219 research outputs found
Marcos regulatorios y modelos pedagógicos : un camino hacia la virtualización de la educación superior en el MERCOSUR
Get PDFFil: Dari, Nora. Universidad Nacional de Quilmes; Argentina.Fil: Dari, Nora. Universidad de Ciencias Empresariales y Sociales; Argentina.Fil: Baumann, Pablo. Universidad Nacional de Quilmes; Argentina.Fil: Gutiérrez Esteban, Prudencia. Universidad de Extremadura. Facultad de Educación. Departamento de Ciencias de la Educación; España.Fil: Decoud, Carla. Universidad Nacional de Asunción. Facultad Politécnica; Paraguay.Fil: Araújo Jr, Carlos Fernando de. Universidade Cruzeiro do Sul; Brasil.Fil: Silveira, Ismar Frango. Universidade Cruzeiro do Sul; Brasil.Fil: Silveira, Ismar Frango. Universidade Presbiteriana Mackenzie; Brasil.Fil: Ota, Marcos Andrei. Universidade Cruzeiro do Sul; Brasil.Fil: Ota, Marcos Andrei. Universidade Cidade de São Paulo; Brasil.Fil: Cechinel, Cristian. Universidade Federal de Santa Catarina; Brasil.Fil: Mogollón, Ivory. Universidad Central de Venezuela; Venezuela.Fil: Hernández-Bieliukas, Yosly. Universidad Central de Venezuela; Venezuela.Fil: Rodés, Virginia. Universidad de la República. Comisión Sectorial de Enseñanza. Departamento de Apoyo Técnico Académico; Uruguay.Marcos regulatorios y modelos pedagógicos: un camino hacia la virtualización de la Educación Superior en el MERCOSUR, recopila normativas, experiencias y prácticas de la Educación Superior en la Región, mediadas por tecnologías.
Los diversos trabajos que se presentan en este libro son resultado de la realización de un proyecto conjunto, llevado a cabo por un grupo de investigadores de distintas universidades del MERCOSUR.
La posibilidad de indagar los diferentes marcos normativos y modelos pedagógicos en universidades públicas y privadas, que vienen avanzando en la temática dentro del MERCOSUR, nos permite visualizar diversas prácticas y formatos de organización de la enseñanza a distancia y tener una visión global de lo que se realiza en ese contexto.
En esta obra podremos encontrar las tensiones que se producen entre lo esperable y las prácticas reales, así como las posibilidades de desarrollo de un área en continuo crecimiento, como es la de la educación virtual en sus múltiples visiones.Presentación / por Walter Marcelo Campi -- Introducción / por Nora Dari y Pablo Baumann -- 1a pte. Marcos regulatorios -- cap. 1. La educación a distancia en Argentina a través de sus normas: de la Ley 1597/1885 a la Resolución ministerial 2641-E/2017 / por Walter Marcelo Campi y Prudencia Gutiérrez Esteban -- cap. 2. Modelo institucional de educación universitaria a distancia en Paraguay / por Carla Decoud -- cap. 3. La reglamentación de la Educación Superior a distancia en Brasil: marcos de una trayectoria / por Carlos Fernando de Araujo Jr., Ismar Frango Silveira y Cristian Cechinel -- cap. 4. Modelo institucional de educación a distancia mediada por TIC: hacia la universidad Bimodal en Venezuela / por Yosly Hernández-Bieliukas e Ivory Mogollón -- cap. 5. Modelos institucionales frente al desafío de la educación universitaria a distancia: el caso de la Universidad de la República en Uruguay / por Virginia Rodés -- 2a pte. Modelos pedagógicos -- cap. 1. Modelos pedagógicos en la educación a distancia: el caso de la Universidad Nacional de Quilmes en Argentina / por Susana Regina López -- cap. 2. Modelo pedagógico de educación a distancia en universidades de Paraguay / por Carla Decoud -- cap. 3. Modelos pedagógicos brasileños en educación a distancia / por Carlos Fernando de Araujo Jr., Ismar Frango Silveira, Marcos Andrei Ota y Cristian Cechinel -- cap. 4. Marco pedagógico de la educación a distancia en Venezuela: hacia la universidad Bimodal / por Ivory Mogollón y Yosly Hernández-Bieliukas -- cap. 5. Modelos pedagógicos y calidad de la enseñanza a distancia en Uruguay: programa de entornos virtuales de aprendizaje de la Universidad de la República / por Virginia Rodés
Uma estratégia de aprendizagem cooperativa para desenvolvimento do pensamento computacional por meio de atividades de produção de Jogos Digitais
Get PDFIncluding Computational Thinking (CT) in the classroom can bring great advances to education. Through Computational Thinking, students can exercise logical reasoning, solve complex problems, deal with abstraction and other skills. Collaboration is also a key aspect of learning. Social interactions between students wreaked from cooperative learning methods could contribute to build knowledge in different ways. This article describes the development of a Cooperative Learning strategy to support and mobilize CT skills in students. Fundamental features of cooperative learning concepts from the literature have been studied and designed to fit the proposed learning strategy. Also, the proposed method uses Game Development approaches in order to engage learners. In addition to being present in students' daily lives, digital games enable direct interaction by giving feedbacks to student commands via animated graphics. A strategy analysis was performed through activities carried out with groups of students from the elementary schools' final series. We investigated the created artifacts and the interactions between students. The results showed that the approach was capable to mobilize CT problem-solving strategies and reflections about social interactions in the group
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No full textMesmo com a crescente evolução dos sistemas computacionais em geral, no que tange a diversos aspectos que vão do poder de processamento aos paradigmas de interface, as atuais aplicações baseadas na WWW cujo propósito é o de auxiliar o processo de aprendizagem, em sua grande maioria, tendem a transportar para esse meio estratégias de ensino a ele inadequadas, uma vez que raramente tiram proveito do aspecto colaborativo inerente a tais sistemas, fazendo com que o termo \"Ensino a Distância\" acabe se identificando com um modelo expositivo de apresentação de conteúdo didático de geração estática. Como a interação é a chave para a colaboração, novos paradigmas de interação, além dos costumeiramente suportados pelas ferramentas de suporte à aprendizagem, devem ser propostos de forma a se obter graus de colaboração maiores que os hoje verificados. Sabe-se, todavia, que não se trata somente de estabelecer novas formas de interação entre os agentes do processo educacional, nem tampouco de diversificar as formas de visualização de conteúdo hipermídia. A simples alteração do paradigma de interação leva a enormes mudanças na própria maneira com a qual o conteúdo didático deve ser elaborado. Ainda, sob uma estratégia pedagógica que seja centrada no aluno e que priorize a construção individual do conhecimento através de processos socio-interativistas, a própria noção de conteúdo didático deve ser revista, saindo de uma definição monolítica e ad hoc para uma nova abordagem queconsidera o conteúdo didático como um conjunto dinâmico de objetos de aprendizagem reutilizáveis. Assim, o presente trabalho apresenta uma proposta para um sistema de suporte a processos interacionistas de aprendizagem colaborativa sobre um ambiente de Realidade Virtual Distribuída. ) Tal proposta, denominada PIAGET (Platform-Independent, Adaptive Generic Environment for Teaching) consiste na determinação de uma arquitetura baseada em Objetos Distribuídos, originalmente sobre Java RMI, como suporte a uma interface de Realidade Virtual imersiva de manipulação direta, desenvolvida em Java3D/VRML. Em linhas gerais, PIAGET permite a agentes envolvidos em processos educacionais interagir entre si e com o próprio ambiente, como se estivessem em uma sala de aula presencial.Although the growing evolution of computer systems in general, when discussing about the wide range of aspects going from processing power to human-machine interface paradigms, most of web-based, computer-supported learning applications tend to simply transport to this new media inadequate pedagogical strategies, since they barely take advantage of their inherent collaborative trends, thus identifying the term \"Distance Learning\" with an expositive, instructor-driven model of presentation and deployment of statically built content. In the other hand, since interaction is the core for collaboration, new interaction paradigms - besides those that are commonly provided by computer-supported learning tools- should be proposed and tried in order to achieve higher levels of collaboration than those observed nowadays. Nonetheless, the matter of fact is not only to establish new kinds of interaction among learning agents, neither to diversify the ways for hypermedia visualization. Changing of paradigm leads to deeper changes even on the manner how pedagogical content should be designed. In addition, if a learner-centered pedagogical strategy is applied in order to allow apprentices\' knowledge building through socio-interactive processes, even the concepts for didactical content must be reviewed, going from a monolithic, ad-hoc definition for a renewed approach that consider it as a set of reusable, dynamic learning objects. Therefore, this thesis presents a proposal for aninteractive, collaborative learning supporting system built over a Distributed Virtual Reality basis. Such proposal, here named PIAGET (Platform-Independent, Adaptive Generic Environment for Teaching), consists on the establishment of a Distributed Objects-based architecture over Java RMI, as a support for a direct manipulation, immersive Virtual Reality-based interface, which was developed in Java3D, also supporting VRML worlds. ) Thus, PIAGET allows learning agents to interact among them and with the environment itself, as well as its learning objects, as if they were into a real classroom
OER and MOOC: The Need for Openness
No full textThe Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century. </jats:p
OER and MOOC: The Need for Openness
No full textThe Open Software movement serves as a landmark and a starting point for many “open-something” initiatives, such as Open Educational Resources (OER) and Massive Online Open Courses (MOOC). However, under a pragmatic point-of-view, many of its basic principles are not considered specially when dealing with the above mentioned initiatives: common, industry-standard OER and MOOC lack a considerable set of really open features in a way that deviate the sense of the “O” letter – for Open – in its acronyms. Considering this, the present paper presents a systematization of these concepts around the general principle of openness. There will be discussed some strengths, challenges, and drawbacks in adopting openness as the key for OER and MOOC for Education in 21st Century. </jats:p
Caminos para la apertura: Recursos Educativos Abiertos y MOOCs
Get PDF[ES]Bajo un punto de vista pragmático, muchos de los principios básicos de apertura no son considerados en el diseño y desarrollo de los REA y los MOOC. La carencia de características importantes de apertura genera un desvío del sentido de las letras “A” y “O” de sus respectivos acrónimos. En ese sentido, el presente trabajo se propone discutir los desafíos, retos y caminos para instrumentalizar los conceptos de apertura en los REA y los MOOC
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