Mapa de Conteúdos e Mapa de Dependências:Ferramentas Pedagógicas para uma Metodologia de Planejamento baseada em Objetivos Educacionais e sua Implementação em um Ambiente Virtual de Aprendizagem

Furthered mainly by new technologies, the expansion of distance education has created a demand for tools and methodologies to enhance teaching techniques based on proven pedagogical theories. Such methodologies must also be applied in the so-called Virtual Learning Environments. The aim of this work is to present a planning methodology based on known pedagogical theories which contributes to the incorporation of assessment in the process of teaching and learning. With this in mind, the pertinent literature was reviewed in order to identify the key pedagogical concepts needed to the definition of this methodology and a descriptive approach was used to establish current relations between this conceptual framework and distance education. As a result of this procedure, the Contents Map and the Dependence Map were specified and implemented, two teaching tools that promote the planning of a course by taking into account assessment still in this early stage. Inserted on Moodle, the developed tools were tested in a course of distance learning for practical observation of the involved concepts. It could be verified that the methodology proposed by the above-mentioned tools is in fact helpful in course planning and in strengthening educational assessment, placing the student as central element in the process of teaching and learning

Uma contribuição à solução do problema dos k-servos usando aprendizagem por reforço

Neste trabalho é proposto um novo algoritmo online para o resolver o Problema dos k-Servos (PKS). O desempenho desta solução é comparado com o de outros algoritmos existentes na literatura, a saber, os algoritmos Harmonic e Work Function, que mostraram ser competitivos, tornando-os parâmetros de comparação significativos. Um algoritmo que apresente desempenho eficiente em relação aos mesmos tende a ser competitivo também, devendo, obviamente, se provar o referido fato. Tal prova, entretanto, foge aos objetivos do presente trabalho. O algoritmo apresentado para a solução do PKS é baseado em técnicas de aprendizagem por reforço. Para tanto, o problema foi modelado como um processo de decisão em múltiplas etapas, ao qual é aplicado o algoritmo Q-Learning, um dos métodos de solução mais populares para o estabelecimento de políticas ótimas neste tipo de problema de decisão. Entretanto, deve-se observar que a dimensão da estrutura de armazenamento utilizada pela aprendizagem por reforço para se obter a política ótima cresce em função do número de estados e de ações, que por sua vez é proporcional ao número n de nós e k de servos. Ao se analisar esse crescimento (matematicamente, ) percebe-se que o mesmo ocorre de maneira exponencial, limitando a aplicação do método a problemas de menor porte, onde o número de nós e de servos é reduzido. Este problema, denominado maldição da dimensionalidade, foi introduzido por Belmann e implica na impossibilidade de execução de um algoritmo para certas instâncias de um problema pelo esgotamento de recursos computacionais para obtenção de sua saída. De modo a evitar que a solução proposta, baseada exclusivamente na aprendizagem por reforço, seja restrita a aplicações de menor porte, propõe-se uma solução alternativa para problemas mais realistas, que envolvam um número maior de nós e de servos. Esta solução alternativa é hierarquizada e utiliza dois métodos de solução do PKS: a aprendizagem por reforço, aplicada a um número reduzido de nós obtidos a partir de um processo de agregação, e um método guloso, aplicado aos subconjuntos de nós resultantes do processo de agregação, onde o critério de escolha do agendamento dos servos é baseado na menor distância ao local de demanda

Um hipermídia sobre fases da lua para o ensino de astronomia a distância

The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena

Comunicação gráfica em interfaces de hipermídia de educação a distância via web

This study aims to analyze the communication graphics of layouts of hypermedia interfaces oriented to Distance Education via the Internet. This proposal is justified by widening the offer of courses that modality and the consequent application of items of hypermedia for teaching-learning. The method of analysis involved the search nethnographic, addressed to the cycle student intermediary of the Training Program Continuing Medias in Education, and the evaluation heuristic of the interfaces of Virtual Learning Environment "E-Proinfo" and of the modules of the Cycle. This evaluation we observed the implementation of the attributes of usability and the degree of interactivity of each interface. The results revealed an inefficient implementation of the attributes of usability, which meant a consequent reduction of the levels of interactivity. As proposing the present Design Virtual Learning, a model of hypermedia layout, designed to generate usability for Virtual learning environments and extend the acquisition of literancy for students and tutors. This proposal design not hypermedia aims the demarcation of models pre-conceived, but the proposal of layout in which each element of hypermedia is applied with a view to generate a seaworthiness intuitive, more agile and efficient, in these ambients

A ferramenta VoiceThread em uma abordagem hibrida: o desenvolvimento da produção oral e da habilidade de noticing na aprendizagem de inglês como L2

VoiceThread (VT) is a collaborative and asynchronous web 2.0 tool, which permits the creation of oral presentations with the help of images, documents, texts and voice, allowing groups of people to browse and contribute with comments using several options: voice (microphone or cell phone), text and audio-file or video (webcam) (BOTTENTUIT JUNIOR, LISBÔA E COUTINHO, 2009). The hybrid experience with VoiceThread allows learners to plan their speech before recording it, without the pressure often existent in the classroom. Furthermore, the presentations can be recorded several times, enabling students to listen to them, notice the gaps in their oral production (noticing) and edit innumerous times before publishing them online. In this perspective, oral production is seen as a process of L2 acquisition, not only as practice of already existent knowledge, because it can stimulate the learner to process the language syntactically (SWAIN, 1985; 1995). In this context, this study aims to verify if there is a relation between the oral production of the learners more specifically the grammatical accuracy and the global oral grade and their noticing capacity, how the systematic practice with VoiceThread, in a hybrid approach, can impact the learners global oral development, their oral production in terms of fluency (number of words per minute), accuracy (number of errors in hundred words), and complexity (number of dependent clauses per minute), and on their noticing capacity (SCHMIDT, 1990; 1995; 2001), that is, the learner s capacity of noticing the gaps existent in their oral production. In order to answer these research questions, 49 L2 learners of English were divided into an experimental group (25 students) and a control group (24 students). The experimental group was exposed to the hybrid approach with VT during two months and, through a pre- and post-test, we verified if this systematic practice would positively influence these participants oral production and noticing capacity. These results were compared to the pre- and post-test scores from the control group, which was not exposed to VT. Finally, learners impressions in relation to the use of this tool were also sought through a questionnaire applied after the post-test. The results indicate that there is a statistically significant correlation between the learners speech production (accuracy and global oral grade) and their noticing capacity. Besides, it was verified a positive impact of VoiceThread on the learners speech production variables and on their noticing capacity. They also reveal a positive reaction by the learners in relation to the hybrid experience with this web tool

Ambiente de textualização no ensino a distância: o caso do fórum educacional

This research deals with textualization issues present in educational forums in distance learning environment. The research aims to analyze textualization regarding communication practices between tutors and distance learning students. Specifically the research aims to verify if the educational forum is considered pertinent for knowledge construction as well as identify subject´s behavior in e-Proinfo environment. The research also aims to understand the dynamics of the teaching and learning techniques related to the forum´s printed material. This is done in order to acknowledge discourse on behalf of subjects through the presented educational assignments. In order to address the issue, the work dealt with the relations present in distance learning forums, the forms in which the assignments are made, the way social actors interact and how this debate happens in the virtual environment. The research emphasized an educational forum used in a higher education institution at Rio Grande do Norte/Brazil. Thus the research corpus is composed by messages that were posted in the forum in the module called computer material . This module is one of the last in a set of six modules that are part of The Basic Cycle for Media Training promoted by the Center for Distance Learning in a public university at Rio Grande do Norte/Brazil. The research deals with a qualitative type approach in the perspectives of Merriam (1988), Cresswell (1994) and Minayo (1996). In order to achieve this analysis, the research dealt with theoretical landmarks related to distance learning present in (Silva, 2008; Brait, 1993; Sperbe and Wilson, 1986; Marquesi and Elias 2008 as well as Xavier, 2005, amongst others. As for aspects related to media and technological perspectives present in the forum, the research dealt with (Baranov, 1989; Neuner, 1981; Kearsley and Moore, 1996). Textualization was dealt according to (Marcuschi, 2008; Costa Val, 2004) and the conceptions and functions regarding tutors was seen according to (Salgado, 2002). In the conclusion and recommendations it was seen that these discussions present relevant contributions to distance learning and go beyond the practical universe present in electronical interaction. In the final considerations it is pointed out that this research is relevant for areas such as applied linguistics and presents guidelines for those involved in continuous education and aim meaningful knowledge that is coherent with distance learning education

Atividade do professor na educação a distância: interações com o gênero profissional docente

This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is called to perform. The present research, based on theoretical and methodological assumptions issued from Clinic of Activity, analyzed the impact referred above. This central aim was operationally executed along three main stages: 1) survey study for description of socio-professional profile of teachers working in DE in two universities from Natal (RN-Brazil), 2) clinical analysis of professional activity of teachers working in DE, taking into account four simultaneous levels of psychological constitution and development of human activity: personal, interpersonal, transpersonal and impersonal; 3) analytical focus on transpersonal context in order to understand the influence of pedagogical practice in DE on professional gender of teaching. Documental research, audio recorded voice data and a multiple choice Likert scale questionnaire concerning socio-professional information were used as procedural tools. The qualitative-clinical procedural tool of instruction to the double , firstly proposed by Clinic of Activity research group, was used in order to obtain oral productions concerning professional activity. Data issued from stage 1 (n=70, 28 men and 41 women) was submitted to descriptive and inferential statistical analyzes. 65.7% of the sample worked in a public institution, 30% in a private institution, and 4.3% in public and private institutions. 31.4% of the sample of participants was formed by teachers having a master degree, 28.6% were doctors and 26.3% had degrees of specialists. 54.3% of participants acted as remote tutor, and 44.3% were regents teachers. After descriptive multidimensional cluster analysis, two groups emerged (remote tutors and regents teachers), the most important variables in terms of contributions to this distinction being: professional function, level of graduate formation, level of income, activities and forms of entry in DE. Clinical analysis of data produced by two participant-teachers of each group, issued from instruction to the double technique, was performed. This analysis indicated the existence of different models of distance education. A general concern referring to the need of both taking into account information technology and pedagogical attitudes was detected. On the other hand, participant-teachers considered that participation in DE activities could bring relevant contributions to general professional gender of teaching. . Finally, teachers warned against certain formats of organization of teachers professional activity, as found in the domain of DE, since these activities could promote the intensification and individualization of teachers` work activity, and even the worsening of relations, rather than exchanges and shares through collective bargaining. This process could compromise the renew of the professional gender, by losing its historical roots and diminishing activity possibilities of teachers in their labor context

Análise das avaliações realizadas na disciplina de arquitetura atômica e molecular no curso de química, modalidade a distância da UFRN

The field of education is very rich and allows us to research in various aspects. The area of chemical education has been growing more and more, and an important aspect that has been researching this area is about the learning difficulties of students. The approach of the themes atomic structure and chemical bonds are developed in high school and have many problems that are often brought to higher education becoming an obstacle to the advancement of learning. It is necessary for these initial themes - the atomic structure and chemical bonds - are well understood by the student to the other contents of Chemistry will be understood more easily. This paper aims to describe, analyze errors and difficulties presented in the assessments of the discipline Atomic and Molecular Architecture, the students of the degree course in Chemistry - EAD, with respect to the contents of " Atomic Structure and Chemical Bonding ", by of the assessments made by the students and the Virtual Learning Environment (VLE), taking into account the activities , discussion forum and access to materials . AVA allows obtaining reports which were used to analyze regarding access / participation to assess their contribution to learning and its relation to the final result (pass / fail). It was observed that the most frequent errors in the assessments are related to the early part of the chemistry that is the understanding of atomic structure and evolution models. Students who accessed the extra material and participated in the activities and forums were students who achieved success in the course. Ie, the difficulties were emerging and the use of available teaching strategies, students could minimize such difficulties, making their performance in activities and assessments were better. Was also observed by attending the AVA, the discipline began with a large withdrawal from the page access as well as the frequency of face- evidence from observation in Listing presence of classroom assessments

Tecnologia educacional no contexto do ensino de histologia: pesquisa e desenvolvimento de um ambiente virtual de ensino e aprendizagem

Discutem-se as mudanças constatadas no ensino da Histologia, como a tecnologia tem sido empregada nos contextos de aprendizagem, os aspectos pedagógicos inerentes à utilização de recursos, tais como atlas digitais e microscópios virtuais, e apresenta-se pesquisa sobre o desenvolvimento de um ambiente virtual de ensino-aprendizagem de Histologia, que contou com a participação de alunos e professores em sua construção. Verificou-se que os ambientes virtuais e outros recursos didáticos baseados nas Tecnologias da Informação e da Comunicação (TICs) procuram atender à atual tendência de complementar a educação presencial com ferramentas de educação a distância, que podem ser utilizadas facultativamente no estudo extraclasse continuado. Concluiu-se que, embora as novas tecnologias possam contribuir para o ensino de Histologia, os materiais didáticos baseados em TICs devem se adequar às expectativas docentes e discentes e aos aspectos pedagógicos e ergonômicos, e precisam ser adotados pelos professores não como ferramentas isoladas, mas integrados às estratégias de ensino- -aprendizagem

Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental

The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its implications in the exploitation of that process. The investigation was developed with two teachers from the first years of the Elementary School, from a public school in Pau dos Ferros-RN. It adopts as basis the notion of knowledge as a set of individual and social relations that the individuals maintain with the world and with themselves, in the teaching and learning relation. (CHARLOT, 2000). It considers yet that the knowledges are immediate processes, reconstructed and mobilized by the practice of reflection, in dialogical and interactional contexts in contact with others. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). The collaborative approach was the theoretical and methodological background that oriented the investigative-educative process. By choosing a collaborative research as basis of the investigative pathway, it starts from the knowledge that the critical and collaborative reflection developed with the teachers from the first years of the Elementary School contribute to explicitate and resignify the meanings assigned to the knowledges that these teachers mobilize in the organization of the teaching-learning and its implications in this process. The results of the reflexive and investigative process developed with the teachers demonstrate that the familiar, scholastic, academic, professional, and the work knowledges lived, constitute the consciousness of being a teacher, and that these knowledges implicate in the dynamics of the process of teaching-learning, but not always the teachers take consciousness about these knowledges. The critical and collaborative reflection, mediated by the actions of describing, announcing, facing and reconstructing allowed to the participants of the research to realize the knowledges of themselves and of the other, the difficulties and possibilities in the organization of the teaching-learning process

Calculando distância em geometria espacial usando material manipulável como recurso didático

This work presents a proposal for introducing the teaching of Geometry Space study attempts to demonstrate that the use of manipulatives as a teaching resource can be an alternative learning facilitator for fixing the primitive concepts of geometry, the postulates and theorems, position relationships between points, lines and planes and calculating distances. The development makes use of a sequence of activities aimed at ensuring that students can build a more systematic learning and these are divided into four steps

A avaliação vista sob o aspecto da educação a distância

Este artigo trata da avaliação como um aspecto bastante relevante para a educação em geral, que também deve ser pensado e discutido frente à Educação a Distância (EAD). Assim, a partir de nossa experiência como professores e tendo por contexto um curso realizado totalmente à distância, analisamos algumas interações ocorridas ao longo do curso, que foi desenvolvido tendo como norte a teoria educacional construcionista. Valemo-nos também desta teoria para elaborar nossas idéias a respeito do caráter da avaliação frente a uma concepção formativa, em um ambiente de EAD, o qual valorizou todos os tipos de interação. Então, aliamos o Construcionismo1 à Avaliação Formativa que visa ao aperfeiçoamento do processo de aprendizagem do aluno em vez de buscar medir o que este aprendeu.

Implementação de um ambiente computacional para ensino à distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As contribuições do design instrucional na elaboração de ambiente de aprendizagem para a TV digital interativa

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Roteiros e produção de conteúdos interativos para celulares nos cursos de educação a distância na televisão digital interativa

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC