scholarly journals RECURSOS PEDAGÓGICOS COMO APOIO DOCENTE: UM RELATO DE EXPERIÊNCIA NO CURSO DE ADMINISTRAÇÃO

Professare ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 25-29
Author(s):  
Jhony Pereira Moraes ◽  
Raquel Prá ◽  
Geneia Lucas dos Santos
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Teaching Practice ◽  
Rio Grande ◽  
Experience Report ◽  
Teaching Methodologies ◽  
Research On Teaching ◽  
New Research ◽  
Teaching Learning ◽  
Incoming Students

A mudança no perfil dos estudantes ingressantes e dos egressos do ensino superior exige dos docentes a adoção de um novo perfil e a utilização de novas práticas. Com base neste contexto, este trabalho de caráter descritivo tem por objetivo fazer um relato de experiência sobre a prática docente, por meio da apresentação de quatro recursos pedagógicos utilizados na disciplina de Ensino-Aprendizagem em Administração, no Programa de Pós-graduação em Administração da Universidade Federal do Rio Grande Sul (UFRGS). São estas as ferramentas: Kahoot!, EAD Builder, Mindmeister e CANVA. Pretende-se por meio deste contribuir para novas pesquisas sobre metodologias de ensino e recursos pedagógicos. Palavras-chave: Recursos pedagógicos; Kahoot!; EAD Builder; Mindmeister; CANVA. ABSTRACT Changes in the profile of incoming students and higher education graduates requires that teachers adopt a new profile and use new practices. Based on this context, this descriptive work aims to make an experience report about the teaching practice, through the presentation of four pedagogical resources used in the discipline of Teaching-Learning in Administration, in the Graduate Program in Administration of Federal University of Rio Grande Sul (UFRGS). They are the tools: Kahoot!, EAD Builder, Mindmeister and CANVA. It intends to contribute to new research on teaching methodologies and pedagogical resources. Keywords: Pedagogical resources; Kahoot!; EAD Builder; Mindmeister;  CANVA.

scholarly journals Apontamentos metodológicos e curriculares discentes para os cursos de pós-graduação em Escrita Criativa no Brasil

Navegações ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Luiz Antonio de Assis Brasil ◽  
Bernardo Bueno ◽  
Luís Roberto de Souza Júnior ◽  
Moema Vilela Pereira ◽  
Ángela María Cuartas Villalobos ◽  
...  
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
Graduate Program ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Graduate Studies ◽  
Second Stage ◽  
Catholic University ◽  
Curricular Structure ◽  
Methodological Procedures

Este artigo analisa os resultados da segunda etapa da pesquisa Escrita criativa na Academia: a formação do escritor, desenvolvida desde 2015 no Programa de Pós-graduação em Letras (PPGL) PUCRS, cujo objetivo geral é verificar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor e do pesquisador na área de Escrita Criativa na universidade. Nesta etapa, procurou-se verificar qual a percepção dos discentes acerca das disciplinas oferecidas, bem como os procedimentos metodológicos adotados no curso, visando melhor adequação dessas propostas, bem como apontar caminhos para uma implantação ampla da Área da Escrita Criativa no Brasil. *** Alumni methodological and curricular notes for postgraduate courses in Creative Writing in Brazil ***This article analyses the results of the second stage of the research Creative Writing in Academia: the writer’s education, developed since 2015 at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) Graduate Program in Letters. The general objective is to verify the curricular structure and the teaching conditions offered by the Masters and Doctoral courses focusing on the education of writers and researchers in the area of Creative Writing at PUCRS. At this stage, we sought to ascertain the students’ perceptions about the modules and methodological procedures adopted in the course, aiming at a better development of these proposals, as well as to point out ways for a wider implantation of Creative Writing in Brazil.Keywords: Creative Writing; Higher Education; Graduate Studies; PUCRS; Brazil.

scholarly journals Practice Perspectives on Learning Analytics in Higher Education

2019 ◽  
pp. 45-56
Author(s):  
Geraldine Torrisi-Steele ◽  
Victor X. Wang ◽  
Joy Galaige
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Technical Development ◽  
Teaching Staff ◽  
Teaching Learning ◽  
Value Of Learning ◽  
Significant Effort

Learning analytics have taken higher education by the proverbial “storm.” Universities primarily employ learning analytics at the level of metrics to satisfy institutional requirements but are also investing significant effort in technical development. In the domain of teaching, learning analytics are making an appearance but are much less developed than in institutional or technical domains. On the basis of the potential of learning analytics to inform teaching practice and thus improve learning experiences, course instructors are now encouraged to use learning analytics at classroom level. Early forages are giving mixed results, and some confusion reigns among teaching staff in relation to the usability/value of learning analytics. The fundamental premise of the present chapter is that if potential of learning analytics to improve learning experiences is to be realized, then learning analytics must shift further into the practice domain, and this requires the projection of learning theory onto learning analytics.

scholarly journals Review a legacy resource: a new feature in MSOR Connections to aid discovery of hidden gems

2018 ◽  
Vol 16 (3) ◽  
pp. 55
Author(s):  
Peter Rowlett
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Assessment ◽  
New Feature ◽  
Teaching Learning

Over recent decades, our community has operated numerous projects and produced countless resources. Certainly some of these were of their time and are now of limited value, but many still offer huge potential for those engaged with teaching, learning, assessment and support in higher education mathematics, statistics and OR. However, projects that are no longer running may not be in a position to advertise their resources, so how will people discover them? I write to propose a new feature in MSOR Connections that would offer short reviews of legacy resources. These could be resources for use with students or teaching practice guides. The aim is to shine a light on little-used, perhaps-forgotten but good-quality resources produced under now-defunct projects.

scholarly journals Theoretical and Empirical Background for a Higher Education Model of Active Community Learning

2019 ◽  
Author(s):  
Gabriella Pusztai ◽  
Zsuzsanna Demeter-Karászi ◽  
Tímea Szűcs
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Community Learning ◽  
Research Directions ◽  
Non Traditional Students ◽  
Basic And Applied Research ◽  
New Research ◽  
Teaching Learning ◽  
The University ◽  
Development Center

Higher Education Research and Development Center (CHERD) at the University of Debrecen performed several basic and applied research on Higher Education. Debrecen is a typical regional HE institution with international attraction in the peripheral area of EU. We performed a series of student surveys during the last decade, and we had the opportunity to reveal the process of gaining ground of non-traditional students in HE. Our center provides an inspiring context for  researchers, where they have opportunity to discuss  their formulating new research directions  and to interpretat data and research results together. The Center supports talent esplorations and -development. Both MA/PhD students and researchers with great experience work together as a learning community. Thus, the mutual transfer and exchange of experience makes possible a continuous teaching-learning process during the research. Further more the concentration of professional development increases a special form of social capital.

scholarly journals THE SOCIAL ROLE AND COMPETENCIES OF TEACHERS IN HIGHER EDUCATION BETWEEN THEORY AND TEACHING PRACTICE

2020 ◽  
pp. 045
Author(s):  
Suzana Marković Krstić ◽  
Lela Milošević Radulović
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Social Role ◽  
University Education ◽  
Teaching Process ◽  
Quality Of Higher Education ◽  
The Social ◽  
Teaching Learning ◽  
The University

Starting from the fact that higher education is an activity of special social interest and the initiator of the development and improvement of society, in theory and teaching practice questions are often asked regarding the quality of higher education and the possibility of its improvement. The quality of higher education in terms of the increase in its effectiveness is one of the shared aims of the Bologna convention, that is, the current reform process in European countries. It is determined by the quality of the study programs and the quality of the teaching process, which requires a competent teacher, prepared for the process of innovating teaching plans and programs, and the realization and improvement of the teaching practice. Considering the social importance of education and teaching, research into the social group which performs work-related tasks in the educational process, as well as into the quality of the teaching itself, is of special importance. The paper presents the results of research regarding student perceptions of the characteristics of teachers manifested during the course of educational practice in higher education institutions, which were based on the following: the human, professional and pedagogical qualities of teachers, the quality of the university education/teaching process and learning outcomes/learning achievements (the prevalence of theoretical knowledge, practical application of knowledge, etc.). The aim of the paper is to, on the basis of three empirical studies, from a sociological standpoint evaluate the perception of the social role and competencies of teachers and the quality of university education from the viewpoint of the student youth(in 2009, 985 students from 30 colleges in Serbia were surveyed, in 2012, 2208 students of the University of Niš (818), University of Bitolj (804) and the University of Veliko Trnovo (586), and in 2019, 374 students from 13 faculties of the University of Niš). The empirical findings indicate that teachers are qualified professionals who lecture clearly, comprehensively and are able to emphasize the most important points, but that their lectures are still insufficiently interesting, and that they are often unjust and biased. Considering the noted differences between the competencies of teachers working in higher education settings, and the quality and outcomes of the teaching/learning, “models” of teaching/learning have been proposed in this paper for each of the countries included in the study (Serbia, Macedonia, Bulgaria). Based on noted disparity between theory and teaching practice, the paper points to the need for new scientific research in the context of reform processes in higher education, with the continued redefinition of its goals and tasks with the aim of improving the quality of the teaching process and teaching practice.

scholarly journals Mock panels as an active teaching methodology in the education of nursing doctors

2020 ◽  
Vol 73 (6) ◽  
Author(s):  
Ildone Forte de Morais ◽  
Alexandra do Nascimento Cassiano ◽  
Soraya Maria de Medeiros ◽  
Rejane Maria Paiva de Menezes ◽  
Rodrigo Assis Neves Dantas ◽  
...  
Keyword(s):  
Graduate Program ◽  
Rio Grande ◽  
Traditional Education ◽  
Teaching Methodology ◽  
Critical Thought ◽  
Student Autonomy ◽  
Active Teaching ◽  
Education Model ◽  
Teaching Learning

ABSTRACT Objective: To analyze the experience of doctorate students in the use of mock panels as an active methodology of teaching in Nursing post-graduation. Method: Experience report on the use of mock panels in the discipline Advanced Methods for Researches in Health and Nursing II, offered in the doctorate course of the Nursing Post-graduate Program from the Universidade Federal do Rio Grande do Norte. Results: The mock panels contributed for the doctorate of nurses and enabled students to take on the role of protagonists in the teaching-learning process, through the use of critical thought and student autonomy. Conclusions: This experience made it possible to implement an active teaching-learning methodology in Nursing post-graduation, since this strategy was opposite to the traditional education model.

scholarly journals Desenvolvimento e utilização do jogo VetParasitoQuiz como estratégia de ensino gamificada para o ensino de Parasitologia Veterinária

2020 ◽  
Vol 1 (49) ◽  
pp. 114
Author(s):  
Larissa Claudino Ferreira ◽  
Juliana Trajano Silva ◽  
Thais Ferreira Feitosa ◽  
Vinícius Longo Ribeiro Vilela
Keyword(s):  
Higher Education ◽  
Veterinary Medicine ◽  
Performance Evaluation ◽  
Parasitic Diseases ◽  
Teaching Methodologies ◽  
Online Store ◽  
Veterinary Parasitology ◽  
Federal Institute ◽  
Teaching Learning ◽  
Positive Results

<p class="Normal1">Parasitology can be defined as the branch of biology that studies parasites and parasitism in general, covering diverse areas, such as helminthology, protozoology, ectoparasitology and entomology. Due to the large amount of content studied and the complexity of scientific names, it is generally difficult for students to fix the content taught during the course. Gamification has been gaining ground in current teaching methodologies, as it represents an alternative way of how knowledge can be passed on, as it is clear that the playful form of teaching shows a higher rate of fixation and learning. Therefore, the aim was to develop a quiz application on veterinary parasitology for Android smartphones. The game was called VetParasitoQuiz, having been made available on Google’s online store for downloads on Android devices. Then, it was tested and evaluated by the students enrolled in the discipline of Veterinary Parasitology and the discipline of Parasitic Diseases of the semesters of 2018, of the Veterinary Medicine course at the Federal Institute of Paraíba (IFPB) Sousa campus, where they evaluated the effectiveness of methods alternatives in teaching-learning, where through questionnaires and through the performance evaluation in the game, obtained positive results, showing that the gamification in higher education contributes to the fixation of subjects and that through application there is a stimulus to learning in an unconventional way , allowing greater memorization of the contents.</p>

scholarly journals Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

2020 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Christinah Dlamini
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Teaching Practice ◽  
Thinking Styles ◽  
Learning Differences ◽  
Whole Brain ◽  
Brain Dominance ◽  
Innovative Teaching ◽  
Teaching Learning

Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain® model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument® (HBDI®) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI® data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI® proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI® in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain® Group and have their workers and students complete the HBDI® so that they become aware of their preferences for teaching-learning benefits.

scholarly journals ENSINAR NA DOCÊNCIA UNIVERSITÁRIA: indícios da integração ensino e pesquisa

2014 ◽  
Vol 21 (3) ◽  
pp. 68
Author(s):  
Isabel Maria Sabino de Farias ◽  
Silvina Pimentel Silva
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educación Superior ◽  
Research Activity ◽  
University Professors ◽  
Educacion Superior ◽  
Teaching Learning ◽  
Teaching In Higher Education ◽  
De Medicina

Docentes universitários que pesquisam possuem um modo diferenciado de ensinar? A interrogação permeia as análises deste artigo, que discute a integração ensino e pesquisa com base em estudo empírico com professores que mantêm vínculo com a atividade de pesquisa no exercício da docência na Educação Superior. Argumenta sobre a natureza epistêmica do ensinar e sua interface com a pesquisa, compreendida como indissociável da aprendizagem. Descreve a prática de ensino de cinco professores da Medicina, Biologia, Educação Física, Enfermagem e Física, evidenciando elementos que ancoram suas decisões. Identificou uma racionalidade prática no modo de ensinar dos professores pesquisados, desdobrada, por diferentes caminhos, na preocupação com o aluno.Palavras-chave: Ensino Superior. Práticas pedagógicas. Aprendizagem da docência. Pesquisa. Formação docente.  TEACHING IN UNIVERSITY: evidence of the integration between teaching and researchAbstract: University professors who research have a different way of teaching? The question permeates the analyzes in this article, which discusses the integration of teaching and research based on empirical study with professors who maintain ties with the research activity in the practice of teaching in Higher Education. Argues about the epistemic nature of teaching and its interface with the research, understood as inseparable from learning. Describes the teaching practice of five professors of Medicine, Biology, Physical Education, Nursing and Physics, highlighting elements that anchor their decisions. The research Identified a practical rationality in the way that the professors surveyed teaches, outspread in different ways in the concern with the student.Keywords: Higher education. Pedagogical practices. Teaching learning. Research. Teacher training.  ENSEÑAR EN LA CARRERA UNIVERSITARIA: evidencia de la integración de la enseñanza y la investigaciónResumen: ¿Maestros universitarios que pesquisan tienen un modo diferente de enseñanza? La interrogación impregna los análisis en este artículo, que trata de la integración entre enseñanza y la investigación basada en el estudio empírico con los maestros que mantienen vínculos con la actividad de investigación en la práctica de la enseñanza en la Educación Superior. Discute la naturaleza epistémica de la enseñanza y su interrelación con la investigación, comprendida como inseparable de la aprendizaje. Describe la práctica de la enseñanza de cinco profesores de Medicina, Biología, Educación Física, Enfermería y Física, destacando los elementos que anclan sus decisiones. Identificada una racionalidad práctica en la manera de enseñanza de los maestros encuestados, desplegada de distintas maneras, en la preocupación con el estudiante.Palabras clave: Educación Superior. Prácticas pedagógicas. Enseñanza-aprendizaje. Investigación. Formación de maestros.

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