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.
Da sequência didática ao itinerário de aprendizagem Bezerra, Maria Auxiliadora; Reinaldo, Maria Augusta
Calidoscópio (São Leopoldo, Rio Grande do Sul, Brazil),
07/2023, Volume:
21, Issue:
1
Journal Article
Peer reviewed
Open access
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.
Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this ...context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools’ apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters.
This contribution describes an experimentation conducted with a Master degree group of students at the Complutense University of Madrid, in order to observe their capability to identify a series of ...textual and phrasal connectives in Italian as L2 through the analysis of three texts (of different linguistic levels) extracted from the A.Ma.Dis corpus. The data show that the intervention was a successful inductive and corpus-based learning experience, and that the students were able to identify and classify connective elements quite correctly. Data collected by the students also show a clear convergence between the increase of the number and variety of connectives used by non natives and the improvment of their global proficiency.
The present paper presents an instrument realized with Excel interactive spreadsheets to study the vertical motion of a body in Earth's gravitational field. The instrument comparatively analyzes the ...motion of a spherical body launched vertically when air friction is not considered, to the movement of the same body when both air friction and the buoyantforce are taken into consideration. We have explored a series of facilities of spreadsheets, for example the rapid feedback to the data change or the capacity of graphic representation of certain measures according to the tables with values. The instrument proves very useful both in teaching and in learning. Thus, many cases can be quickly analyzed by modifying the input data.
I feel really good now! Zackariasson, Maria
Learning and teaching,
12/2018, Volume:
11, Issue:
3
Journal Article
Peer reviewed
Open access
Within Swedish higher education, there is an explicit focus on the importance of independence, not least in relation to degree projects, which makes it a significant issue within supervision. What ...student independence comprises and how it may be achieved, however, is rarely discussed, even though the expectations of independence may be a stressful aspect of degree projects for students. This article examines the role emotions may play in undergraduate supervision in relation to student independence through analysing recorded supervision meetings and focus group interviews with supervisors. Based in a theoretical framework centred on the concepts affective practices, anticipated emotions and anticipatory emotions, it discusses how supervisors handled students’ expressions of fear, anxiety, joy and relief, and how anticipated emotions could be used as a didactic tool.
Graphic expression course I seeks to train engineering students so that they can communicate through drawing. The development of spatial skills is fundamental to fulfill this objective. However, ...sorne students have difficulties with traditional teaching, therefore, it is proposed to implement easy-to-access teaching tools by applying virtual three-dimensional models which can be viewed and manipulated on mobile devices through applications of either augmented reality ar visualization to support students with problems in the development of spatial skills ar far those who wish to deepen the subject. The proposed models were made in a computer-aided design program; these models can be linked to markers using an augmented reality application ar sent directly to the student's phone. During the implementation, a website was used as a repository and a physical guide explaining the use of the tool, achieving not only a better understanding of the tapies exposed in class but also arousing the student's interest in information technologies and communication.
O curso de expressáo gráfica visa formar estudantes de engenharia para que eles possam se comunicar através de desenho. O desenvolvimento de habilidades espaciais é fundamental para cumprir este objetivo. No entanto, alguns alunas tem dificuldades com o ensino tradicional, portanto, propóe-se implementar ferramentas de ensino de fácil acesso, aplicando modelos tridimensionais virtuais que podem ser visualizados e manipulados em dispositivos móveis por meio de aplicativos, seja realidade aumentada ou visualizaQáo. Servem de apoio a alunas com problemas no desenvolvimento de habilidades espaciais ou para aqueles que desejam aprofundar o assunto. Os modelos propostos foram feitos em um programa de desenho assistido por computador, estes modelos podem ser ligados a marcadores usando um aplicativo de realidade aumentada ou enviados diretamente para o telefone do aluno. Durante a implementaQáo, um site foi utilizado como repositório e guia físico, explicando o uso da ferramenta, obtendo náo apenas urna melhor compreensáo dos tópicos expostos em sala de aula, mas também despertando o interesse do estudante em tecnologias da informaQáo e comunicaQáo.
El curso expresión gráfica I busca capacitar a los estudiantes de ingeniería para que puedan comunicarse a través del dibujo. El desarrollo de las habilidades espaciales es fundamental para cumplir con este objetivo. Sin embargo, algunos alumnos presentan dificultades con la enseñanza tradicional, por tanto, se propone implementar herramientas didácticas de fácil acceso aplicando modelos tridimensionales virtuales los cuales pueden ser vistos y manipulados en dispositivos móviles a través de aplicaciones bien sea, de realidad aumentada o de visualización que sirvan de apoyo a los estudiantes con problemas en el desarrollo de habilidades espaciales o para aquellos que deseen profundizar en el tema. Los modelos propuestos fueron realizados en un programa de diseño asistido por computador, estos modelos pueden ser enlazados a marcadores usando una aplicación de realidad aumentada o enviados directamente al teléfono del estudiante. Durante la implementación se empleó un sitio web como repositorio y una guía física donde se explica el uso de la herramienta, logrando no solo dar un mejor entendimiento a los temas expuestos en clase sino despertar el interés del estudiante por las tecnologías de la información y la comunicación.
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