This document summarizes a research group studying the integration of information and communication technologies (ICT) into education and curriculum in Brazil. The group is based at Pontifical Catholic University of São Paulo. It discusses concepts of web curriculum and how ICT can support educational approaches. The group has organized seminars on these topics and publishes an online journal. It aims to encourage research and knowledge around integrating new technologies into curriculum in a way that overcomes inequalities and improves education quality.
Proiect childeren and Computer
Contatti: paolo.ferri@unimib.it
Blog http://paolomferri.blogspot.com/
http://del.icio.us / Giobbe30 / by Paolo Ferri http://www.paoloferri.net
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
The document summarizes a presentation about educators' perceptions and behaviors regarding participation in informal online professional development networks. Key findings include that educators are motivated to participate in these networks to advance their learning, connect with others, and reduce isolation. Twitter was the most popular social media platform used. Differences emerged based on position, years of experience, and age. Recommendations include examining successful support programs, exploring correlations with improved practice and student learning, and allowing educators input and credit for informal learning.
The Distance Learning Courses in my Teaching PracticeNicol Vrettou
This document discusses the use of distance learning courses in teaching practice. It notes that today's students are accustomed to technology while teachers are skilled in computer use. Distance learning allows teachers ongoing professional development from home. The document outlines distance learning courses the author took on creating wikis, videos, and games for educational use. These courses taught useful tools like Glogster and Tripline for creating logos. Webinars on the eTwinning platform also provide learning opportunities. Overall, distance learning removes barriers to teacher training.
This document describes an international online course for teacher educators to help prepare future teachers for a digital age. The course will be co-taught by educators from the US and Suriname and involve 30 teacher educators from 20 countries. It will model 21st century skills and project-based learning. Participants will collaboratively develop an online global course project using digital tools like forums, wikis, and Google apps. The goal is to help teacher education programs deliver instruction using contemporary technologies to model technology-integrated, distance teaching that is student-centered.
The webinar provided information about the Montana Digital Academy (MTDA) online learning program for the 2010-2011 school year. It outlined the 43 available online courses, the roles of teachers, districts, and students. Enrollment is currently open and the goal is to have an improved online student management system. Districts play a key role in enrolling and supporting students. The presenters welcomed questions and provided their contact information.
Proiect childeren and Computer
Contatti: paolo.ferri@unimib.it
Blog http://paolomferri.blogspot.com/
http://del.icio.us / Giobbe30 / by Paolo Ferri http://www.paoloferri.net
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
The document summarizes a presentation about educators' perceptions and behaviors regarding participation in informal online professional development networks. Key findings include that educators are motivated to participate in these networks to advance their learning, connect with others, and reduce isolation. Twitter was the most popular social media platform used. Differences emerged based on position, years of experience, and age. Recommendations include examining successful support programs, exploring correlations with improved practice and student learning, and allowing educators input and credit for informal learning.
The Distance Learning Courses in my Teaching PracticeNicol Vrettou
This document discusses the use of distance learning courses in teaching practice. It notes that today's students are accustomed to technology while teachers are skilled in computer use. Distance learning allows teachers ongoing professional development from home. The document outlines distance learning courses the author took on creating wikis, videos, and games for educational use. These courses taught useful tools like Glogster and Tripline for creating logos. Webinars on the eTwinning platform also provide learning opportunities. Overall, distance learning removes barriers to teacher training.
This document describes an international online course for teacher educators to help prepare future teachers for a digital age. The course will be co-taught by educators from the US and Suriname and involve 30 teacher educators from 20 countries. It will model 21st century skills and project-based learning. Participants will collaboratively develop an online global course project using digital tools like forums, wikis, and Google apps. The goal is to help teacher education programs deliver instruction using contemporary technologies to model technology-integrated, distance teaching that is student-centered.
The webinar provided information about the Montana Digital Academy (MTDA) online learning program for the 2010-2011 school year. It outlined the 43 available online courses, the roles of teachers, districts, and students. Enrollment is currently open and the goal is to have an improved online student management system. Districts play a key role in enrolling and supporting students. The presenters welcomed questions and provided their contact information.
The UW-Milwaukee Learning Technology Center (LTC) provides faculty development programs and pedagogical consultation to guide instructors in various course delivery modes including tech-enhanced, blended, online and traditional. The LTC helps with content creation, implementing interactivity, and designing assessments for different modes. The faculty development program uses a blended format and aims to help instructors start redesigning courses, develop teaching skills, and experience blended learning as students. The program outcomes include developing course redesign plans and materials.
Winning the LOTTO: The Ticket to Success in Online Faculty Course DevelopmentMariann Hawken
The document summarizes Mariann Hawken's presentation about Bowie State University's LOTTO Institute for training faculty in online course development. It describes how earlier training efforts had limited success, so BSU designed the LOTTO Institute as a week-long summer program to provide hands-on training, resources, and support to faculty. Evaluation found the Institute increased the number of faculty-developed online and hybrid courses. Lessons learned included assessing faculty needs, involving faculty in planning, securing stable funding, allowing hands-on time, and assessing program outcomes.
An Exploration of Formal and Informal Learning Flows in LMS 2.0: Case Study E...Malinka Ivanova
This document analyzes formal and informal learning flows in LMS 2.0 environments. It presents a case study of Edu 2.0, which features a personal learning space, course learning place, public resource repository, and community participation opportunities. A survey found that students spent most time in their personal space and course sections, and networking was well-developed among students but not globally. The conclusions were that informal learning enriches formal processes, and LMS 2.0 advantages include open, dynamic, and self-regulated learning.
Presentation in context of the TENCompetence Workshop "Rethinking Learning and Employment at a time of economic uncertainty". Manchester, November 2009.
Online Learning with the Montana Digital Academy @ Blackfoot ETC 2011Jason Neiffer
The document discusses Montana Digital Academy (MTDA), an online learning program for Montana students. [1] It provides an overview of MTDA's history and growth from 2009 to 2011, including expanding course offerings, enrollment numbers, and partnerships. [2] It also outlines MTDA's goals for 2011-2012, such as improving teacher training, gaining accreditation, and innovating in areas like open educational resources, virtual environments, and mobile learning. [3]
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
Head in the Cloud and Feet on the Ground: Context-Based Professional Developm...Morgan Appel
The document discusses the evolution of distance learning from 1950s to present day. It begins with early concepts of "push-button schools" using room-sized computers. By the 1970s-80s, smaller computers began revolutionizing education through programming languages like BASIC. Today, ubiquitous technology allows learning anywhere through platforms like YouTube, MOOCs, and virtual classrooms. The Teaching Online program at UC San Diego Extension prepares candidates to design, deliver, and evaluate curriculum for blended, hybrid, or online environments. The six course program covers topics such as online learning foundations, instructional design, technology tools, and a teaching practicum.
This document summarizes a presentation on navigating digital landscapes to foster creativity and innovation. It discusses trends in e-learning technologies over time, emerging technologies, pedagogical approaches like mobile learning and situated learning, the importance of digital literacies, and challenges for the future like MOOCs and skills gaps. The presentation aims to harness new media and adopt open practices to enable new forms of learning, teaching, and business models in education.
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
The webinar discussed several effective practices for online and blended education. Dr. Bob Blomeyer presented on the Online Educator Self-Efficacy Survey (OESES), a valid and reliable tool for assessing online educator professional development. Research shows the OESES effectively measures changes in educator self-efficacy after completing online training. Dr. Len Bogner and Dr. Bucky Dodd discussed blended education at the University of Central Oklahoma, emphasizing flexibility, choice in learning strategies, and connecting delivery modes to enhance student engagement. Dr. Owen Hall presented on conditional release technologies, which provide self-paced, modularized content to supplement management education.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
Manuel Salamanca (Complutense University of Madrid, ES) on “Dissemination of knowledge in the virtual environment: organization of activities of I+D+I” held on 29.04.2015 at the international conference "Archival Cooperation and Community Building in the Digital Age" within the panel "Learning the past to build the future: education in the Digital Age" at Břevnov Archabbey in Prague (CZ).
Online Learning at the University of ParmaSara Valla
The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
This document contains the syllabus for an instructional design course at Dominican College. The course will focus on developing expertise in graphics, animation, and other technologies for educational purposes. Students will learn skills like creating graphics in Photoshop, animations in Flash and Scratch, podcasts, and virtual learning communities. Assessments will include creating educational materials using these technologies. The course aims to prepare teachers to effectively integrate technology into their teaching.
This document discusses considerations for educators regarding the use of social media in higher education. It covers key topics such as ownership and intellectual property when academic content is shared publicly online. Privacy and student data protection according to FERPA laws is another important issue explored. The stability and longevity of social media platforms hosted by private companies is also a concern discussed in the document. Overall, the white paper aims to provide guidance to educators on important legal and practical implications of incorporating social media tools into their teaching.
This is my vision statement. It is a collection of images on how I want to make a difference in this world. It was an assignment for my creative leadership course at Saint Mary's University
David A. Daraskevich is an experienced electrical and computer engineer with experience leading projects involving software development, integration, and system administration. He has 18 years of experience in roles such as ESB and Application Services Lead, Agile Administrator, Computer Technologist and Office Manager, and Senior Systems Analyst. Daraskevich also has a background in electronics, avionics, and electrical engineering with a B.S. in Electrical Engineering and B.A. in Computer Science.
This document discusses the use of information and communication technologies (ICT) in education. It begins by defining ICT in education as tools that can be used to teach, learn, interact and enhance learning. It then describes some of the challenges teachers face with ICT integration, including unfamiliar terminology, fast technological development, and a lack of confidence using new technologies. The document proposes that teachers can overcome these challenges through gaining knowledge about available ICT tools and how to use them effectively, becoming engaged with ICT integration efforts at the administrative level, and practicing ICT skills through sharing experiences and action research.
The UW-Milwaukee Learning Technology Center (LTC) provides faculty development programs and pedagogical consultation to guide instructors in various course delivery modes including tech-enhanced, blended, online and traditional. The LTC helps with content creation, implementing interactivity, and designing assessments for different modes. The faculty development program uses a blended format and aims to help instructors start redesigning courses, develop teaching skills, and experience blended learning as students. The program outcomes include developing course redesign plans and materials.
Winning the LOTTO: The Ticket to Success in Online Faculty Course DevelopmentMariann Hawken
The document summarizes Mariann Hawken's presentation about Bowie State University's LOTTO Institute for training faculty in online course development. It describes how earlier training efforts had limited success, so BSU designed the LOTTO Institute as a week-long summer program to provide hands-on training, resources, and support to faculty. Evaluation found the Institute increased the number of faculty-developed online and hybrid courses. Lessons learned included assessing faculty needs, involving faculty in planning, securing stable funding, allowing hands-on time, and assessing program outcomes.
An Exploration of Formal and Informal Learning Flows in LMS 2.0: Case Study E...Malinka Ivanova
This document analyzes formal and informal learning flows in LMS 2.0 environments. It presents a case study of Edu 2.0, which features a personal learning space, course learning place, public resource repository, and community participation opportunities. A survey found that students spent most time in their personal space and course sections, and networking was well-developed among students but not globally. The conclusions were that informal learning enriches formal processes, and LMS 2.0 advantages include open, dynamic, and self-regulated learning.
Presentation in context of the TENCompetence Workshop "Rethinking Learning and Employment at a time of economic uncertainty". Manchester, November 2009.
Online Learning with the Montana Digital Academy @ Blackfoot ETC 2011Jason Neiffer
The document discusses Montana Digital Academy (MTDA), an online learning program for Montana students. [1] It provides an overview of MTDA's history and growth from 2009 to 2011, including expanding course offerings, enrollment numbers, and partnerships. [2] It also outlines MTDA's goals for 2011-2012, such as improving teacher training, gaining accreditation, and innovating in areas like open educational resources, virtual environments, and mobile learning. [3]
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
Head in the Cloud and Feet on the Ground: Context-Based Professional Developm...Morgan Appel
The document discusses the evolution of distance learning from 1950s to present day. It begins with early concepts of "push-button schools" using room-sized computers. By the 1970s-80s, smaller computers began revolutionizing education through programming languages like BASIC. Today, ubiquitous technology allows learning anywhere through platforms like YouTube, MOOCs, and virtual classrooms. The Teaching Online program at UC San Diego Extension prepares candidates to design, deliver, and evaluate curriculum for blended, hybrid, or online environments. The six course program covers topics such as online learning foundations, instructional design, technology tools, and a teaching practicum.
This document summarizes a presentation on navigating digital landscapes to foster creativity and innovation. It discusses trends in e-learning technologies over time, emerging technologies, pedagogical approaches like mobile learning and situated learning, the importance of digital literacies, and challenges for the future like MOOCs and skills gaps. The presentation aims to harness new media and adopt open practices to enable new forms of learning, teaching, and business models in education.
Learning in the disciplines event Feb 2012Vic Jenkins
Presentation of initial findings of PriDE project, University of Bath (http://digilitpride.wordpress.com) from the Learning in the Disciplines launch event (http://disciplinarythinking.wordpress.com) Feb 2012.
The webinar discussed several effective practices for online and blended education. Dr. Bob Blomeyer presented on the Online Educator Self-Efficacy Survey (OESES), a valid and reliable tool for assessing online educator professional development. Research shows the OESES effectively measures changes in educator self-efficacy after completing online training. Dr. Len Bogner and Dr. Bucky Dodd discussed blended education at the University of Central Oklahoma, emphasizing flexibility, choice in learning strategies, and connecting delivery modes to enhance student engagement. Dr. Owen Hall presented on conditional release technologies, which provide self-paced, modularized content to supplement management education.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
Manuel Salamanca (Complutense University of Madrid, ES) on “Dissemination of knowledge in the virtual environment: organization of activities of I+D+I” held on 29.04.2015 at the international conference "Archival Cooperation and Community Building in the Digital Age" within the panel "Learning the past to build the future: education in the Digital Age" at Břevnov Archabbey in Prague (CZ).
Online Learning at the University of ParmaSara Valla
The document discusses online learning programs at the University of Parma in Italy. It describes the university's socio-technical system for online learning, which includes structures that provide technological support like the Information and Telecommunications Department and the Engineering Learning Centre. It also outlines some of the university's online learning programs and experiences, such as the DILL Master's program, online learning laboratories, and the use of social bookmarking, reading, and reference management tools to foster collaborative and active learning.
This document contains the syllabus for an instructional design course at Dominican College. The course will focus on developing expertise in graphics, animation, and other technologies for educational purposes. Students will learn skills like creating graphics in Photoshop, animations in Flash and Scratch, podcasts, and virtual learning communities. Assessments will include creating educational materials using these technologies. The course aims to prepare teachers to effectively integrate technology into their teaching.
This document discusses considerations for educators regarding the use of social media in higher education. It covers key topics such as ownership and intellectual property when academic content is shared publicly online. Privacy and student data protection according to FERPA laws is another important issue explored. The stability and longevity of social media platforms hosted by private companies is also a concern discussed in the document. Overall, the white paper aims to provide guidance to educators on important legal and practical implications of incorporating social media tools into their teaching.
This is my vision statement. It is a collection of images on how I want to make a difference in this world. It was an assignment for my creative leadership course at Saint Mary's University
David A. Daraskevich is an experienced electrical and computer engineer with experience leading projects involving software development, integration, and system administration. He has 18 years of experience in roles such as ESB and Application Services Lead, Agile Administrator, Computer Technologist and Office Manager, and Senior Systems Analyst. Daraskevich also has a background in electronics, avionics, and electrical engineering with a B.S. in Electrical Engineering and B.A. in Computer Science.
This document discusses the use of information and communication technologies (ICT) in education. It begins by defining ICT in education as tools that can be used to teach, learn, interact and enhance learning. It then describes some of the challenges teachers face with ICT integration, including unfamiliar terminology, fast technological development, and a lack of confidence using new technologies. The document proposes that teachers can overcome these challenges through gaining knowledge about available ICT tools and how to use them effectively, becoming engaged with ICT integration efforts at the administrative level, and practicing ICT skills through sharing experiences and action research.
1. The document outlines three ideas for creating educational content about the dangers of mobile phone use: a 1 hour documentary with interviews, a 30-second television advertisement for West Yorkshire Police, and a 1-minute trailer.
2. It also includes details on the people, equipment, costs, time, and evaluations for each idea, such as requiring several actors and locations for the documentary and only a couple actors and a single camera for the TV advertisement.
3. Finally, it discusses testing audiences' preferences on message tone, targeting locations, music styles, and budgets for an advertisement through questionnaires and focus groups to create an effective PSA.
Apresentacao futebol economia iapnm junho 2015Renata Aquino
Este documento apresenta um estudo bibliométrico sobre a produção científica brasileira relacionada à economia do futebol. O estudo analisou artigos nas bases ANPEC, Qualis e teses CAPES usando o software Mendeley. Os resultados mostraram que a produção científica na área é pequena no Brasil, apesar da importância cultural e econômica do futebol. Algumas tendências identificadas foram o aumento recente na produção e o aparecimento de aspectos quantitativos para explicar situações no futebol.
The presentation discusses a project that provided netbook computers to primary school students. The project involved partnerships between Asus Computer GmbH, who supplied the netbook hardware, the Austrian Federal Ministry for Education, who provided financial support, and a Private University College of Teacher Education, who evaluated the project. The project aimed to evaluate whether netbooks could be effectively used as educational tools in primary school classrooms and to teach students basic computer skills. Subjects like German, math, science, art, and music were explored as ways netbooks could be used to enhance learning.
The document discusses the Graduate Software Engineering Reference Curriculum (GSwERC) project which aims to create a modern reference curriculum for master's degrees in software engineering. It provides an overview of the current state of software engineering education, outlines the GSwERC project goals and process, and discusses plans for transitioning stewardship of the reference curriculum to professional societies after its completion. It also mentions the potential for a similar project to develop an updated systems engineering reference curriculum.
Dynamic Curriculum & Its Implementation In Agora@MeritRenata Aquino
The document discusses curriculum development at AGORA Studio at MERIT, New Delhi to keep up with rapidly changing technology. It proposes a dynamic curriculum that evolves along with technological changes. AGORA Studio's vision is to create engineers and scientists for self-entrepreneurship through collaborative and individual projects exploring emerging technologies. A SWOT analysis of MERIT using a 4D model relates its strengths, weaknesses, opportunities, and threats across different modules like governance, budgeting, and access to information.
Education and New Technologies - a Proposal from AUGE to the WorldManuel Castro
New professional student modular activities from CRECe New Technologies in Education area from AUGE / OCU collaborative work with UNED presented at the Edunine 2017 conference in Santos, Brazil
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
This document summarizes an online professional development course for language teachers on integrating information and communication technologies (ICT) into teaching. The course was based on international and national ICT frameworks and standards. It was conducted over 10 weeks on a learning management system with online tutors, readings, videos, discussions and a final project. Participants' ICT skills increased, and they learned to use new tools like blogs, wikis and online collaborative projects in their teaching. Challenges included varying ICT skills among participants and time pressures, but overall it helped teachers identify strengths/weaknesses and apply new ideas in practice.
Sharing ongoing research from *TRS group on ICT for teaching and learningLuis Borges Gouveia
Gouveia, L. (2021). Sharing ongoing research from *TRS group on ICT for teaching and learning. *TRS –Technology, Networks and Society. International Scientific and Methodological Seminar on Innovative Technologies. Nur-Sultan, Kazakhstan. 19th March.
This presentation discusses the integration of information and communication technology (ICT) in South African classrooms. It defines ICT integration as incorporating technology resources and practices into daily school routines. The benefits of ICT integration include creating authentic, student-centered learning and motivating students. However, many South African classrooms face problems integrating ICT, such as lacking adequate teacher training, overreliance on traditional classrooms instead of "SMART" classrooms, and underutilization of technology in teaching. The presentation provides solutions to these problems, including establishing SMART classrooms, providing ICT training to teachers, and leveraging various ICT teaching and learning aids.
Changing the learning culture the impact of ict and digitalisationKai Pata
Tallinn University has taken a cross-cutting approach to teaching digital competences across subject-specific courses according to established digital competence frameworks. The School of Digital Technologies in particular facilitates this approach through tools like eDidaktikum, which supports tracking student competencies, and through open learning practices using blogs and social media. This work aims to change learning cultures by promoting collaboration, problem-based learning, and developing digital skills in real-world contexts.
This document describes an international online course for 30 teacher educators from 20 countries on 21st century instruction. The course is co-taught by Kathryn Smith from the USA and Betty Burgos from Suriname. It aims to help prepare future teachers for a digital age by modeling technology-integrated, distance learning techniques. Over the course, participants will explore tools like forums, wikis, and Google Apps and engage in project-based learning activities focused on developing global and collaborative projects through contemporary technologies and inquiry-based methods.
This document describes an international online course for 30 teacher educators from 20 countries on 21st century instruction. The course is co-taught by Kathryn Smith from the USA and Betty Burgos from Suriname. The course aims to help prepare future teachers for a digital age by modeling technology-integrated, distance learning techniques. Over the course, teacher educators will explore tools like forums, wikis, and Google Apps and engage in project-based learning activities focused on developing global and collaborative projects through contemporary technologies and inquiry-based methods.
The document discusses a study conducted with pre-service primary education teachers at the University of Salamanca on using wikis as a collaborative learning tool. Students were organized into groups to study different schools, creating wikis on the university's e-learning platform to collaborate. They visited schools and wrote reports on the wiki. Most students found wikis a useful collaborative tool, though some faced technical issues. The study provided qualitative data showing wikis can effectively support collaborative work among university students.
The document outlines RAU's digital transformation work including developing a digital strategy, improving their virtual learning environment Gateway, launching a new student portal called myRAU, and establishing online resource lists. The digital strategy will improve the student experience, enhance learning and teaching with technology, strengthen the student voice, and design for inclusion. Gateway, myRAU and the resource lists are currently being tested and will launch in September. Future work includes changes to Turnitin, data dashboards, virtual reality resources, and building staff digital capabilities.
This project aims to provide professional development courses on digital teaching methods like synchronous hybrid, blended, and online learning. Led by EADTU and involving several European universities, the project will design and implement three cycles of courses on these topics over two years. The courses will help educators adapt to digital education needs arising from the pandemic and will empower students for digital learning. The project seeks to advance quality and inclusion in digital education across Europe.
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
Digital Transformation Strategies at organizational level for universitiesDiana Andone
Presentation as keynote speaker by Dr. Diana Andone at the CONFERENCE DIGITALIZATION OF UNIVERSITIES on April 12, 2023
ONLINE https://university-conf.com/Digitalization_of_universities/ . With the topic Digital Transformation Strategies at organizational level for universities, the presentation included the European University Association report on Strategy and Organisational Culture (2022) adn teh Politehnica University of Timisoara experience.
This document discusses the use of educational technology and appropriate technology tools for instruction. It outlines the objectives of educational technology courses which are to familiarize learners with using technology in teaching and learning. It also discusses progressive countries in Asia Pacific that have implemented policies and strategies to integrate technology in schools. These include providing infrastructure, teacher training, curriculum support, and resources to effectively adopt instructional technology. The goal is to improve learning outcomes and make educational administration more efficient through the use of information and communication technologies.
Social media tools have become widely used in education. They allow for more interactive learning experiences and collaboration between students and teachers. Wikis enable collaborative editing of content and recording of thought processes. Blogs encourage reflection and allow building of evidence over time. Microblogging tools like Twitter facilitate information sharing and reflection. Multimedia tools such as Flickr and YouTube support sharing of photos and videos. Digital curation tools help organize and share collections of resources. Social networking sites like Facebook, Google+, and LinkedIn connect users and enable collaboration, but require attention to privacy and safety issues. Overall, social media enhances learning when used appropriately and for the right audience, though information overload and distraction are potential limitations.
This document discusses the challenges of becoming a digital practitioner and using technology for learning. It provides an overview of considerations like high learner expectations, institutional barriers, and evolving pedagogies. It also presents case studies of innovative uses of technology at various colleges, including using Turnitin to provide online feedback, supporting staff across campuses with learning technologies, and using Facebook to facilitate communication for a hairdressing program. The goal is to highlight best practices for digital practitioners in a regional context.
Integrating ICTs in teacher training, categories for ICT in teacher training, ICT use as main content focus of teacher training, ICT use as part of teaching methods, ICT as core technology for delivering teacher training, ICT used to facilitates professional development and networking,
Certificado Colóquio internacional jornalismo e assédio onlinRenata Aquino
Maria João Silveirinha recebeu um certificado por participar como ouvinte de um colóquio internacional online sobre jornalistas e assédio nas mídias sociais que durou 5 horas em 28 de setembro de 2022. O evento foi coordenado por Renata Ribeiro sobre o tema de gênero, pandemias de ódio, mídia social e mulheres jornalistas.
Renata Aquino participou do evento I ENCONTRO EaD DO CEARÁ no dia 15/09/2022 para discutir inovação, requisitos e novas perspectivas para Mestrado e Doutorado EaD. Ela recebeu um certificado de participação da Uninta EaD.
This certificate acknowledges that Renata Aquino Ribeiro successfully completed an open leadership training program by demonstrating an understanding of working openly and a commitment to the health of the internet, as verified by Abigail Cabunoc Mayes, the Working Open Practice Lead at the Mozilla Foundation, and dated January 4, 2018.
Este certificado confirma que Renata Aquino Ribeiro participou da conferência LACNIC 28-LACNOG 2017, realizada de 18 a 22 de setembro de 2017 em Montevideo, Uruguai.
Este certificado reconoce la participación activa de Renata Aquino en el Taller de Capítulos de América y El Caribe del 1 al 5 de agosto en Ciudad de Panamá, según lo firmado por Nancy Quirós, Gerente de Desarrollo de Capítulos de Latinoamérica y El Caribe.
Renata Aquino Ribeiro recebeu um certificado de participação no evento LACNIC 27, realizado de 22 a 26 de maio de 2017 em Foz do Iguaçu, Brasil, conforme declarado pelo Comitê Organizador LACNIC 27 em 27 de maio de 2017.
El Núcleo de Educación a Distancia de la Universidad Federal de Integración Latinoamericana certifica que Renata Aquino Ribeiro participó en una charla de 2 horas el 25 de mayo de 2017 sobre Gobernanza en Internet. La directora del NEAD, Jorgelina Tallei, emitió el certificado.
Certificado iii ead ce da internet para a sala de aulaRenata Aquino
O documento descreve o III Encontro de Educação Aberta, Pública e a Distância do Estado do Ceará (III EADCE), realizado entre os dias 17 e 19 de novembro de 2016. O evento contou com palestras, apresentações de trabalhos e sessões de cinema. Renata Aquino Ribeiro, Karine Pinheiro e Selma Bessa apresentaram o trabalho "Da Internet Para a Sala de Aula - Educação, Tecnologia e Comunicação No Brasil".
A Associação Brasileira de Educação a Distância certifica que Renata Aquino Ribeiro participou de uma mesa redonda sobre pesquisas e práticas em educação, especificamente sobre a formação de professores e pesquisadores em ambientes virtuais durante o 22o Congresso Internacional ABED de Educação a Distância realizado em Águas de Lindóia entre 19 e 23 de setembro de 2016.
A Associação Brasileira de Educação a Distância certificou que Renata Aquino Ribeiro participou do 22o Congresso Internacional ABED de Educação a Distância com o tema "O CONTÍNUO DESAFIO DE AUMENTAR A QUALIDADE NA EAD", realizado de 19 a 23 de setembro de 2016 em Águas de Lindóia - SP com 54 horas de carga horária.
Este documento é um certificado de participação no evento LACNIC 26 - LACNOG 2016 realizado em San Jose, Costa Rica de 26 a 30 de setembro de 2016. O evento incluiu tutoriais técnicos sobre DNSSEC, IPv6, administração de recursos da Internet e segurança, além de painéis sobre desenvolvimento e governança da Internet. O fórum LACNOG 2016 reuniu operadores de rede da América Latina e Caribe para discussões técnicas sobre infraestrutura e implementação de redes.
O documento discute o uso de redes sociais e sites para educação e pesquisa, como Facebook, Google Acadêmico, Mendeley e Zotero. A palestrante irá apresentar casos reais de como essas plataformas foram usadas na PUC-SP e UFCE para disseminar pesquisas e obter feedback internacional. O objetivo é mostrar as potencialidades dessas ferramentas para educadores, pesquisadores, alunos e profissionais da educação.
Minicurso praticas realidade virtual e aumentada #isiics ufmaRenata Aquino
O documento descreve um minicurso sobre o uso de dispositivos de realidade aumentada e virtual como o Google Glass para arte, educação e cultura. A agenda inclui noções básicas de realidade aumentada em celulares, óculos de realidade virtual caseiros e o uso de avatares humanos em museus. Haverá demonstrações de documentação de práticas com realidade aumentada e virtual.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
"Scaling RAG Applications to serve millions of users", Kevin GoedeckeFwdays
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
From Natural Language to Structured Solr Queries using LLMsSease
This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or “cognitive” gap) remains between the data user needs and the data producer constraints.
That is where AI – and most importantly, Natural Language Processing and Large Language Model techniques – could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr index’s metadata.
This approach leverages the LLM’s ability to understand the nuances of natural language and the structure of documents within Apache Solr.
The LLM acts as an intermediary agent, offering a transparent experience to users automatically and potentially uncovering relevant documents that conventional search methods might overlook. The presentation will include the results of this experimental work, lessons learned, best practices, and the scope of future work that should improve the approach and make it production-ready.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
"NATO Hackathon Winner: AI-Powered Drug Search", Taras KlobaFwdays
This is a session that details how PostgreSQL's features and Azure AI Services can be effectively used to significantly enhance the search functionality in any application.
In this session, we'll share insights on how we used PostgreSQL to facilitate precise searches across multiple fields in our mobile application. The techniques include using LIKE and ILIKE operators and integrating a trigram-based search to handle potential misspellings, thereby increasing the search accuracy.
We'll also discuss how the azure_ai extension on PostgreSQL databases in Azure and Azure AI Services were utilized to create vectors from user input, a feature beneficial when users wish to find specific items based on text prompts. While our application's case study involves a drug search, the techniques and principles shared in this session can be adapted to improve search functionality in a wide range of applications. Join us to learn how PostgreSQL and Azure AI can be harnessed to enhance your application's search capability.
LF Energy Webinar: Carbon Data Specifications: Mechanisms to Improve Data Acc...DanBrown980551
This LF Energy webinar took place June 20, 2024. It featured:
-Alex Thornton, LF Energy
-Hallie Cramer, Google
-Daniel Roesler, UtilityAPI
-Henry Richardson, WattTime
In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
Three primary specifications will be discussed:
-Discovery and client registration, emphasizing transparent processes and secure and private access
-Customer data, centering around customer tariffs, bills, energy usage, and full consumption disclosure
-Power systems data, focusing on grid data, inclusive of transmission and distribution networks, generation, intergrid power flows, and market settlement data
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
GlobalLogic Java Community Webinar #18 “How to Improve Web Application Perfor...GlobalLogic Ukraine
Під час доповіді відповімо на питання, навіщо потрібно підвищувати продуктивність аплікації і які є найефективніші способи для цього. А також поговоримо про те, що таке кеш, які його види бувають та, основне — як знайти performance bottleneck?
Відео та деталі заходу: https://bit.ly/45tILxj
Introducing BoxLang : A new JVM language for productivity and modularity!Ortus Solutions, Corp
Just like life, our code must adapt to the ever changing world we live in. From one day coding for the web, to the next for our tablets or APIs or for running serverless applications. Multi-runtime development is the future of coding, the future is to be dynamic. Let us introduce you to BoxLang.
Dynamic. Modular. Productive.
BoxLang redefines development with its dynamic nature, empowering developers to craft expressive and functional code effortlessly. Its modular architecture prioritizes flexibility, allowing for seamless integration into existing ecosystems.
Interoperability at its Core
With 100% interoperability with Java, BoxLang seamlessly bridges the gap between traditional and modern development paradigms, unlocking new possibilities for innovation and collaboration.
Multi-Runtime
From the tiny 2m operating system binary to running on our pure Java web server, CommandBox, Jakarta EE, AWS Lambda, Microsoft Functions, Web Assembly, Android and more. BoxLang has been designed to enhance and adapt according to it's runnable runtime.
The Fusion of Modernity and Tradition
Experience the fusion of modern features inspired by CFML, Node, Ruby, Kotlin, Java, and Clojure, combined with the familiarity of Java bytecode compilation, making BoxLang a language of choice for forward-thinking developers.
Empowering Transition with Transpiler Support
Transitioning from CFML to BoxLang is seamless with our JIT transpiler, facilitating smooth migration and preserving existing code investments.
Unlocking Creativity with IDE Tools
Unleash your creativity with powerful IDE tools tailored for BoxLang, providing an intuitive development experience and streamlining your workflow. Join us as we embark on a journey to redefine JVM development. Welcome to the era of BoxLang.
Lee Barnes - Path to Becoming an Effective Test Automation Engineer.pdfleebarnesutopia
So… you want to become a Test Automation Engineer (or hire and develop one)? While there’s quite a bit of information available about important technical and tool skills to master, there’s not enough discussion around the path to becoming an effective Test Automation Engineer that knows how to add VALUE. In my experience this had led to a proliferation of engineers who are proficient with tools and building frameworks but have skill and knowledge gaps, especially in software testing, that reduce the value they deliver with test automation.
In this talk, Lee will share his lessons learned from over 30 years of working with, and mentoring, hundreds of Test Automation Engineers. Whether you’re looking to get started in test automation or just want to improve your trade, this talk will give you a solid foundation and roadmap for ensuring your test automation efforts continuously add value. This talk is equally valuable for both aspiring Test Automation Engineers and those managing them! All attendees will take away a set of key foundational knowledge and a high-level learning path for leveling up test automation skills and ensuring they add value to their organizations.
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
1. WEB CURRICULUM – THE
INTEGRATION OF ICT IN EDUCATION
http://webcurriculo.wordpress.com Twitter @webcurriculo raquino@gmail.com
Renata Aquino Ribeiro
Monica Mandaji
Renata Kelly da Silva
Pontifícia Universidade Católica de
São Paulo – PUC-SP, São Paulo, Brasil
3. Pós Graduação: Educação -
Currículo
• Research group: Technologies in Education
• Foundation, uses and impacts of the web
and collaborative learning networks.
• Different educational approaches (online or
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• Different educational approaches (online or
blended, both being enhanced by the
internet)
• Goal: a radical transformation and the
emancipation of those in education and
culture, through building critical and
dialogical curriculum.
4. I Web Currículo PUC-SP (2008)
• The integration of Technologies of
Information and Comunication to the
Curriculum
• Identifying the approaches most utilized in
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• Identifying the approaches most utilized in
school practices developed with
technologies.
Revista E-Curriculum
• http://www.pucsp.br/ecurriculum
5. • Américo Tristão Bernardes, UFOP
• Bento Silva, Universidade do Minho, Portugal
• Carmem Silvia Rodrigues Maia, Universidade de Londres,
Inglaterra
• Eliana Bueno Ribeiro, Universidade Lumière Lyon, França
MITÊCIENTÍFICO
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• Eliana Bueno Ribeiro, Universidade Lumière Lyon, França
• Eliane Schlemmer, UNISINOS
• Elisa Tomoe Shilunzen, UNESP - Presidente Prudente
• Fernando José de Almeida, PUC-SP
• José Armando Valente, Unicamp e PUC-SP
• Léa da Cruz Fagundes, Universidade Federal do Rio Grande
• do Sul
• Luis Paulo Leopoldo Mercado, UFAL
COMITÊCIENTÍFICO
6. • Marcelo Borba, UNESP - Rio Claro
• Marco Silva, UERJ e Universidade Estácio de Sá
• Maria da Graça Moreira da Silva, PUC-SP
• Maria Elisabette B. Brito Prado, Unicamp e Uniban
• Maria Elizabeth Almeida, PUC-SP
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• Maria Elizabeth Almeida, PUC-SP
• Miriam Penteado, UNESP - Rio Claro
• Paulo Dias, Universidade do Minho, Portugal
• Plínio Roberto Souza Vilela, UNIMEP
• Rosinda de Castro Guerra Ramos, LAEL-PUC-SP
• Simão Pedro Pinto Marinho, PUC - Minas Gerais
• Vani Kenski, USP
7. Palestras
• Paulo Dias
• Edith Litwin
• Marco Silva
• Léa Fagundes
PALESTRANTES
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• Léa Fagundes
Oficina
• Simão Pedro Pinto Marinho
Webconferência
• Alexandra Lilavate Pereira Okada, Open University (OU),
Knowledge Media Institute, Inglaterra
PALESTRANTES
8. Aim of study
• Research at Post-Graduate Programme in
Education and Curriculum in Brazil.
• Analysis of the pedagogical practices on the
basis of ICT are employed in education
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basis of ICT are employed in education
• Integrating the technologies in education and
the curriculum is an issue that poses a
challenge both to the researchers and the
practice of teachers.
9. Concepts of Curriculum
• as a syllabus or list of contents
• practically any and every kind of educational
phenomenon
• for Web Curriculum
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• for Web Curriculum
– theoretical studies and practical experiences to
devise a concept of an integrated curriculum
based on the use of Information and
Communication Technologies
10. The I Web Curriculum Seminar was
based on
– Knowledge is co-constructed in the learning
environment
– The curriculum as being integrated in the
information and communication technologies that
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information and communication technologies that
exist in society
– Curricular flexibility based on constructivism
11. ICT potential for education
• ICT for educational services have the potential
to
– integrate teachers and students with pedagogical
practices
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practices
– increase the efficiency of the school management
• resulting in opportunities to improve the curriculum.
• technology has always been a feature of our
lives and included in schools.
12. • For these reasons, it makes sense to
undertake studies and encourage the
production of knowledge in the light of
attempts to integrate information and
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attempts to integrate information and
communication digital technologies in the
curriculum and the implications of this.
13. I Web Curriculum Seminar on
Curriculum”
• I Web Curriculum Seminar on “Integrating
Information and Communications Technology
in the Curriculum”
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14. “The term web curriculum has been coined to denote a kind of curriculum
that evolves through the tools and interfaces of the Internet and which
includes different fields of knowledge: communication, education and
technologies. Thus, the curriculum web combines technologies with the
curriculum and involves distinct languages and sign systems which are
configured in accordance with the essential features of the technologies and
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configured in accordance with the essential features of the technologies and
media that assist the curriculum in its different kinds of production within the
parameters and potential scope of ICT. This integration takes place in a way
that goes beyond the media and involves the following: messages and
contexts; the relationships between diverse cultures; different times, spaces
and languages; the experiences of the teachers and students; the ways the
curriculum is perceived, together with its pedagogical objectives and
contextualised scenario; and the negotiation and definition of meanings
between all the participants.”
15. • The debate about defining a new concept of
the Web Curriculum is governed by a notion that
the curriculum is affected by
– sociocultural changes, and
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– sociocultural changes, and
– has to be reformulated in the context
• of the time,
• place, and
• its cultural and technological setting
16. • In attempting to integrate ICT in the
curriculum, in particular the kind of
technologies included in the context of Web
2.0, it should be taken into account that
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2.0, it should be taken into account that
different media and technologies converge in
the curriculum without imposing any
constraints on it.
17. What makes the new ICT different
from other educational technologies?
New media and languages facilitate learning
and teaching in a common platform
Media & languages
Text
Tools
Blogs
Actions possible
Contact
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Text
Photo
Video
Music
Simulations
Games
Blogs
Tweeter
Wikis
E-mail
Social networks
Contact
Interaction
Store information
Create
Design
Share
Coordinate
Research
18. e-curriculum June, 2009 – themes
• 16 papers
– The curriculum and the training of staff training
– The Curriculum and Research
– The Integration of Media and Technology in the
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– The Integration of Media and Technology in the
Curriculum
– The Curriculum and Web 2.0
– Curriculum and Communication
– Assessment not found
19. e-curriculum June, 2009 – Keywords
• Educational laptops, the curriculum, public policies
• Technologies, continuous training, the virtual learning
environment, cases and concept maps
• Training for educational specialists, Pre-service training. The
Curriculum. Reflection
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Curriculum. Reflection
• Education, the Internet, Web 2.0, digital technologies
• Distance-learning, education for the deaf, teacher-training,
access technologies
• Research, writing, laptops, interaction, motivation
• Creative writing tests, New ICT, virtual animations, schedules
• The Curriculum, digital societies, Web 2.0
20. e-curriculum June, 2009 – Keywords
• Teaching practice, pedagogical intentionality
• Research, digital media, education, the curriculum, teacher-training
• The Blog, Maths, learning through projects
• Technologies in education; the educational curriculum; computer
science in education; teacher-training and training in management
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science in education; teacher-training and training in management
• Distance-learning, blended teaching, teacher-training, language
learning
• Citizenship, the virtual environment, collaborative learning
• The Curriculum, Distance-learning , public policies and teacher-
training
• Learning projects, pedagogical practice, Web 2.0
21. Analysis of the papers
• The use of ICT now plays a key role in the planning of
teacher-training courses, in pedagogical practices
undertaken in the most varied kind of learning
environments.
• The work lays stress on the need for learning to be carried
out by means of collective and collaborative work with the
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out by means of collective and collaborative work with the
aid of technology, and for the students and teachers to be
involved in creating new kinds of teaching and learning.
• The kinds of ICT usually associated with collaborative
learning and the construction of collective knowledge bear
the hallmarks of the sociocultural and historical contexts in
which they were created.
22. Conclusion
The application of new technologies in schools should be viewed as a
chance to introduce the cultural tools and languages of the present-
day generation and serve as an opportunity to overcome social
inequalities and lead to teaching of a good standard that is accessible
to everyone.
Concern about rethinking the curriculum, since more space is being
made available for Information and Communication Technology.
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made available for Information and Communication Technology.
The ICT and the convergence of the media which are found in the
context of Web 2.0 as a part of teaching and learning strategies
It is hoped that this debate will widen the scope for discussing the
curriculum as a form of innovation where the teacher can be
increasingly involved in a real and effective way, while, at the same
time, managing to bring the discussion to the student community,
academics, the manufacturers of technological products and society at
large.
23. Web and education production in
Brazil
• Who has been
investigating
web and
education?
• Post-grad work
• Work in schools
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• Work in schools
• Articles
Fonte: http://portal.saude.gov.br/portal/saude/visualizar_texto.cfm?idtxt=29734&janela=1
41,5mi
Internet
users
29. 14 de abril – Realidade Aumentada e o
Futuro da EAD – Carlos Dainese e Tania
Garbin/UFOP
29 de abril – Currículo e tecnologias –
Maria João Gomes/Univ. do Minho
Videoconferências
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12 de maio – Formação de professores
em ambientes multiplataforma – Lenise
Garcia/Instituto Ayrton Senna
19 de maio – Tecnologia Assistiva – José
Armando Valente/Unicamp e PUC-SP e
Ma. Dolores Fortes/PUC-SP
26 de maio – Educar na Cultura Digital –
Sônia Bertocchi/Educarede
30. Chats
• 13 de abril – Web Currículo Blog e Twitter
– Renata Aquino Ribeiro
20 de abril – Arte-Educação – Alexandre
Saul
27 de abril – Projeto UCA em SP – Renata
Kelly
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Kelly
04 de maio – Ensino de idiomas e
tecnologias – Barbara Dieu
11 de maio – Games e Educação – Paula
Carolei
18 de maio –Laptops por Aluno na Escola
Americana – Silvana Meneghini
25 de maio – Tecnologias para Biologia no
Ensino Fundamental – Helena Mendonça
01 de junho – Redes Sociais na Formação
Docente – Luciana Allan
31. Oficina Virtual
• 19 de maio a 02 de junho
Oficina virtual
Formação de professores em EaD
• Lenise Garcia
• Instituto Ayrton Senna
• 40 participantes
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• 40 participantes
• Articulada à videoconferência de 19/5
Twitter
Tudo é divulgado e acompanhado também pelo twitter @webcurriculo
Tag oficial do evento: #IIwebcurriculo
33. Presencial
Palestras
Virtual
Blog Web Currículo
Presencial
- virtual
Evento
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Mesas redondas
Oficinas
Relatos
Posteres
Twitter
Facebook
Ao vivo
Webconferência
Second life
34. Presencial - Dia 07 de junho
•Mesa-redonda: Web Currículo – Origem e evolução (9h30-11h00)
Fernando José de Almeida, José Armando Valente, Maria Elizabeth Almeida
•Mediação: Maria da Graça Moreira
•Palestra: A proposta da UNESCO de padrões de competência em TIC para professores
(11h00-12h00)
Guilherme Godoi Canela (UNESCO)
•Interlocução: Alípio Dias Casali (PUC-SP)
Manhã - TUCA
• Apresentação Oral
tarde
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• Apresentação Oral
• Relato de prática
•Experiências sobre educação e mobilidade em diferentes países (14-15h)
•Maria Donay Perez (Costa Rica), Tereza Sofia Castro (Portugal)
• Mediação: Sergio Basbaum
•Avaliação, acompanhamento e indicadores de uso de tecnologias na educação (15-16h
Márcia Padilha Lotito (IDIE), Marcelo Otte (Fund. CERTI - UFSC)
•Mediação: Odete Sidericoudes (PUC-SP)
•Redes sociais e educação (16h00-18h00) TUCA
Simão Pedro Marinho (PUC-MG), Edney Souza (Coord. de Blogs no Campus Party Brasil)
Mediação: Vani Kenski (USP)
35. •Palestra: Integração curricular das TIC (9h00-10h00)
•Fernando Albuquerque Costa (Universidade de Lisboa)
•Interlocução: Antonio Chizzotti (PUC-SP)
•Mesa-redonda: Mobilidade e Currículo (10h00-12h00) TUCA
•Lúcia Santaella (PUC-SP), Léa da Cruz Fagundes (UFRGS), Patricia Escalante Arauz (Fundación Omar Dengo, Costa Rica)
•Mediação: Maria Helena Cautiero Jardim (UFRJ)
Manhã - TUCA
Tarde
Presencial - Dia 8 de junho
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•Apresentação Oral
•Relato de Prática
•Mesa-redonda: Tecnologias e educação inclusiva (14h00-16h00) 5º andar
•Carla Mauchi (ONG Mais Diferença), Klaus Schlünzen Junior (UNESP, Pres. Prudente), Francisco Soelth (Micropower),
Maria Dolores Fortes Alves e José Armando Valente (PUC-SP e UNICAMP)
•Mediação: Darcy Raiça (PUC-SP)
•4. Mesa-redonda: Integração de mídias na educação (16h30-18h00) TUCA
•Vera Lucia Cabral Costa (SEE/SP), Maria Alice Carraturi Pereira (SEE/SP), Rosely Zen Cerny (UFSC) Mediação: Fernando
José de Almeida (PUC-SP)
•5. Palestra: O papel das mídias na inovação em educação (18h00-19h00) TUCA
•Paulo Markum (jornalista)
•Mediação: Maria Elizabeth Almeida (PUC-SP)
36. 8 de junho8 de junho
Experimentação em Física e Ciências através do
Classmate PCs
Marisa Cavalcante, Cristiane Tavolaro e equipe
PUC SP
Experimentação em Física e Ciências através do
Classmate PCs
Marisa Cavalcante, Cristiane Tavolaro e equipe
PUC SP
Mapas Conceituais na aprendizagem
Rosália Lacerda – Instituto Ayrton Senna
Publicação na web 2.0
Mapas Conceituais na aprendizagem
Rosália Lacerda – Instituto Ayrton Senna
Publicação na web 2.0
Oficinas – 12h-14h30
7 de junho
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PUC SP
Simsafety-flight simulator for internet safety
Teresa Castro e Antonio Osório - Univ. Minho - PT
A incorporação curricular de interfaces da Web 2.0
Simão Pedro – PUC MG
A pesquisa na Internet – como otimizá-la
Angelita Quevedo – PUC SP
Histórias Digitais
Instituto Paramitas
PUC SP
Simsafety-flight simulator for internet safety
Teresa Castro e Antonio Osório - Univ. Minho - PT
A incorporação curricular de interfaces da Web 2.0
Simão Pedro – PUC MG
A pesquisa na Internet – como otimizá-la
Angelita Quevedo – PUC SP
Histórias Digitais
Instituto Paramitas
Claudemir Viana, Sônia Bertocchi
EducaRede
Produção de Materiais Digitais de Autoria
Andrea Marques, Heloísa Arruda – PUC SP
Possibilidades de uso dos laptops educacionais no
currículo escolar
LSI-USP
Claudemir Viana, Sônia Bertocchi
EducaRede
Produção de Materiais Digitais de Autoria
Andrea Marques, Heloísa Arruda – PUC SP
Possibilidades de uso dos laptops educacionais no
currículo escolar
LSI-USP
37. 8 de junho8 de junho
Webconferência:Webconferência:
Second LifeSecond Life
Eventos online e presenciais
Auditório Paulo VI
7 de junho
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Webconferência:
Recursos educacionais abertos e aprendizagem
colaborativa na web 2.0
Alexandra Okada (Open Univ.),
Ma. Paulina Assis (Univ. of London),
Bette Prado (Uniban/Unicamp),
Mauro Pequeno (UFC)
Webconferência:
Recursos educacionais abertos e aprendizagem
colaborativa na web 2.0
Alexandra Okada (Open Univ.),
Ma. Paulina Assis (Univ. of London),
Bette Prado (Uniban/Unicamp),
Mauro Pequeno (UFC)
Second Life
Currículo e Ambientes Imersivos
João Mattar (Anhembi Morumbi),
Eliane Schlemmer (Unisinos),
Marco Silva (Estácio de Sá)
Second Life
Currículo e Ambientes Imersivos
João Mattar (Anhembi Morumbi),
Eliane Schlemmer (Unisinos),
Marco Silva (Estácio de Sá)
38. • login: webcurriculo2
senha: pucsp2010
categoria: visitante
Rede wireless
• http://webcurriculo.wordpress.com/
Blog
• http://twitter.com/webcurriculo
Twitter
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• http://twitter.com/webcurriculo
• http://slurl.com/secondlife/Ilha%20RICESU/108/109/45
Second Life
• http://www.facebook.com/group.php?gid=103992319634986
Facebook
• www.pucsp.br/aovivo
Ao vivo
41. Programação e Históricos
Programação de Videoconferências com Instituto Ayrton Senna
14 de abril – Realidade Aumentada e o Futuro da EAD – Carlos Dainese
e Tania Garbin/UFOP
29 de abril – Currículo e tecnologias – Maria João Gomes/Univ. do
Minho
12 de maio – Formação de professores em ambientes multiplataforma
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12 de maio – Formação de professores em ambientes multiplataforma
– Lenise Garcia/Instituto Ayrton Senna
19 de maio – Tecnologia Assistiva – José Armando Valente/Unicamp e
PUC-SP e Ma. Dolores Fortes/PUC-SP
26 de maio – Educar na Cultura Digital – Sônia Bertocchi/Educarede
Oficina Virtual
19 de maio a 02 de junho – Oficina virtual com Lenise Garcia desenvolvida
através do portal do Instituto Ayrton Senna.
42. Programação e Históricos
Programação de Chats Educarede
13 de abril – Web Currículo Blog e Twitter – Renata Aquino
Ribeiro
20 de abril – Arte-Educação – Alexandre Saul
27 de abril – Projeto UCA em SP – Renata Kelly
04 de maio – Ensino de idiomas e tecnologias – Barbara
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04 de maio – Ensino de idiomas e tecnologias – Barbara
Dieu
11 de maio – Games e Educação – Paula Carolei
18 de maio – Laptops por Aluno na Escola Americana –
Silvana Meneghini
25 de maio – Tecnologias para Biologia no Ensino
Fundamental – Helena Andrade Mendonça
01 de junho – Redes Sociais na Formação Docente –
Luciana Allan
67. WEB CURRICULUM – THE
INTEGRATION OF ICT IN EDUCATION
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Renata Aquino Ribeiro
Monica Mandaji
Renata Kelly da Silva
Pontifícia Universidade Católica de
São Paulo – PUC-SP, São Paulo, Brasil