Las fronteras entre La educación presencial y la virtual como ampliación del campo de lo posible

En este artículo se pretende presentar la relación entre los modelos pedagógicos de educación presencial y virtual, en lo que se refiere a la búsqueda por innovaciones educacionales. En algunos estudios, se discutió el modo en como la transposición de abordajes tradicionales de educación presencial para el ambiente virtual serían capaces (o no) de representar innovaciones para la educación (Kuhn, 2011). Sumergidos en una contemporaneidad donde todo se modifica con un clic, somos llevados a repensar y a problematizar la forma de como un “viejo” modelo pedagógico “vestido de nuevo” puede representar innovación para la enseñanza y el aprendizaje. Peraya (2002), afirma que la inserción de las TIC en la educación a distancia, en sí, no representa una “revolución metodológica”, con todo es capaz de reconfigurar el “campo de lo posible”. Esto significa decir que las posibilidades de enseñanza y aprendizaje son ampliadas con las TIC, por medio del rompimiento de barreras espacio-temporales y de accesos, envío y recibimiento, como medios de estimular el aprendiz a buscar nuevas formas de aprender, permitiendo que él pueda crear una rutina de estudio, de acuerdo con sus preferencias y necesidades, constituyéndose en un aprendizaje significativo, de manera que los conceptos construidos por el aprendiz son internalizados de forma productiva. Delante de este escenario, en este texto, levantamos la siguiente cuestión: ¿cómo la reconfiguración del “campo de lo posible” puede traer innovaciones a partir de viejos modelos pedagógicos? Para problematizar tal indagación, primeramente presentaremos la relación entre las características de los inmigrantes y los nativos digitales (Prensky, 2000) y los estilos de aprendizajes que los estudiantes on-line, que se muestran como inseparables a la reconfiguración del campo de lo posible. Posteriormente, pretendemos problematizar cómo modelos de enseñanza presencial, trasladados para los ambientes virtuales, pueden traer innovaciones y atender a las expectativas de los aprendices on-line

FrancoClic on-line: compreendendo o modelo pedagógico do curso Reflets-Brésil

My aim in this work is to analyze the pedagogic model of the French language course Reflets- Bresil, developed by governmental site Francoclic, regarding the application of new technologies. This research assumes that there is a transposition of traditional teaching models and poor use of the resources offered by virtual environment. I have investigated how the underlying teaching and learning conceptions relates to each other; as well as how the relation between techniques and the teaching and learning conceptions is established. I founded my studies theorically, mainly, upon language conceptions. (SAUSSURE, 1999; CHOMSKY, 1976; VYGOTSKY, 1991; DIK, 1978; HALLIDAY,1994), language teaching and learning references (ALMEIDA FILHO,1993; HYMES,1971,1972,1991; RICHARDS; RODGERS, 1994) new technologies (WARSCHAUER; KERN, 2000; PAIVA,2001; BUZATO, 2001; KHAN; VEGA, 1997 among others) pedagogic models in Distant Education (BEHAR, 2005,2006, 2009).Some points relating to on-line evaluation (PRIMO, 2006; PALLOFF; PRATT, 2004), autonomy (PAIVA, 2006; DICKINSON, 1987) and learners and learning s styles (TAPSCOTT, 2010; PALLOFF; PRATT, 2004) also guided my investigation For my study I have adopted interpretativist paradigm, I put myself in the course learner role, doing the lessons proposed, and using diaries and analysis matrices ,elaborated by myself, in order to record my impressions and collect elements of the course pedagogic model. The main results reveal a pedagogic model grounded in structuralists language teaching and learning conceptions. A teaching based on behavior manipulation. The resources available are used to grab learners attention, and arouse their good willing to respond to stimulus, in other words, to develop the proposed activities. Ultimately, it is a pedagogic model centered on course, without interaction and space for developing collectively the communicative competence, which opposes the reference documents, idealized by governmental institutions of education, for the language teaching purposes. Results confirms, my initial hypothesis concerning the approach transposition of traditional teaching learning to virtual learning environment.Mestre em Estudos LinguísticosMeu objetivo com este trabalho é analisar o modelo pedagógico do curso de Língua Francesa Reflets-Brésil, desenvolvido pelo site FrancoClic, tendo em vista a utilização das novas tecnologias como veículo para o ensino de línguas. Parti do pressuposto que no ensino de línguas on-line há uma transposição de modelos tradicionais de ensino e uma má exploração dos recursos disponibilizados pelo ambiente virtual. Investiguei como se relacionam as concepções de língua e ensino e aprendizagem subjacentes ao modelo pedagógico do curso; e como se estabelece a relação entre a estrutura técnica e as concepções de ensino e do curso. Fundamentei-me teoricamente, principalmente, em concepções de línguas (SAUSSURE, 1999; CHOMSKY, 1976; VYGOTSKY, 1991; DIK, 1978; HALLIDAY,1994), ensino e aprendizagem de línguas (ALMEIDA FILHO,1993; HYMES,1971,1972,1991; RICHARDS; RODGERS, 1994) novas tecnologias (WARSCHAUER; KERN, 2000; PAIVA,2001; BUZATO, 2001; KHAN; VEGA, 1997 entre outros) modelos pedagógicos em Educação a Distância (BEHAR, 2005,2006, 2009). Alguns apontamentos sobre avaliação on-line (PRIMO, 2006; PALLOFF; PRATT, 2004), autonomia (PAIVA, 2006; DICKINSON, 1987) e estilos de aprendizes e aprendizagem on-line (TAPSCOTT, 2010; PALLOFF; PRATT, 2004) também nortearam minha investigação. Adotei para a pesquisa o paradigma interpretativista, coloqueime no papel de aprendiz do curso, desenvolvendo as lições propostas utilizando diários de bordo e matrizes de análise, por mim elaborados, para anotações de minhas impressões e organização dos elementos do modelo pedagógico do curso. Os principais resultados obtidos, revelam um modelo pedagógico fundamentado em concepções estruturalistas de língua, ensino e aprendizagem. Um ensino fundamentado na manipulação de comportamento. Os recursos disponíveis no meio são utilizados para prender a atenção do aprendiz e despertar uma boa disposição para responder aos estímulos, ou seja, desenvolver as atividades propostas. Trata-se de um modelo pedagógico centrado no curso, sem interação e espaço para o desenvolvimento de competências comunicativas na coletividade, o que contraria documentos de referência para o ensino de línguas dos órgãos governamentais que o idealizaram. Resultados confirmaram minha hipótese inicial sobre a transposição de abordagens tradicionais de ensino de línguas para o ambiente virtual de aprendizagem

Impact of student self-assessment on the practice of a french language teacher: a reflective process

This thesis was developed in the scope of Applied Linguistics with the objective of investigating the incidences of student self-assessment on my practice from the representations constructed by the students. The theoretical foundation is supported by Sociodiscursive Interactionism, according to Bronckart (1985, 1999, 2006, 2008), representations according to Felice (2005); evaluation and self-assessment according to Hadji (1997, 2001, 2008); Luckesi (1998, 2000, 2002); Perrenoud (1998); Martinez (2001), Hoffmann (1996) and Tyler (1981) and reflective practice according to Alarcão (1996, 2004, 2015), Magalhães (2001), Nóvoa (1992), Shön (1992) and Tardif (2007). The research context was french language classes at a Language Center of a Teaching Federal Institution. The corpus was composed by student self-assessment texts, reflective diaries produced by me, and transcripts of a group interview. It was an intervention research in which I tried to problematize the systematic movement between acting in the field of teaching practice and investigating about it in search of transformations for language teaching and learning. The main results of this research point out, firstly, that the representations constructed by the students challenged me to re-evaluate the functioning of teaching and the operation of learning french language in that context, so I had the possibility to rethink my roles regarding the teaching method, contents and the relationships between peers in the classroom. Secondly, by contrasting the two instances of analysis - student self-assessment texts and reflective diaries - I better understood the incidence of student self-assessment in the process of deconstruction and reconstruction of my teaching identity. Finally, through the incidence of self-assessment, in that practice, it was possible to revisit language teaching process through students' voices, to decentralize the vertical power of the teacher-student relationship and to better understand that language teaching is not a neutral activity, but a politicized practice permeated by ideological values.Cette thèse a été développée dans le champ de la Linguistique Appliquée dans le but de rechercher les incidences de l'auto-évaluation des étudiants sur ma pratique à partir de les représentations construites par eux. La base théorique est soutenue par le Sociodiscursivo Interacionismo, selon Bronckart (1985, 1999, 2006, 2008), les représentations selon Felice (2005); évaluation et auto-évaluation selon Hadji (1997, 2001, 2008); Luckesi (1998, 2000, 2002); Perrenoud (1998); Martinez (2001), Hoffmann (1996) et Tyler (1981) et la pratique réflexive selon Alarcão (1996, 2004, 2015), Magalhães (2001), Nóvoa (1992), SHON (1992) et Tardif (2007). Le contexte de la recherche était un cours de français dans un centre de langues d'une instituition fédéral d'enseignement . Le corpus était composé par les aut-évaluations d'élèves, par les journaux reflexives produits par moi et par la transcription d'une enterview en groupe. Ce fut d'une recherche d'intervention pour laquelle j’ai voulu à remettre en question le mouvement systématique entre l’agir dans le contexte pratique et enquêter sur elle à la recherche de changements dans le domaine de l'enseignement et l'apprentissage des langues. Les principaux résultats de cette recherche indiquent, tout d'abord, que les représentations des étudiants m’a interrogé de réévaluer le fonctionnement de l'enseignement et de le fonctionnement de l'apprentissage de la langue française dans ce contexte, donc j'ai eu l'opportunité de revoir mes rôles en face la méthode d'enseignement, la contenu et les relations entre pairs dans la sale de classe. En second lieu, en mettant en comparaison les deux instances d'analyse - les auto-évaluations et des journaux reflexives-, j'ai mieux entendu l'incidence de l'auto-évaluation des élèves dans le processus de déconstruction et de reconstruction de mon identité professionnelle. Enfin, l'incidence de l'auto-évaluation dans laquelle pratique a possibilité la revision l'enseignement des langues par les voix des élèves, décentraliser la puissance verticale de la relation enseignant-apprenant et comprendre que l'enseignement des langues n’est pas une activité neutre, mais une pratique politisée imprégnée de valeurs idéologiques.Tese (Doutorado)Esta tese foi desenvolvida no âmbito da Linguística Aplicada com o objetivo de investigar as incidências da autoavaliação discente sobre minha prática a partir das representações construídas pelos alunos. A fundamentação teórica está sustentada pelo Interacionismo Sociodiscursivo, conforme Bronckart (1985, 1999, 2006, 2008), representações segundo Felice (2005); avaliação e autoavaliação conforme Hadji (1997, 2001, 2008); Luckesi (1998, 2000, 2002); Perrenoud (1998); Martinez (2001), Hoffmann (1996) e Tyler (1981) e prática reflexiva de acordo com Alarcão (1996, 2004, 2015), Magalhães (2001), Nóvoa (1992), Shön (1992) e Tardif (2007). O contexto da investigação foram aulas de língua francesa de um Centro de Idiomas de uma Instituição Federal de Ensino. O corpus foi composto por textos autoavaliativos de alunos, diários reflexivos produzidos por mim e transcrição de uma entrevista coletiva. Tratou-se de uma pesquisa de intervenção pela qual pretendi problematizar o movimento sistemático entre agir no campo da prática e investigar a respeito dela em busca de transformações para o ensino e aprendizagem de línguas. Os principais resultados dessa pesquisa apontam, primeiramente, que as representações construídas pelos alunos interpelaram-me a reavaliar o funcionamento do ensinar e o funcionamento do aprender a língua francesa naquele contexto, assim tive a possibilidade de repensar meus papéis frente ao método de ensino, aos conteúdos apresentados e às relações entre os pares em sala de aula. Em segundo lugar, ao colocar em batimento as duas instâncias de análise - as autoavaliações e os diários reflexivos-, melhor compreendi a incidência da autoavaliação discente no processo de desconstrução e reconstrução de minha identidade docente. Por fim, pela incidência da autoavaliação, naquela prática, foi possível revisitar o ensino de línguas pelas vozes dos alunos, descentralizar o poder verticalizado da relação professor-aluno e melhor compreender que o ensino de línguas não se trata de uma atividade neutra, mas de uma prática politizada perpassada por valores ideológicos

The surgical safety checklist and patient outcomes after surgery: a prospective observational cohort study, systematic review and meta-analysis

© 2017 British Journal of Anaesthesia Background: The surgical safety checklist is widely used to improve the quality of perioperative care. However, clinicians continue to debate the clinical effectiveness of this tool. Methods: Prospective analysis of data from the International Surgical Outcomes Study (ISOS), an international observational study of elective in-patient surgery, accompanied by a systematic review and meta-analysis of published literature. The exposure was surgical safety checklist use. The primary outcome was in-hospital mortality and the secondary outcome was postoperative complications. In the ISOS cohort, a multivariable multi-level generalized linear model was used to test associations. To further contextualise these findings, we included the results from the ISOS cohort in a meta-analysis. Results are reported as odds ratios (OR) with 95% confidence intervals. Results: We included 44 814 patients from 497 hospitals in 27 countries in the ISOS analysis. There were 40 245 (89.8%) patients exposed to the checklist, whilst 7508 (16.8%) sustained ≥1 postoperative complications and 207 (0.5%) died before hospital discharge. Checklist exposure was associated with reduced mortality [odds ratio (OR) 0.49 (0.32–0.77); P\u3c0.01], but no difference in complication rates [OR 1.02 (0.88–1.19); P=0.75]. In a systematic review, we screened 3732 records and identified 11 eligible studies of 453 292 patients including the ISOS cohort. Checklist exposure was associated with both reduced postoperative mortality [OR 0.75 (0.62–0.92); P\u3c0.01; I2=87%] and reduced complication rates [OR 0.73 (0.61–0.88); P\u3c0.01; I2=89%). Conclusions: Patients exposed to a surgical safety checklist experience better postoperative outcomes, but this could simply reflect wider quality of care in hospitals where checklist use is routine

Prospective observational cohort study on grading the severity of postoperative complications in global surgery research

Background The Clavien–Dindo classification is perhaps the most widely used approach for reporting postoperative complications in clinical trials. This system classifies complication severity by the treatment provided. However, it is unclear whether the Clavien–Dindo system can be used internationally in studies across differing healthcare systems in high- (HICs) and low- and middle-income countries (LMICs). Methods This was a secondary analysis of the International Surgical Outcomes Study (ISOS), a prospective observational cohort study of elective surgery in adults. Data collection occurred over a 7-day period. Severity of complications was graded using Clavien–Dindo and the simpler ISOS grading (mild, moderate or severe, based on guided investigator judgement). Severity grading was compared using the intraclass correlation coefficient (ICC). Data are presented as frequencies and ICC values (with 95 per cent c.i.). The analysis was stratified by income status of the country, comparing HICs with LMICs. Results A total of 44 814 patients were recruited from 474 hospitals in 27 countries (19 HICs and 8 LMICs). Some 7508 patients (16·8 per cent) experienced at least one postoperative complication, equivalent to 11 664 complications in total. Using the ISOS classification, 5504 of 11 664 complications (47·2 per cent) were graded as mild, 4244 (36·4 per cent) as moderate and 1916 (16·4 per cent) as severe. Using Clavien–Dindo, 6781 of 11 664 complications (58·1 per cent) were graded as I or II, 1740 (14·9 per cent) as III, 2408 (20·6 per cent) as IV and 735 (6·3 per cent) as V. Agreement between classification systems was poor overall (ICC 0·41, 95 per cent c.i. 0·20 to 0·55), and in LMICs (ICC 0·23, 0·05 to 0·38) and HICs (ICC 0·46, 0·25 to 0·59). Conclusion Caution is recommended when using a treatment approach to grade complications in global surgery studies, as this may introduce bias unintentionally

Critical care admission following elective surgery was not associated with survival benefit: prospective analysis of data from 27 countries

This was an investigator initiated study funded by Nestle Health Sciences through an unrestricted research grant, and by a National Institute for Health Research (UK) Professorship held by RP. The study was sponsored by Queen Mary University of London