.

scholarly journals With the integration of learning apps, what are Moodle’s prospects?

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Emmanuel Mogaji
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Integration Of Learning ◽  
The University

The role of technology in enhancing teaching and learning cannot be over-emphasised. Often, tutors use innovative tools from the virtual learning environment (VLE) provided by the university. In this piece, I reflect on the prospects of VLE, as tutors and students have begun to find other tools more engaging and interactive.

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