1,064 research outputs found
Collaborative learning and co-author students in online higher education: a-REAeduca ā collaborative learning and co-authors
The technologies themselves cannot be analyzed as instruments per se, nor can they be exhausted in their relation with science. There is a social and even an individual dimension that affects our own way of relating to society. It is in open education that we have been developing our educational practices. This chapter presents a collaborative learning activity, the curricular unit Materiais e Recursos para eLearning, part of an on-line Master in Pedagogy of eLearning, Universidade Aberta, Portugal. In the present work, the authors dedicate their attention to co-learning and co-research, as processes that help to exemplify some situations, the a-REAeduca. The data collection was supported essentially by the content analysis technique.info:eu-repo/semantics/publishedVersio
Multimedia technologies and online task-based foreign language teaching-learning
Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student- centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Abertaās students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.info:eu-repo/semantics/publishedVersio
DIGITAL: multidisciplinary and multidimensional in the classrooms
In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio
Mobile learning scenarios in language teaching: perceptions of vocational and professional education students
Mobile devices play a significant role in society, in general, and a very limited one at the different levels of education. Smartphones, tablets, and other mobile devices allows learning to occur anywhere, (and at) anytime. These powerful technological devices can enhance the teaching and learning processes by helping to promote collaborative and individual learning and broadening the boundaries of the classroom to different contexts of learning. Many students have mobile devices and their applications can provide access to learning outside the classroom, for greater flexibility and more dynamic learning. In this sense, the articulation of technological and methodological efforts allowed us to create learning scenarios supported by the devices that students take to the classroom (BYOD), and use them to motivate and involve students in meaningful learning. These devices offer the advantage of integrating various technologies in the curricular contents, such as in foreign and mother language courses, representing a set of possibilities of ubiquity that can have great impact on the learning process. Thus, we developed strategies with vocational and educational studentsā methodologies, such as augmented reality, project-based learning, game-based learning, collaborative learning and gamification. In this text, we present the results of two mobile learning studies in teaching French as a foreign language (to 18-23 year-old-students) and Portuguese language, as a mother tongue (to 15-19 year-old-students), in vocational education, implemented as a mediation tool in education to promote the construction of learning and development of significant skills of collaborative work. From the data collection, through a questionnaire, with open and closed questions, we highlight the favorable perception of the students to the integration of mobile devices in learning, and the recognition of the benefits of the teaching strategies used throughout the year, in the increase of curricular learning.info:eu-repo/semantics/publishedVersio
Open teaching practice: reflections on the use of OER educational activities
This article presents results from a study carried out with Brazilian and Portuguese professors whose objective was to understand the dynamic of using and sharing online resources in their pedagogical practices. With a qualitative foundation, the instruments for data collection were online surveys and interviews recorded with professors. After reflecting on the main challenges faced, the presentation of recommendations could collaborate towards encouraging producing and sharing Open Educational Resources (OER) and, consequently, broadening the democratization of knowledge.info:eu-repo/semantics/publishedVersio
MOOC and OER: identity management
Open educational resources (OER) and massive open online courses (MOOC) are new and emerging issues in the international higher education context. Under the exponential growth of the supply of courses and related publications, the purpose of this chapter is to foster scientific discussion on the socio-cultural and economic impacts, as well as its technological and pedagogical implications. Supported by the methodological typology of bibliographical studies, systematized interpretative-critical analysis based on review of the concepts, and principles guiding OER and MOOC, the authors' reflections show that the enlargement terminologies without epistemological delimitation have provoked theoretical and practical mistakes. In the final considerations, the authors systematize broader problematizations around the open educational practices in universities aimed to five dimensions: spatio-time-content, theoretical models, principles of pedagogical innovation, economic aspects, and fundamentals of collaborative culture.info:eu-repo/semantics/publishedVersio
Incorporar niĢveis educacionais na caracterizacĢ§aĢo dos REAs
ComunicaĆ§Ć£o apresentada no VII Congresso Mundial de Estilos de Aprendizagem, realizada no Instituto PolitĆ©cnico de BraganƧa de 4-6 de julho de 2016Dentro do aĢmbito da temaĢtica de Estilos de Aprendizagem, comecĢ§amos por abordar a sociedade do conhecimento, a partilha fechada ou aberta dos REAs, a sua utilizacĢ§aĢo e redistribuicĢ§aĢo. A um grupo de estudantes online do ensino superior portugueĢs eĢ proposto uma seĢrie de actividades relacionadas com a interacĢ§aĢo com o conteuĢdo. Pretende-se chegar a um melhor conhecimento da percepcĢ§aĢo desta interacĢ§aĢo levando a uma reflexaĢo sobre o que saĢo REAs e a sua reutilizacĢ§aĢo. Seguimos as fases da abordagem investigativa de Design Based Research (DBR) ilustradas por Reeves (2006) e finalizamos com a identificacĢ§aĢo de alguns niĢveis de usos educacionais.info:eu-repo/semantics/publishedVersio
Pierre angulaire de lāenseignement des langues eĢtrangeĢres dans un environnement dāapprentissage virtuel : lāeĢvaluation
Le concept dāeĢvaluation en langues eĢtrangeĢres neĢcessite une redeĢfinition lieĢe non seulement au modeĢle traditionnel (eĢvaluation des connaissances) mais aussi aĢ lāinteĢgration des technologies tant dans lāenseignement/apprentissage que dans lāeĢvaluation (eĢvaluation des compeĢtences). EĢvaluer les langues eĢtrangeĢres dans ses modaliteĢs orales dans lāenseignement supeĢrieur aĢ distance au Portugal reveĢt un caracteĢre particulieĢrement sensible. Le passage de lāeĢvaluation des apprentissages aĢ lāeĢvaluation pour les apprentissages est une expeĢrience qui a eĢteĢ veĢcue aĢ lāUniversidade Aberta. Des podcasts aux showcasts, le chemin est traceĢ. Nous passons de lāapproche dāeĢvaluation des connaissances aĢ une approche qui vise le deĢveloppement des compeĢtences, si neĢcessaires aux eĢtudiants de ce sieĢcle. Le modeĢle que nous preĢsentons a fait ses preuves.The concept of evaluation in foreign languages learning needs to be redefined in relation not only to the imperative revision of the traditional model (knowledge assessment) but also to the integration of technologies in both teaching and assessment practices (skills assessment). Assessing oral skills in a foreign language, in the context of distance higher education in Portugal, is a sensitive matter. The transition from the evaluation of learning to the evaluation for learning has been experienced at the Universidade Aberta (Portugal).
From podcasts to showcasts, the way forward has been marked out. We are moving from a
knowledge assessment approach to an approach that seeks the development of the skills
that are crucial to students in the 21st century. The model presented in this article has already proven its worth.info:eu-repo/semantics/publishedVersio
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