A Interação e a Colaboração na Formação de Mediadores Pedagógicos Digitais

Our research was developed in one of the classes of the online course, as a result of a partnership between the Coordination for the Improvement of Higher Education Personnel (CAPES), the Open University of Portugal (UAb) and the Paulista State University (UNESP), for the training of 1500 students. This study presents the experience of one of the authors in the training course of digital pedagogical mediators for distance education, emphasizing the importance of interaction and collaborative work in the construction of knowledge. Engeström's (1994) concept of expansive learning and SCHLÜNZEN's (2015) Constructive, Contextualized, and Meaningful (CCS) approach form the basis of this study. A qualitative methodological approach was adopted through content analysis by Bardin (2009), from which observations are made on the nature of interaction in proposed activities in the virtual learning environment (VLE) and in a group using the WhatsApp application. We can affirm that communication processes were fundamental to form the mediator teacher, an essential condition for promoting interaction and collaborative work. Keywords: Collaboration. Interaction. Training of pedagogical mediators. Distance education.Nuestra investigación se desarrolló en una de las clases del curso en línea, el resultado de una asociación entre la Coordinación para la Mejora del Personal de Educación Superior (CAPES), la Universidad Abierta de Portugal (UAb) y la Universidade Estadual Paulista (UNESP), para la capacitación. 1500 estudiantes de curso. Este estudio presenta la experiencia de uno de los autores en el curso de formación de mediadores pedagógicos digitales para la educación a distancia, destacando la importancia de la interacción y el trabajo colaborativo en la construcción del conocimiento. El concepto de Engeström (1994) de aprendizaje expansivo y el enfoque constructivo, contextualizado y significativo (CCS) de SCHLÜNZEN (2015) forman la base de este estudio. Bardin (2009) adoptó un enfoque metodológico cualitativo a través del análisis de contenido, a partir del cual se hacen observaciones sobre la naturaleza de la interacción en las actividades propuestas en el entorno de aprendizaje virtual (VLE) y en un grupo que utiliza Aplicación de WhatsApp. Podemos afirmar que los procesos de comunicación fueron fundamentales para formar al maestro mediador, una condición esencial para promover la interacción y el trabajo colaborativo. Palabras clave: colaboración. Interacción Formación de mediadores pedagógicos. EaD.Nossa pesquisa se desenvolveu em uma das turmas do curso online, fruto de uma parceria entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Universidade Aberta de Portugal (UAb) e a Universidade Estadual Paulista (UNESP), para a formação de 1500 cursistas. Este estudo apresenta a experiência de uma das autoras no curso de formação de mediadores pedagógicos digitais para educação a distância, enfatizando a importância da interação e do trabalho colaborativo na construção do conhecimento. O conceito de aprendizagem expansiva de Engeström (1994) e a abordagem Construcionista, Contextualizada e Significativa (CCS) de SCHLÜNZEN (2015) compõem a base deste estudo. Foi adotada uma abordagem metodológica do tipo qualitativa, por meio da análise de conteúdo de Bardin (2009), a partir da qual são realizadas observações sobre a natureza da interação em atividades propostas no ambiente virtual de aprendizagem (AVA) e em um grupo utilizando o aplicativo WhatsApp. Podemos afirmar que os processos de comunicação foram fundamentais para formar o professor mediador, condição essencial para que seja promovida a interação e o trabalho colaborativo. Palavras-chave: Colaboração. Interação. Formação de mediadores pedagógicos. EaD

Interaction and collaboration in training digital pedagogical mediators

Nossa pesquisa se desenvolveu em uma das turmas do curso on-line, fruto de uma parceria entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Universidade Aberta de Portugal (UAb) e a Universidade Estadual Paulista (UNESP), para a formação de 1500 cursistas. Este estudo apresenta a experiência de uma das autoras no curso de formação de mediadores pedagógicos digitais para educação a distância, enfatizando a importância da interação e do trabalho colaborativo na construção do conhecimento. O conceito de aprendizagem expansiva de Engeström (1994) e a abordagem Construcionista, Contextualizada e Significativa (CCS) de SCHLÜNZEN (2015) compõem a base deste estudo. Foi adotada uma abor- dagem metodológica quanti-qualitativa, a análise de conteúdo realizada por Bardin (2009), a partir da qual são realizadas observações sobre a natureza da interação em atividades propostas no ambiente virtual de aprendizagem (AVA) e em um grupo utilizando o aplicativo WhatsApp. Podemos afirmar que os processos de comunicação foram fundamentais para formar o professor mediador, condição essencial para que seja promovida a interação e o trabalho colaborativo.Our research was developed in one of the classes of the on-line course, as a result of a partnership between the Coordination for the Improvement of Higher Education Personnel (CAPES), the Open University of Portugal (UAb) and the Paulista State University (UNESP), for the training of 1500 students. This study presents the experience of one of the authors in the training course of digital pedagogical mediators for distance education, emphasizing the importance of interaction and collaborative work in the construction of knowledge. Engeström’s (1994) concept of expansive learning and SCHLÜNZEN’s (2015) Constructive, Contextualized, and Meaningful (CCS) approach form the basis of this study. A quantitative and qualitative methodological approach was adopted through content analysis by Bardin (2009), from which observations are made on the nature of interaction in proposed activities in the virtual learning environment (VLE) and in a group using the WhatsApp application. We can affirm that communication processes were fundamental to form the mediator teacher, an essential condition for promoting interaction and collaborative work.info:eu-repo/semantics/publishedVersio

Formação de Tutores: mediação e feedback

Para reproduzir os arquivos de áudio do Acervo Digital da Unesp recomenda-se o programa reprodutor de mídia digital Windows Media Player ou similar. O navegador Mozilla Firefox atualizado reproduz com excelência áudios em MP3.Áudio do video de abertura do curso Mediação Pedagógica: tutoria em EaD

Brazilian Flora 2020: Leveraging the power of a collaborative scientific network

International audienceThe shortage of reliable primary taxonomic data limits the description of biological taxa and the understanding of biodiversity patterns and processes, complicating biogeographical, ecological, and evolutionary studies. This deficit creates a significant taxonomic impediment to biodiversity research and conservation planning. The taxonomic impediment and the biodiversity crisis are widely recognized, highlighting the urgent need for reliable taxonomic data. Over the past decade, numerous countries worldwide have devoted considerable effort to Target 1 of the Global Strategy for Plant Conservation (GSPC), which called for the preparation of a working list of all known plant species by 2010 and an online world Flora by 2020. Brazil is a megadiverse country, home to more of the world's known plant species than any other country. Despite that, Flora Brasiliensis, concluded in 1906, was the last comprehensive treatment of the Brazilian flora. The lack of accurate estimates of the number of species of algae, fungi, and plants occurring in Brazil contributes to the prevailing taxonomic impediment and delays progress towards the GSPC targets. Over the past 12 years, a legion of taxonomists motivated to meet Target 1 of the GSPC, worked together to gather and integrate knowledge on the algal, plant, and fungal diversity of Brazil. Overall, a team of about 980 taxonomists joined efforts in a highly collaborative project that used cybertaxonomy to prepare an updated Flora of Brazil, showing the power of scientific collaboration to reach ambitious goals. This paper presents an overview of the Brazilian Flora 2020 and provides taxonomic and spatial updates on the algae, fungi, and plants found in one of the world's most biodiverse countries. We further identify collection gaps and summarize future goals that extend beyond 2020. Our results show that Brazil is home to 46,975 native species of algae, fungi, and plants, of which 19,669 are endemic to the country. The data compiled to date suggests that the Atlantic Rainforest might be the most diverse Brazilian domain for all plant groups except gymnosperms, which are most diverse in the Amazon. However, scientific knowledge of Brazilian diversity is still unequally distributed, with the Atlantic Rainforest and the Cerrado being the most intensively sampled and studied biomes in the country. In times of “scientific reductionism”, with botanical and mycological sciences suffering pervasive depreciation in recent decades, the first online Flora of Brazil 2020 significantly enhanced the quality and quantity of taxonomic data available for algae, fungi, and plants from Brazil. This project also made all the information freely available online, providing a firm foundation for future research and for the management, conservation, and sustainable use of the Brazilian funga and flora

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)