The rapid advance of Information and Communication Technology (ICT) in recent times and the current pandemic caused by COVID-19 have profoundly transformed society and the economy in most of the ...world. The education sector has benefited from this ICT-driven revolution, which has provided and expanded multiple new tools and teaching methods that did not exist just a few decades ago. In light of this technological change, virtual laboratories (VLs) based on the use of virtual reality (VR) have emerged, which are increasingly used to facilitate the teaching–learning process in a wide range of training activities, both academic and professional types. The set of advantages offered by this type of VL, the main of which are listed in this article, has made its use increasingly common as support for engineering classes at universities. This paper presents a study involving 420 engineering students from Spanish and Portuguese universities and associated analyses on the assessment of different parameters in various VLs designed by the authors. The results obtained indicate that, in general, VR-based VLs are widely accepted and demanded by students, who likewise consider real laboratories (RLs) necessary in face-to-face teaching. In the current post-COVID-19 educational scenario, VLs and RLs will coexist within the new hybrid models that combine face-to-face and online teaching and learning.
The study reviews existing practices that use TV and film in the teaching and learning of Italian in the University through qualitative meta‑analysis. The studies were selected through keyword ...collocations, inclusion and exclusion criteria, and time restrictions which yielded to ten articles. Two central themes emerged: the use of TV and film for developing linguistic competence and for improving intercultural communication. Results revealed that TV and film as didactic tools offer relevance in real‑world contexts, snd that success in learning calls for student empowerment and independence. Recom‑ mendations include replication of similar studies and the creation of an open‑access comprehensive database for audiovisual clips in the Italian language.
The challenges defined by expectations, directed towards learning contexts, require the construction of paths for the integral promotion of the personality; development of identity and coexistence ...skills, in the post-covid globalization society, thus become central elements of reflection for scholastic institutions and teachers. Being able to keep memory of development rhythms, skills achieved and knowledge gained becomes an element capable of proposing new research paths and construction of teaching practices. The portfolio, with its ability to analyze the evaluative action, can be a tool capable of representing the complexity of the learner's training process, indicating the pupil's self-assessment, inherent in this tool, as the method of verifying the effectiveness of the devices and didactic paths proposed. In this essay we then proceed to an examination of the reference theories and tools in use for the construction of the portfolio, with the proposition of an experience made of digital dossier, with the pupils of secondary school.
Observation of problems in a court interpreting course during the 2017-18 academic year led to action research. Focus groups and questionnaires were carried out to collect trainees’opinions and a ...literature review was conducted. Then, in 2018-19, didactic and assessment materials were designed, based partly on the observation of interpreters’ performances in real trials. These materials were piloted and fine-tuned for two academic years: 2019-2021. Finally, focus groups and questionnaires were carried out again in 2022 and the results were compared with the ones obtained in 2017. The comparison suggests significant improvement in the trainees’ perception of their learning and assessment experiences. This means that the concerns detected in 2017 have been overcome.
La observación de problemas en una asignatura de interpretación judicial durante el curso 2017-18 dio lugar a una investigación-acción. Se llevaron a cabo grupos focales de discusión y cuestionarios para recoger las opiniones de los alumnos y un análisis bibliográfico. A continuación, en 2018-19 se elaboraron materiales didácticos y de evaluación basados en la observación de la actuación de intérpretes en juicios reales. Los materiales se pusieron a prueba y se mejoraron en los cursos 2019-2021. Por último, en 2022 se volvieron a realizar grupos focales y cuestionarios y se compararon los resultados con los obtenidos en 2017. La comparación sugiere una mejora significativa en la percepción de los alumnos respecto a su aprendizaje y a la evaluación recibida, lo cual implica la superación de los problemas detectados en 2017.
Problem statement. In the context of the scientific and technological development of the country, the implementation of the federal experiment on the development of digital educational environments, ...the introduction of new legal regimes for digital transformations of industries, including education, the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The development of expert tools for assessing the developing functionality of digital educational environments is becoming relevant. The aim of the study is to analyze digital means of pedagogical activity, to systematize changes in didactic principles. Methodology. Analysis of the development of didactics, pedagogical anthropology in the context of the use of digital didactic tools is based on the study of digital educational environments created during the federal experiment. The study of digital didactic tools used by teachers was organized during the annual interregional webinar of the Russian Academy of Education. According to the research methodology, the requirements for the preparation of reports by webinar participants were based on the structured interview method. Results. The frontiers of changes in didactics and pedagogical anthropology in the conditions of digital educational environments are characterized. Essential changes in the practice of pedagogical activity, ways of organizing the educational process, ways of constructing the interaction of participants in educational relations are revealed. The results presented in the publication are significant for the development of the methodology of modern didactics and pedagogical anthropology and the theory and practice of expertise in education in terms of assessing the developmental functionality of digital educational environments. Conclusion. To evaluate the results of the federal experiment on the introduction of digital educational environments, a proven methodology for the examination of the developing functionality of digital educational environments is needed.
Introduction: This paper synthesizes the concept of didactic transposition proposed
by mathematics’ pedagogue Yves Chevallard and applies it to the field of dramaturgy.
Objective: The article aims to ...problematize traditional writing manuals as didactic tools that
tend to reproduce models rather than encourage individualized writing. Methods: Based on
a comparative analysis of some concepts related to dramatic writing shared by De la Parra,
Sanchis Sinisterra, and Kartún, four conceptual axes are proposed for teaching dramatic
writing. Three drama teachers, who are disciples of the three analyzed professors, were interviewed.
Results: Various didactic strategies influenced by the proposed axes were identified.
Conclusions: It is argued that there is a relationship between the creative process
and the generation of didactic tools that constitutes an alternative methodology in teaching
dramaturgy, capable of producing writing with a higher degree of singularity.
Introducción: Este artículo sintetiza el concepto de transposición didáctica del pedagogo de la matemática Yves Chevallard, para aplicarlo al campo de la dramaturgia. Objetivo: Se pretende problematizar los manuales de escritura tradicionales como herramientas didácticas que tienden más a la reproducción de modelos que a la singularización de la escritura. Métodos: A partir de un análisis comparativo de algunos conceptos sobre escritura dramática compartidos por De la Parra, Sanchis Sinisterra y Kartún, se proponen cuatro ejes conceptuales para la enseñanza de la escritura dramática. Se entrevistó a tres profesores de dramaturgia, discípulos de los tres maestros analizados. Resultados: Se identificaron diversas estrategias didácticas atravesadas por los ejes propuestos. Conclusiones: Se argumenta que existe una relación entre el proceso creativo y la generación de herramientas didácticas y que esta se constituye como metodología alternativa en la enseñanza de la dramaturgia, capaz de generar escrituras con mayores grados de singularidad.
Da sequência didática ao itinerário de aprendizagem Bezerra, Maria Auxiliadora; Reinaldo, Maria Augusta
Calidoscópio (São Leopoldo, Rio Grande do Sul, Brazil),
07/2023, Letnik:
21, Številka:
1
Journal Article
Recenzirano
Odprti dostop
O objetivo deste artigo é apresentar a ampliação do conceito de sequência didática, considerando contribuições da engenharia didática e a relação entre essa ferramenta e o triângulo didático, em ...propostas de ensino de gêneros orais e escritos em língua portuguesa, como primeira língua. Para isso, nos baseamos nas contribuições teóricas da didática das línguas e da engenharia didática. Os textos acadêmicos selecionados para análise apresentam resultados de pesquisas sobre produção de gêneros textuais orais e escritos, seguindo sequência didática. Os resultados demonstram o conceito de sequência didática, inicialmente, como ferramenta utilizada para desenvolver capacidades de linguagem dos aprendizes, com vistas à produção de gêneros orais e escritos. E sua relação com o triângulo didático se destacava em estudos voltados para o vértice “aluno”, enfatizando a relação aluno-saberes. Posteriormente, com influência da engenharia didática, o conceito de sequência didática se amplia e sua organização modular inicial se complexifica, mais atividades relativas à produção textual são realizadas, criando-se, assim, o dispositivo itinerário de aprendizagem. Relacionando-o ao triângulo didático, vemos que esse dispositivo é utilizado em estudos voltados para os vértices “professor” e “aluno”, enfatizando as relações professor-saberes e aluno-saberes. O itinerário é uma ampliação da sequência didática, sem a ela se contrapor.
Palavras-chave: Didática das línguas; ensino de gêneros textuais; ferramentas didáticas.
Abstract
Education in International Relations requires continual evolution. One approach is the use of negotiation simulations for complex issues. Despite the extensive literature on the subject, ...there is a lack of qualitative research on this approach, particularly in Latin America and Mexico. This paper presents the findings of a qualitative research on five simulations with Mexican students. The five exercises were characterized by the application of elements that are not usually included in traditional simulations, such as a multiweek phase of prior negotiations, the use of Twitter, the introduction of nonstate actors, a gala dinner, and a continuous feed of real world news. We investigated 118 participants through 30 in depth interviews analyzed with NVivo, a systematized analysis of 118 reports, documents and tweets, and a pre-post questionnaire applied to the fifth group. The results in the five simulations were highly positive. The students reported a greater awareness of the complexity of international negotiations. Such awareness can present both a risk and an opportunity: a risk because those circumstances caused discouragement and frustration in many participants, and an opportunity because those same circumstances, properly channeled, triggered parallel skills, and creative thinking. Therefore, the role of the facilitation team was fundamental.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
This article introduces the problem of formation of ICT competence of future teachers. It discusses the process of educational informatization which relates to the ability of all participants of ...educational process to use modern information and communication technologies. The paper deals with the pedagogical potential of ICT, pedagogical methods, ICT means, pedagogical capabilities of ICT.
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