A Framework Proposal for Blended Type Discipline Creation

Teaching And Learning ◽

Active Role ◽

Contemporary World ◽

Learning Plan ◽

Use Of Technology ◽

New Information ◽

One of the factors responsible for changes in society is information and communication technologies, the so-called ICTs, according to Silva and Maciel (2015). With the rise of new information and communication technologies, the traditional model of teaching in which the teacher has an active role (of speaker) and the student has a passive role (listener) can no longer meet the demands of the contemporary world and its technologies. Hybrid teaching solutions (such as blended learning) arise from the use of technology and innovations in the education sector. Thus, this chapter aims to understand how courses categorized as blended should be structured to maximize the potential of this teaching-learning method for teachers, students, and educational institutions. To achieve this goal, a framework was created consisting of the following steps: preparation of the teaching and learning plan, development of activities, development of materials, organization of the virtual environment, follow-up of the course / discipline and discipline rating and improvements identification.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽

2003 ◽

Author(s):

ME Herselman ◽

HR Hay

Keyword(s):

Higher Education ◽

South Africa ◽

Teaching And Learning ◽

Driving Forces ◽

Higher Education Institutions ◽

Revolutionary Change ◽

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

Use of ICT in Teaching Vocational Subjects

INFORMATION TECHNOLOGY IN INDUSTRY ◽

10.17762/itii.v9i2.417 ◽

2021 ◽

Vol 9 (2) ◽

pp. 803-813

Author(s):

Deepak Chakravarty, Dr. Mahima Gupta, Prof. Banhi Jha

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

Modern World ◽

Physical Strength ◽

New Information ◽

The Way

In today’s modern world, globalization has completely changed the way of working. The way we live, learn, work, and even define work has changed due to new information and communication technologies—Hence, it can stated that human capital fuel up the modern economy. In reality, the information and communication technology revolution has turned intelligence into a valuable commodity. In today's economy, economic growth is based on mental intelligence rather than physical strength, and its worth is generated by recruiting knowledgeable workers and continuing to learn. Incorporating information and communication technology (ICT) into vocational and technical education and the educational system in general has a vast range of consequences on teaching and learning.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

Multimedia Technologies ◽

10.4018/978-1-59904-953-3.ch083 ◽

2008 ◽

pp. 1193-1215

Author(s):

Shivanand Balram ◽

Suzana Dragicevic

Keyword(s):

Teaching And Learning ◽

Learning Systems ◽

Collaborative Systems ◽

Student Background ◽

Systems Model ◽

Multimedia Cartography ◽

Information and communication technologies (ICT) have created many new opportunities for teaching, learning and administration. This study elaborates a new embedded collaborative systems (ECS) model to structure and manage the implementation of ICT-based pedagogies in a blended learning environment. Constructivist learning, systems theory, and multimedia concepts are used in the model design and development. The model was applied to a third-year undergraduate multimedia cartography course. The findings show that regardless of student background, implementing effective ICT-based learning pedagogies can be managed using the ECS model.

An Embedded Collaborative Systems Model for Implementing ICT-based Multimedia Cartography Teaching and Learning

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch087 ◽

2008 ◽

pp. 1254-1269

Author(s):

Shivanand Balram ◽

Suzana Dragicevic

Keyword(s):

Teaching And Learning ◽

Learning Systems ◽

Collaborative Systems ◽

Student Background ◽

Systems Model ◽

Multimedia Cartography ◽

O impacto do uso de ferramenta de visualização de dados abertos como recurso de ensino e aprendizagem / The impact of use open data visualization tools how teaching and learning resource

Caderno de Geografia ◽

10.5752/p.2318-2962.2015v25n44p97 ◽

2015 ◽

Vol 25 (44) ◽

pp. 97-117

Author(s):

Alex Alex Sander Miranda Lobo ◽

Luiz Claudio Gomes Maia ◽

Fernando Silva Parreiras

Keyword(s):

Data Visualization ◽

Teaching And Learning ◽

Open Data ◽

Use Of Technology ◽

Teachers And Students ◽

The Impact ◽

Visualization Application

Este artigo apresenta uma pesquisa de dissertação, na qual se buscou desenvolver uma ferramenta de visualização de Dados Abertos (Open Data) para uso no processo de ensino e aprendizagem em uma turma do terceiro ano do Ensino Médio na disciplina de Geografia. Teve como objetivo principal verificar como essa ferramenta influenciaria nesse processo. Para atingir o objetivo do trabalho, foi realizada uma pesquisa preponderantemente qualitativa com natureza descritiva, com referencial teórico baseado na aprendizagem significativa e no uso das tecnologias da informação e comunicação no processo de ensino e aprendizagem. Foi realizada uma entrevista inicial junto ao professor da disciplina e a aplicação de questionários ao professor e aos alunos do terceiro ano, após o uso da aplicação de visualização de dados abertos e, por fim, foi proposto um teste avaliativo entre turmas que usaram o aplicativo e turmas que não o usaram. Na análise dos resultados, concluiu-se que a ferramenta trouxe vários aspectos positivos no processo de ensino e aprendizagem, como uma atenção maior por parte dos alunos em relação ao conteúdo, uma motivação a mais no processo de ensino e aprendizagem, tendo apresentado aspectos relacionados à aprendizagem significativa e mostrado que os alunos que fizeram o uso da aplicação tiveram um melhor desempenho em relação aos que não fizeram o uso da tecnologia no conteúdo proposto na disciplina.Palavras-Chave: Educação. Dados Abertos. Ensino e AprendizagemAbstractThis article presents a research dissertation, which aimed to develop a visualization tool of Open Data (Open Data) for use in the process of teaching and learning in a class of third year of high school in geography discipline. Aimed to assess how these influence tool in this process. To achieve the goal of the work, mainly qualitative research was conducted with descriptive, and the theoretical framework based on meaningful learning and the use of information and communication technologies in teaching and learning. An initial interview was conducted with the subject teacher and the application of questionnaires to teachers and students of the third year after the use of open data visualization application and, finally, an evaluation test between groups who used the application was proposed and classes than used. In analyzing the results, it was concluded that the tool has brought many positive aspects in the process of teaching and learning, such as greater attention from students regarding the content, one more motivation in the process of teaching and learning, presenting aspects the significant learning and shown that students who have made the use of the application performed better than those who did not make the use of technology in the proposed content of the discipline.Keywords: Education. Open Data. Teaching and Learning.

Valoración por los estudiantes de la licenciatura en psicopedagogía, de una experiencia innovadora basada en estrategias de aprendizaje colaborativo y el uso del Courselab / Innovative experience evaluation in initial high school teacher based in...

Education in the Knowledge Society (EKS) ◽

10.14201/eks.8820 ◽

2012 ◽

Vol 13 (1) ◽

pp. 437-458

Author(s):

Rocío Serrano Rodríguez ◽

Juan Manuel Muñoz González ◽

Isabel López Cobo

Keyword(s):

Teaching And Learning ◽

School Teacher ◽

High School Teacher ◽

Learning Processes ◽

Continuous Training ◽

Positive Assessment ◽

Una sociedad en constante cambio tecnológico exige profesionales de la enseñanza en formación continua. Entre las principales competencias docentes que debe adquirir actualmente el profesorado, durante el proceso de formación inicial, podemos destacar el uso educativo de las Tecnologías de la Información y la Comunicación (TIC) y el trabajo en equipo. A través de esta experiencia de innovación centrada en el desarrollo de una dinámica de trabajo fundamentada en el aprendizaje cooperativo y la utilización del programa Courselab, se exige al alumnado ciertas destrezas específicas en el dominio, tanto del PC en su conjunto, como de la navegación a través de Internet y de la capacidad de trabajo y de resolución en equipo. En definitiva, se pretende completar la formación de los futuros docentes en entornos TIC, para que puedan desempeñar procesos de enseñanza/aprendizaje que respondan, verdaderamente, a los intereses y motivaciones del alumnado y puedan contribuir a la mejora del éxito escolar. Los resultados de este estudio indican que estos profesores en formación, demandan el uso de herramientas similares que les motiven y se adecuen a los procesos de enseñanza aprendizaje, concluyendo con una valoración positiva tanto de la experiencia como del propio desarrollo de la asignatura. A technological society in permanent evolution requires teaching professionals with continuous training. Among the main teaching skills that teachers must currently acquire during process of initial training, we emphasize the educational use of Information and Communication Technologies (in Spanish its acronym is TIC) and teamwork. Through this innovation experience focused on developing a workflow based on cooperative learning using CourseLab application, specific student skills are required in PC use, navigation through Internet and ability for teamwork and problem resolution. Definitely, we pretend to complete training of future teachers in ICT environments, so they could perform teaching / learning processes in order to match students interests and motivations, and may contribute to improvement of school success. Results of this study indicate that training teachers demand the use of similar tools to motivate themselves and adapt to teaching and learning processes. We conclude with a positive assessment of both experience and development of the subject.

O USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO NO ENSINO DE QUÍMICA

Revista Científica Semana Acadêmica ◽

10.35265/2236-6717-156-7536 ◽

2021 ◽

Vol 1 (156) ◽

pp. 1-13

Author(s):

Vagner Neves Dias

Keyword(s):

Teaching Chemistry ◽

Digital Resources ◽

Construction Of Knowledge ◽

Dynamic Relationship ◽

New Information ◽

Teaching Learning ◽

Educational Field

The application of some technologies in the educational field, especially the computer, has been causing this process to undergo considerable changes. The new information and communication technologies (TICs) are beginning to be used in the construction of knowledge. Looking to discuss this issue, this paper proposes to establish a discussion about the use of computers in education; the positive and negative aspects of TICs; and on some technologies for teaching chemistry, pointed out as tools that favor learning in a pleasant and pleasant way. Through the knowledge resulting from this study, it is verified that improving the teaching-learning process, especially of chemical discipline, is not an inherent attribute of the various digital resources available for this, but a consequence that is tied to the way in which they are used. It is the function of the teacher to conciliate all these resources at his disposal to better prepare and teach his classes, always establishing a dialogic and dynamic relationship with the student.

Pecvnia Revista de la Facultad de Ciencias Económicas y Empresariales Universidad de León ◽

Una experiencia de aprendizaje en en nuevo contexto del EEES : el caso del Webinar de SICODINET sobre modelización con hoja de cálculo para la información de gestión empresarial

10.18002/pec.v0i4.721 ◽

2007 ◽

pp. 81

Author(s):

Begoña González Pérez ◽

Enrique López González ◽

Cristina Mendaña Cuervo

Keyword(s):

Higher Education ◽

Learning Process ◽

European Higher Education Area ◽

Face To Face ◽

New Information ◽

European Higher Education ◽

Los cambios en la educación universitaria que propicia el Espacio Europeo de Educación Superior implican nuevas adaptaciones en el proceso de enseñanza-aprendizaje ya que el objetivo primordial pasa a ser"aprender a aprender. En este contexto, se necesitan nuevos medios que faciliten el desarrollo de tales cambios, que permitan realizar actividades adicionales a la enseñanza presencial. Así, las nuevas Tecnologías de la Información y la Comunicación constituyen herramientas que posibilitan tales transformaciones. En este sentido, tos Espacios Virtuales de Aprendizaje (EVA) posibilitan la creación de comunidades sociales donde se intercambian conocimientos. Este trabajo se centra en el EVA SICODINET que se ha diseñado en torno a las asignaturas del perfil de Contabilidad de Costes y de Gestión de la Universidad de León. Concretamente se profundiza en la experiencia del seminario en línea (Webinar) sobre hoja electrónica de cálculo celebrado durante tres años, sus características, la metodología seguida, los resultados obtenidos y las lecciones aprendidas con esta iniciativa. The European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this senseThe European Higher Education Area has caused changes in higher education, what involves new adaptations in the teaching-learning process because now the main aim is "learn to learn". So, new means are needed for making easy these changes and designing other activities, besides face to face classes. New Information and Communication Technologies (ICTs) are tools which make easy these transformations. In this sense the creation of social communities where knowledge is exchanged. This paper analyzes the VLS SICODINET which has been designed around Cost and Management Accounting subjects in the University of León. Specifically the Web-based seminar (Webinar) about spreadsheet is studied in depth: it has been held for three years and its characteristics, the followed methodology, its results and the lessons learnt from this initiative are explained.

The inverted classroom in education: A resilient methodological tool for social change

Technium Social Sciences Journal ◽

10.47577/tssj.v10i1.1252 ◽

2020 ◽

Vol 10 ◽

pp. 142-155

Author(s):

Miriam Elizabeth Erazo Rodríguez ◽

Luis Miguel Viñan Carrasco ◽

Myriam Elizabeth Murillo Naranjo ◽

Andrés Leandro Rodríguez Galán

Keyword(s):

Social Change ◽

Transformation Process ◽

Virtual Training ◽

Inverted Classroom ◽

New Information ◽

Conventional Classroom ◽

The implementation of innovative experiences within the educational context is part of a transformation process where new information and communication technologies (hereafter, ICT) promote the use of methodological tools that contribute to conventional classroom systems, through the creation of virtual training environments that establish the development of audiovisual language and facilitate communication. The objective of the following article is to reflect on the implementation of the inverted classroom as a learning tool for social change that breaks the traditional paradigms of education and represents an option for redesign the curriculum model. It is also part of the Education Research project and Literacy in Communication and Audiovisual and Interactive Arts applied in intercultural contexts for the conservation and diffusion of cultures and ancestral knowledge in conflict or isolation. The study presents a qualitative-quantitative and documentary methodology, and a case of study uses a bibliographic investigation that contrasts the information with the data obtained from the application of data collection instruments such as surveys, and observation; that will allow establishing the appropriate parameters, and discussing the results that show the importance of the use of the inverted classroom in the teaching-learning processes to strengthen resilient, autonomous and meaningful learning, recognizing students as the main protagonists of new knowledge.

La Arqueología Virtual: Construyendo un puente entre la sociedad moderna y la escuela innovadora

Virtual Archaeology Review ◽

10.4995/var.2012.4436 ◽

2012 ◽

Vol 3 (6) ◽

pp. 36

Author(s):

María Luz Husillos García

Keyword(s):

Learning Process ◽

Social Economic ◽

Social Issues ◽

Profound Change ◽

Rapid Process ◽

New Information ◽

The construction of the new european space is leading to the emergence of a rapid process of convergence that covers all kinds of fields such as social, economic and industrial. Among the most popular social issues today, highlights the educational world. In this sense, it is trying to make a profound change in the education system, making it more flexible, practical and fun, meeting all kinds of students. In this context, the new Information and Communication Technologies (ICT) are necessary to facilitate the teaching-learning process, enabling the creation of a link between the archaeological and the virtual, which enables the conversion of assets in real and powerful resources to support school and cultural entertainment.