1,721,188 research outputs found
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O que é cartografia cognitiva e por que mapear redes de conhecimento?
No full textUm dos grandes desafi os do contexto atual é encontrar caminhos para enfrentar a avalanche de informações buscando selecionar o que é relevante e estabelecer associações significativas. O volume de dados cresce assustadoramente a cada minuto. Os acontecimentos ocorrem mais rapidamente do que somos capazes de acompanhá-los. O fluxo de produção de conhecimentos é maior do que pode dar conta uma formação educacional e profissional regular. “Embora os seres humanos tenham existido neste planeta por talvez dois milhões de anos, a rápida escalada para a civilização moderna nos últimos duzentos anos foi possível devido ao fato de que o crescimento do conhecimento científico é exponencial; isto é, seu ritmo de expansão é proporcional ao quanto já é conhecido. Quanto mais sabemos, mais rapidamente podemos saber mais” (KAKU, 2000, p. 296
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Inclusive Open Schooling with engaging and future-oriented science: Evidence-based Practices, Principle & Tools
Full text linkThe book introduces principles, practices, and tools to boost students' confidence and aspirations in using science in their lives and careers. Evidence from the CONNECT project, involving over 1,000 teachers, 12,000 students, families, and scientists, emphasizes the importance of open schooling for creating inclusive, engaging environments that prioritize well-being and sustainability. CONNECT supports primary and secondary schools in adopting open schooling by integrating science-action into their core curriculum. This includes participatory science with various stakeholders such as families, communities, universities, and enterprises, working together to solve real-life problems.
Key points:
1. The CARE-KNOW-DO framework enables schools to establish a flexible and engaging environment where students explore socio-scientific issues they care about, learn essential science curriculum, and take science-based actions.
2. SCIENCE-ACTIONS encourage students to apply their science knowledge, skills, and attitudes for the benefit of their lives, community, and society.
3. PARTICIPATORY SCIENCE involves families, universities, and enterprises in school activities, contributing to increased student aspirations, science capital, and affective engagement with science
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Escolarização Aberta e Inclusiva com Ciência Engajadora e orientada para o Futuro: Práticas baseadas em evidências, Princípio e Artefatos
Full text linkO livro apresenta princípios, práticas e ferramentas projetados para aumentar a confiança e as aspirações dos estudantes para usar a ciência em suas vidas e carreiras. Evidências do projeto CONNECT, que inclui mais de 1.400 professores, 17.000 alunos, juntamente com suas famílias e cientistas, destacam a importância da escolarização aberta na criação de ambientes inclusivos e envolventes que priorizam o bem-estar e a sustentabilidade. O CONNECT auxilia escolas primárias e secundárias na adoção de métodos de escolarização aberta, incorporando projetos de ciências baseados em ação em seu currículo central. Essa abordagem promove a ciência participativa envolvendo diversos interessados, como famílias, comunidades, universidades e empresas, colaborando para enfrentar desafios da vida real.
Pontos-chave:
O framework CARE-KNOW-DO capacita as escolas a estabelecer um ambiente flexível e envolvente onde os alunos podem explorar questões sócio-científicas de interesse, aprender conteúdos essenciais do currículo de ciências e realizar ações baseadas em ciência.
AÇÕES-CIÊNCIA incentivam os alunos a aplicar seus conhecimentos, habilidades e atitudes científicas para melhorar suas vidas, comunidades e sociedade.
3. A CIÊNCIA PARTICIPATIVA reúne famílias, universidades e empresas em atividades escolares, contribuindo para aumentar as aspirações dos alunos, o capital científico e o engajamento afetivo com a ciência
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Mapas Argumentativos como Estratégia para Aprendizagem no Moodle
No full textUm dos grandes desafios atuais no contexto da pesquisa e aprendizagem online é encontrar caminhos para enfrentar a avalanche de informações. Novas técnicas são necessárias para organizar melhor todo o processo de investigação visando a construção de conhecimentos. Quando informações relevantes e significativas são mapeadas, pesquisadores conseguem explorar teorias e práticas com mais rigor e qualidade. Estudantes também podem imergir com mais profundidade na aprendizagem.
Para isso, o mapeamento de argumentos, tanto de materiais online como em discussões num ambiente virtual de aprendizagem pode ser utilizado visando novas estratégias para desconstrução e reconstrução do conhecimento de modo mais significativo, claro e consistente.
O objetivo deste capítulo é apresentar algumas possibilidades do uso de mapas argumentativos para Educação Online. Para isso, analisamos alguns projetos da Open University e também alguns exemplos de cursos da PUCSP Cogeae e Compart Educacional organizados pela autora no Moodle
Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps
Full text linkThis chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific ex-planations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning envi-ronment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers
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"Colearning" - Collaborative Open Learning through OER and Social Media
Full text linkThis chapter introduces the concept of coLearning as well as discussing how open learning networks can produce, share and reuse OER collaboratively through social media.
COLEARNING OBJECTIVES
The aim of this investigation is to identify new forms of collaboration, as well as strategies that can be used to make the production and adaptation processes of OER more explicit for anyone in a social network to contribute.
REUSABILITY
This open content is an adapted version of a conference paper for OCW conference 2012, which was created by the same authors. This chapter can be reused by:
Educators who would like to create reusable OER (images, videos, maps, units)
Learners who are interested in tools for reusing and adapting OER
Content developers who are looking for different media to enrich OER
Social network users who would like to produce and share open media conten
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Collaborative learning 2.0 open educational resources /
No full textComprend des réf. bibliogr. et un index.Section 1. Widening participation and OER communities -- section 2. Producing, reusing, and recreating OER -- section 3. Sharing user-generated content -- section 4. Social learning, rich media, and games
Knowledge Cartography: Software Tools and Mapping Techniques (2nd ed)
No full textFocuses on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, communicates it to others, and enables collective intelligence.
The authors see mapping software as visual tools for reading and writing in a networked age. In an information ocean, the challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible - and critically, disputable.
With 22 chapters from leading researchers and practitioners (5 of them new for this edition), the reader will find the current state-of-the-art in the field. Part 1 focuses on knowledge maps for learning and teaching in schools and universities, before Part 2 turns to knowledge maps for information analysis and knowledge management in professional communities, but with many cross-cutting themes:
· reflective practitioners documenting the most effective ways to map
· conceptual frameworks for evaluating representations
· real world case studies showing added value for professionals
· more experimental case studies from research and education
· visual languages, many of which work on both paper and with software
· knowledge cartography software, much of it freely available and open source
· visit the companion website for extra resources: books.kmi.open.ac.uk/knowledge-cartography
Knowledge Cartography will be of interest to learners, educators, and researchers in all disciplines, as well as policy analysts, scenario planners, knowledge managers and team facilitators. Practitioners will find new perspectives and tools to expand their repertoire, while researchers will find rich enough conceptual grounding for further scholarship
Open educators and colearners as DJs: reuse, remix, and recreate OER collaboratively!
No full textThe aim of this chapter is to examine key factors for facilitating the development of reusable learning content (RLC) from the perspective of open educators and collaborative learners (colearners). Reusability is an essential feature of online resources for users having the facility and flexibility for adopting and/ or adapting them. Authors then investigate the benefits and challenges that educators and learners may face when producing RLC collaboratively through an open and flexible framework called “the Flow,” using the knowledge mapping software Compendium. Results indicate there is good evidence that the OER Flow becomes a clear and flexible approach for users being aware of key steps to reuse and recreate new OER having reusability in their mind. With an easy-to-use visual technology, such as Compendium, which can be applied in several steps to adapt OER in order to represent different styles of learning paths, reusability might be more widely promoted in different and more diverse communities and institution
Knowledge Cartography for Controversies: The Iraq Debate
Full text linkIn analysing controversies and debates—which would include reviewing a literature in order to plan research, or assessing intelligence to formulate policy—there is no one worldview which can be mapped, for instance as a single, coherent concept map. The cartographic challenge is to show which facts are agreed and contested, and the different kinds of narrative links that use facts as evidence to define the nature of the problem, what to do about it, and why. We will use the debate around the invasion of Iraq to demonstrate the methodology of using a knowledge mapping tool to extract key ideas from source materials, in order to classify and connect them within and across a set of perspectives of interest to the analyst. We reflect on the value that this approach adds, and how it relates to other argument mapping approaches
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