Trabalho apresentado na Griffith College, Dublin

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Literature review on learning theories and the application of principles of inclusivity and
learning technologies.
Student Name: Camila Alves de Brito.
Module: Professional Practice Word count: 1420 words (excluding reference list/bibliography and
appendices).
Assignment Brief 1: Literature Review to inform Practice.

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1. Introduction.
The aim of this report is to build a bibliographical review of contemporary learning
theories, to analyze how the use of teaching technologies supported the adopted methodologies.
Therefore, it was chosen as a case study for a practice carried out at school with students of the
second cycle of elementary school because it was used online and classroom activities. The
pedagogical practice was experienced during three geography classes at Clarice de Magalhães
Castro State School, in São Bernardo do Campo, Brazil. The technological practices employed
along with their corresponding pedagogical theory can be found in figure 01.
Figure 01: Structure of activities with corresponding pedagogical theories.
2. Flipped classroom: an application of constructivist theory.
Flipped classroom activity used to anticipate the content to be worked on in an inductive
practice, students were required to analyze a newspaper about flooding in Sao Bernardo city in
Brazil. The goal of activity was to get students engaged with a problem situation in their
community. The theoretical foundations used during this work the research area was first defined

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by Bergmann (2015), who define flipped learning as an instructional model in which direct
instruction is delivered individually through videos.
The flipclass allows students to individually explore the content to be worked on and to
elaborate on their content considerations, thus being the protagonist of their learning. As a result,
the teacher better manages classroom time by eliminating the reading load and students have the
possibility to approach their considerations collectively.
In the selected case study, the news was sent to students through the Landscape.Me
application created by the teacher, all activities were shared and updated weekly and represented
a third of the final grade, the structure of the application represented in figure 02 .
Figure 2 : Material used to send content flipped were an app created.
Source taken from Brito (2018) Case study of the construction of an app for hybrid
education in the Geography discipline. In ICLS: EnPED (International Congress on Education
and Technologies / Meeting of Researchers in Distance Education

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3. Resumption of content with mind map, a Cognitive approach.
The second part of the learning path was the realization of a classroom mind map on the
board. The main objective was to collectively address the students' different impressions and
considerations about the same news. Mind mapping then helps to organize ideas and consider the
relationships between them. The teacher at this moment has the role of facilitator of learning
because the record is centered on his persona but fed by the words and key phrases raised in
consensus with the students. In this practice, the student's knowledge and previous experience
was valued, as floods are a recurring problem in the daily life of the school community. Thus, the
class starts from the early study and the students' experience.
In this practice, Vygotsky's postulate is recognized, the subject is not only active but also
interactive, since the student acquires knowledge of intra and interpersonal relationships. The
teacher, therefore, has the explicit role of interfering in the processes and provoking advances in
the students, creating what he called proximal development zones. According to Vygotsky
(1978) the zone of proximal development is the level of potential development as determined
through problem-solving under adult guidance or in collaboration with more capable peers.
The resumption of anticipated content can be framed as an important resource for
meaningful learning, in which the stimulated student activates his sensory memory and
rearranges the subject matter. Carlile (2005) calls this process mental processing, that sensory
input may be processed through short-term memory, and organized or ‘encoded’ before being
lodged in long-term memory, and learning takes place.
The result of these two stages of the routine, the early study together with the resumption
made through a mental map on the board, agree with the goals proposed by cognitivism. For

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active listening is promoted by not overloading short-term memory by giving students the
opportunity to review topics to strengthen retention through keywords and terms such as memory
tips.
The last step of this routine was the elaboration of topographic maps for in-depth study of
the relief forms responsible for the flood phenomenon. After the resumption and survey of key
points with the students were introduced, the teacher gave a lecture explaining the natural and
anthropological causes responsible for the flood phenomenon. As a practical and evaluative
activity, the class was separated into groups and oriented to the making of topographic maps, the
pedagogical objective of this proposal was to stimulate the students with a visual and spatial
activity. In this sense we sought to contemplate the Theory of Multiple Intelligences that
pluralizes the traditional concept Gardner (1999) who explicitly claims a Constructivist
perspective. His Multiple Intelligence (MI) theory posits several intelligences rather than one
overarching organizing intelligence.
Table 1: Gardner’s List of Intelligences
Source: Hyland (2000:32) (adapted)

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From this perspective, the importance of analyzing the multiple Intelligence according to
Gardner's theory, is to provide a school environment, focused on the teaching-learning process,
where errors become important facts to be explored and used for the acquisition of new concepts
and new strategies. From what the student already knows, the teacher should help to understand
the problems they face as a result of their living conditions Freire (2008).
Criticizing and questioning these conditions along with him, offering him resource to
acquire new knowledge. Every teaching-learning process must be conducted through rich and
necessary experiences for the harmonious development of the student's personality, which
contribute to the integration in the social environment. This activity fits the valorization of
spatial and intrapersonal intelligence.
Figure 3: Elaboration of topographic maps.
Source taken from Brito (2018) Case study of the construction of an app for hybrid education in
the Geography discipline. In ICLS: EnPED (International Congress on Education and
Technologies / Meeting of Researchers in Distance Education
3. Behaviorism in Gamification.

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The end of the routine was the game activity with questions and answers sent to the
students through the application. h According to Kapp (2012) gamification is using game-based
mechanics, aesthetics and game thinking to engage people, motivate action, promote learning,
and solve problems. Gamification is the use of game thinking, approaches and elements in a
context different from the games. The main problems faced during practice are related to
students' lack of engagement and motivation to actively participate in the learning process.
Therefore, we sought to end the routine with a gamification tried to use new techniques and
approaches to provoke students' activity and motivate them to participate in training. One
possible solution is to reward the efforts and results achieved by awards; this practice can be
recognizing as an example of behaviorism.
Skinner was a behaviorist, which means that he believed that psychology should be
limited to the study of observable behaviors. While other behaviorists, such as John B. Watson,
focused on classical conditioning, Skinner was more interested in learning through operant
conditioning. Similarly, many of today's video games rely on these same principles to keep
players glued to the console or device. They work based on scheduled reinforcement. While this
can effectively keep individuals playing for countless hours, the overall experience loses its
satisfaction because behaviors are simply conditioned. The author noted that in classical
conditioning responses tend to be triggered by innate reflexes that occur automatically. He called
this kind of behavior respondent.
4. Final consideration: hybrid learning and theories of education.
My teaching practice, therefore, has always aimed to create channels and instructions that
give students responsibility and autonomy while fulfilling the pedagogical curriculum. I always
apply Problem Based Learning (PBL) to engage learners, a strategy that can be applied across all

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age groups, where students learn about a subject through the experience of solving an open
problem found in the material of the trigger. The use of technologies allows the combination of
materials and stimuli that contemplate the plurality and diversity of intelligence present in the
classroom however, its biggest obstacle is the lack of homogeneity in Internet access.
I believe the biggest barrier to merging online study and face-to-face classes is the
innovative character of hybrid learning that challenges teachers and students to incorporate and
adopt a new culture based on the protagonist student.
Therefore, this routine is an example of the contemporary challenges inherent to any
professional in the exercise of teaching, the largest being the heterogeneous group engagement.
In response to this difficulty, the pedagogical theories help with teaching tools and structures that
help the professional to work with the multiple intelligences and levels of learning.

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BERGMANN, J.; SAMS, A. Flipped Learning for Elementary Instruction. Arlington, VA:
International Society for Technology in Education, 2015b.
BRITO (2018) Case study of the construction of an app for hybrid education in the Geography
discipline. In ICLS: EnPED (International Congress on Education and Technologies / Meeting of
Researchers in Distance Education viewed 06/10/2019
<https://cietenped.ufscar.br/submissao/index.php/2018/article/view/30>
CARLILE, O. AND JORDAN, A. (2005) It works in practice but will it work in theory? The
theoretical underpinnings of pedagogy. In Emerging Issues in the Practice of University
Learning and Teaching. AISHE: Dublin
FREIRE, Paulo. Pedagogia do oprimido. 47 ed. Rio de Janeiro: Paz e Terra, 2008.
GARDNER, Howard. Inteligência: Um conceito reformulado. Rio de Janeiro, Objetiva, 2001.
GARDNER, H. (1998). A multiplicity of intelligences. Scientific American, 9, 19-23.
HYLAND, A. (2000). Multiple Intelligences: Curriculum Assessment Project. Cork: UCC. Final
Report
KAPP, K. M. (2012) The Gamification of Learning and Instruction: Case-Based Methods and
Strategies for Training and Education. New York: Pieffer: An Imprint of John Wiley & Sons.
VYGOTSKY, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes.
Cambridge, MA: Harvard University Press.