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- Sociology of Mass Communication, Sociology of Communication, Ciencias de la Información, Jóvenes, Digital Media And New Literacies, Communication, and 9 moreEducation, Media Literacy, Media Literacy Education, Online Learning, Educación, Aprendizaje, Pedagogia, Medios de Comunicación, and Pedagogical Practicesedit
El uso de vídeos como recurso didáctico estimula la construcción de nuevo conocimiento. A pesar de la existencia de este recurso en diversos géneros y medios, no se valora la experiencia de los profesionales que lo aprovechan en clase y... more
El uso de vídeos como recurso didáctico estimula la construcción de nuevo conocimiento. A pesar de la existencia de este recurso en diversos géneros y medios, no se valora la experiencia de los profesionales que lo aprovechan en clase y además no se cuenta con espacios online que orienten y apoyen el uso apropiado de esta práctica. En el ámbito del aprendizaje online, surge la propuesta de un repositorio de vídeos de corta duración, con el objetivo de orientar acerca de su uso como recurso didáctico, a fin de incentivar un intercambio de ideas y experiencias (fomentar y crear conocimiento), en el proceso enseñanza-aprendizaje, sirviendo esto como recurso para profesionales en la construcción de los MOOC (Massive Open Online Courses). Metodológicamente se propone una arquitectura en tres etapas: identificación/reconocimiento, diseminación y colaboración, para el uso de vídeos como recurso didáctico, sustentándose en una extensa investigación exploratoria, basándose en las tecnologías educativas existentes y tendencias tecnológicas para la educación superior. El resultado es la creación de un repositorio de Recuperación de Contenido de Información en Vídeos (RECIF), un espacio virtual de intercambio de experiencias por medio de vídeos. Se concluye que por medio de metodologías que faciliten el desarrollo de procesos y productos innovadores, se pueden crear espacios de clases motivadoras, virtuales o presenciales, que completen un aprendizaje interactivo y colaborativo, estimulando la creatividad y el dinamismo.
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A learning object (LO) is defined as any entity, digital or non-digital, that may be used for learning, education or training (IEEE 2002). In the digital field, LO is the unit of an educational content that has as main feature the... more
A learning object (LO) is defined as any entity, digital or non-digital, that may be used for learning, education or training (IEEE 2002). In the digital field, LO is the unit of an educational content that has as main feature the reusability, in order to reduce the cost of creating a discipline or course of distance education. Of the various standards of LO, what come gaining more popularity among e-learning systems is SCORM. With that, the availability of importation and execution of the LO in this standard for the current e-learning systems is crucial. However, the execution of LO in the SCORM standard is far to be a trivial task, which can become a big barrier for its use. Thus, this paper aims to present how to make use of SCORM standard available in a e-learning system, by means of a component called CELINE. INTRODUÇÃO Com a crescente procura por cursos a distância, juntamente com acesso a internet via banda larga dos últimos anos, o processo de ensino-aprendizagem a distância...
The use of video as a teaching resource stimulates the construction of new knowledge. Although this resource exists in several genres and media, the experience of professionals that use this resource in class is not appreciated.... more
The use of video as a teaching resource stimulates the construction of new knowledge. Although this resource exists in several genres and media, the experience of professionals that use this resource in class is not appreciated. Furthermore, online spaces guiding and supporting the appropriate use of this practice are unavailable. In the online learning field, a proposal has emerged for a repository of short videos aimed at instructing how to use them as a teaching resource in order to stimulate the exchange of ideas and experience (fostering and creating knowledge) in the teaching-learning process, which serves as a resource for professionals in the construction of MOOCs (Massive Open Online Courses). A three-stage architecture is methodologically proposed: identification/recognition, dissemination and collaboration in the use of videos as a teaching resource supported by an extensive exploratory research, based on existing educational technologies and technological trends for higher education. And this leads to the creation of a repository of Informational Content Recovery in Videos (RECIF), a virtual space for the exchange of experience through videos. We conclude that through methodologies that facilitate the development of innovative processes and products, it is possible to create spaces for virtual or face-to-face motivational classes (MOOCs) thereby completing an interactive and collaborative learning toward stimulation of creativity and dynamism.
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This paper presents the theoretical framework and the design of a experiential learning methodology to develop information systems implementation competencies. The theoretical framework integrates implementation process studies and... more
This paper presents the theoretical framework and the design of a experiential learning methodology to develop information systems implementation competencies. The theoretical framework integrates implementation process studies and critical success factors studies. The experiential learning methodology is being applied in Information Systems and Computer Science undergraduated courses The methodology should provide conditions to develop information systems implementation teams. Resumo. Este
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Resumo Este artigo tem por objetivo definir Business Intelligence e identificar as tecnologias de informação e comunicação que dão suporte a este tipo de sistema de informação. Faz-se uma contextualização sobre o conceito e as tipologias... more
Resumo Este artigo tem por objetivo definir Business Intelligence e identificar as tecnologias de informação e comunicação que dão suporte a este tipo de sistema de informação. Faz-se uma contextualização sobre o conceito e as tipologias de sistemas de ...
... desafiador o processo e muitos ficam indecisos ao tentarem elaborar um projeto de EAD bem sucedido. ... Training (CBT), ou seja, treinamento baseado em computadores. Esse formato ... de disquetes e CD-ROMs com os conteúdos... more
... desafiador o processo e muitos ficam indecisos ao tentarem elaborar um projeto de EAD bem sucedido. ... Training (CBT), ou seja, treinamento baseado em computadores. Esse formato ... de disquetes e CD-ROMs com os conteúdos educacionais. Com o crescimento ...
... Page 3. i AVALIAÇÃO DA COLABORATIVIDADE DE AMBIENTES E-LEARNING JOEL MAREK ... deixaram faltar o incentivo e apoio para que hoje eu pudesse chegar até aqui. À minha noivaThayse Malú Gadotti que tem sido uma grande companheira me ...
Abstract One of the main aspects related to the use of Interactive 3D Virtual Environments (VEs) in education is the effect that it brings to the Learning Assessment Process (LAP). Beyond the traditional strategies (such as fill in the... more
Abstract One of the main aspects related to the use of Interactive 3D Virtual Environments (VEs) in education is the effect that it brings to the Learning Assessment Process (LAP). Beyond the traditional strategies (such as fill in the blanks, quizzes, multiple choice ...