Serious gaming: wondermiddel of luchtkasteel?

Games voor onderwijs en training worden een serieuze zaak. Marktprognoses melden een jaarlijkse groei van 18% tot een wereldwijd volume van meer dan 5 miljard Euro in 2020. Games bieden leerlingen een virtuele praktijk, waarin ze actief kunnen oefenen. Studietaken worden levensechte uitdagingen die tot indringende leerervaringen leiden. Dat schept nieuwe mogelijkheden juist in het MBO, waar praktische ervaring vaak belangrijker is dan theoretische kennis. Deze sessie geeft een snelle update over serious games. Diverse game-mechanismen worden besproken aan de hand van actuele voorbeelden.

Naar verantwoorde zelfregulatie in opvoeding, onderwijs en diagnostiek.

De beoordeling van vorderingen en inzet van (extra) diagnostiek ('indicatiestelling') in het onderwijs kunnen de kans op het ontstaan van problemen bij een kind vergroten. Tijdige herkenning en preventieve ondervanging van de problemen vragen veranderingen in de inhoudelijke, evaluatieve, didactisch-organisatorische en diagnostische systematieken in en rond scholen. Daarom wordt gewerkt aan de opbouw van een inhoudelijk integrerende, pedagogisch-didactische kernstructuur (PDKS). Deze helpt de dialoog en samenwerking tussen opvoedeling(en) of leerling(en), opvoeder(s), leerkracht(en) en andere professionals eenduidig in te richten en te optimaliseren. Didactisch-organisatorische steun wordt verleend door passende software in de vorm van 'Diagnostische, Instructie en Management Systemen' (DIMS). De beoogde veranderingen worden samen met leerkrachten en schoolleidingen ontwikkeld en proefondervindelijk gerealiseerd in enkele scholen voor primair onderwijs. De schoolontwikkeling biedt de contextuele condities ter realisatie van 'verantwoorde zelfregulatie' van elk kind of elke leerling. Dit wordt toegelicht in verschillende praktijkvoorbeelden. Ook worden volgende ontwikkelingen geschetst.

How Good Am I? Crude Self-Assessment vs. Examination

With the new academic year structure encouraging more in-term assessment to replace end-of-year examinations one of the problems we face is assessing students and keeping track of individual student learning without overloading the students and staff with excessive assessment burdens.<br/>In the School of Electronics, Electrical Engineering and Computer Science, we have constructed a system that allows students to self-assess their capability on a simple Yes/No/Don���t Know scale against fine grained learning outcomes for a module. As the term progresses students update their record as appropriately, including selecting a Learnt option to reflect improvements they have gained as part of their studies.<br/>In the system each of the learning outcomes are linked to the relevant teaching session (lectures and labs) and to online resources that students can access at any time. Students can structure their own learning experience to their needs and preferences in order to attain the learning outcomes.<br/>The system keeps a history of the student���s record, allowing the lecturer to observe how the students��� abilities progress over the term and to compare it to assessment results. The system also keeps of any of the resource links that student has clicked on and the related learning outcome.<br/>The initial work is comparing the accuracy of the student self-assessments with their performance in the related questions in the traditional end-of-year examination.<br/>

Organisation und Management von Weiterbildung und Lebenslangem Lernen an Hochschulen

Im Bund-L��nder-Wettbewerb Aufstieg durch Bildung: offene Hochschulen fokussiert das Teilprojekt Organisation und Management der Universit��t Oldenburg Erfolgsfaktoren und Hemmnisse zur nachhaltigen Implementierung von Weiterbildung und Lebenslangem Lernen an Hochschulen. Im Spannungsfeld von Kulturen, Strukturen, Strategien und Interessen sowie den sehr spezifischen Governance- und Steuerungsstrukturen von Hochschulen stehen die gef��rderten Vorhaben vor besonderen Anforderungen, die mit klassischen Instrumenten des Projektmanagements allein kaum zu bew��ltigen sind. Die bei der Planung, Entwicklung und organisatorischen Verankerung von weiterbildenden Studienangeboten gew��hlten L��sungsans��tze werden aufgezeigt und theoriegeleitet analysiert. Zudem unterstreichen Fallberichte ausgew��hlter Projekte die mit der nachhaltigen Implementierung von Weiterbildung und Lebenslangem Lernen an Hochschulen verbundenen Herausforderungen und zeigen m��gliche Herangehensweisen auf.

Informelles Lernen Studierender mit Social Software unterst��tzen

E-Learning-Aktivit��ten von Hochschulen haben h��ufig eine einseitige Ausrichtung auf die Unterst��tzung von Lehrveranstaltungen durch Technologien, insbesondere Lernmanagementsysteme. Dabei geraten die Studierenden als Zielgruppe nur mittelbar in den Blick. Diese Beobachtung nehmen die Autorinnen und Autoren des Bandes zum Anlass, das Lern-Erleben und die unterschiedlichen Phasen des Studiums aus Perspektive der Studierenden zu betrachten. Untersucht wird zudem, welche Unterst��tzungsangebote Hochschulen in welchen Phasen idealerweise bereitstellen. Die Autorinnen und Autoren formulieren detailliert, wie Hochschulen das studentische Lernen mit Hilfe von Social Software unterst��tzen k��nnen. Diese Empfehlungen basieren auf den Ergebnissen empirischer Untersuchungen sowie auf Fallstudien nationaler und internationaler Beispiele guter Praxis, die ausf��hrlich pr��sentiert werden. Mit diesem Band m��chten die Autorinnen und Autoren denjenigen, die in Bildungseinrichtungen des terti��ren Sektors (aber auch in anderen Sektoren) t��tig sind, konkrete Anregungen liefern, Unterst��tzungsangebote f��r das informelle Lernen von Studierenden mit Social Software st��rker in den Blick zu nehmen und geeignete Angebote zu entwickeln. Die Publikation basiert auf Ergebnissen des Projekts ���Learner Communities of Practice���, das zwischen 2009 und 2012 als Verbundprojekt s��chsischer Hochschulen mit F��rderung durch das SMWK unter Leitung des Medienzentrums der TU Dresden bearbeitet wurde.

O processo de cria����o do programa Universidade para Todos - PROUNI

From the end of the 80s, the Brazilian higher education experience strong growth, coming from the private sector, which would intensify further in the late 90th Higher education has become a lucrative business. With a drop in the number of students entering and strong competition, the number of idle places in private institutions of higher education reached 49.5% in 2004. That same year, by Measure, was the University for All Program (PROUNI) program, to include high school students from public higher education, offering scholarships to those students in private HEIs. In exchange, the IES gain tax exemption. The objective of this research is to investigate the game of interest occurred in the formulation of this program and identify the model and the political game and has led to the creation of PROUNI, analyzing the process occurred since the wording of a bill, the issue of Measure Law and that the legitimacy PROUNI, with the most important changes made initial model. Since the first draft of the Law to the final Act, the PROUNI was disfigured in its main points, as the percentage of stock for paying students, the process of selection of stock and bond of the IES program. Throughout the process of creating the program, it is quite clear the performance of the institutions representing the private higher education. As reference for the analysis was based on Rational Choice Theory of Political Science. The basic argument of the methods based on rational choice is the maximization of the benefit will be the main motivation of individuals, but they can give that your goals can be achieved more effectively through institutional action and thereby discover that their conduct is shaped by institutions. Thus, individuals rationally choose to get to a certain extent constrained to join in certain institutions, whether voluntarily or not. The PROUNI was submitted by government and public policy covered by the mystical aura of the discourse of social justice and economic development, as in higher education includes a stratum of people who would not have access to the university, due to restrictions in the supply network public higher education. However, the greatest benefit from the program are the private HEIs, which through a difficult time in a scenario marked by high competition and idleness of nearly half of the vacancies offered. The PROUNI became a program that prioritizes access and not the residence of the student to higher education. More serious than a supporting program for students Fellows is a program supporting the institutions of private education

Complexities in Context: Pathways to Preparing Teachers for Cultural and Linguistic Diversity

Thesis (Ph.D.)--University of Washington, 2016-06

Was sollen Sch��ler/-innen im Lernbereich "Globale Entwicklung" lernen? Ein Diskussionsbeitrag aus sozialwissenschaftlicher Perspektive

Gegenstand des Beitrags ist die kritische Diskussion der elf Kernkompetenzen des Orientierungsrahmens "Globale Entwicklung". Ausgehend von einer theoretischen Reflexion der Dom��nenspezifit��t des Lernbereichs und des zugrundeliegenden Handlungsbegriffs wird die Fokussierung der Kompetenzziele auf die sechs Kompetenzen Fachwissen, politische Urteils- und Handlungsf��higkeit, Perspektiven��bernahme, Reflexionsf��higkeit und Umgang mit unsicherem Wissen vorgeschlagen. (DIPF/Orig.)

Clickers versus hand-raising in the physics college classroom : do clickers make a difference?

Abstract: Students who are actively involved in the learning process tend to develop deeper knowledge than those in traditional lecture classrooms (Beatty, 2007; Crouch & Mazur, 2001; Hake, 1998; Richardson, 2003). An instructional strategy that promotes active involvement is Peer Instruction. This strategy encourages student engagement by asking them to respond to conceptual multiple-choice questions intermittently throughout the lecture. These questions can be responded to by using an electronic hand-held device commonly known as a clicker that enables students��� responses to be displayed on a screen. When clickers are not available, a show of hands or other means can be used. The literature suggests that the impact on student learning is the same, whether the teacher uses clickers or simply asks students to raise their hand or use flashcards when responding to the questions (Lasry, 2007). This critical analysis argues that using clickers to respond to these in-class conceptual multiple-choice questions as opposed to using a show of hands leads to deeper conceptual understanding, better performance on tests, and greater overall enjoyment during class.||R��sum��: Les ��tudiants qui sont activement impliqu��s dans le processus d'apprentissage ont tendance �� d��velopper des connaissances plus approfondies que lors de cours traditionnels (Beatty, 2007; Crouch & Mazur, 2001; Hake, 1998; Richardson, 2003). Une strat��gie d'enseignement qui favorise la participation active est l���apprentissage par les pairs. Cette strat��gie d���enseignement encourage l'engagement des ��l��ves en leur demandant de r��pondre �� des questions �� choix multiples conceptuelles �� plusieurs reprises durant le d��roulement du cours. Ces questions peuvent ��tre r��pondues �� l'aide d'un appareil portatif ��lectronique (un �� clicker ��) qui permet d���afficher de fa��on anonyme les r��ponses des ��l��ves sur un ��cran. Si les clickers ne sont pas disponibles, les ��tudiants peuvent aussi r��pondre aux questions en levant la main. La litt��rature sugg��re que la m��thode utilis��e n���a pas d���impact sur l'apprentissage des ��l��ves, que l'enseignant utilise des clickers, des flashcards ou qu���il demande simplement aux ��l��ves de lever la main pour r��pondre aux questions (Lasry, 2007). Cette analyse critique fait valoir que l'utilisation de clickers pour r��pondre �� ces questions �� choix multiples conceptuelles en classe, plut��t que de faire lever la main aux ��tudiants, r��sulte en une compr��hension conceptuelle plus approfondie, une meilleure performance aux examens et plus de plaisir pendant les cours.

Desigualdad en el rendimiento acad��mico de los estudiantes en Colombia

En la presente investigaci��n se busca evaluar que tan desiguales son los resultados acad��micos de los estudiantes del grado 11 en Colombia para el per��odo 2008-2012 -- Para esto se construy�� un Gini de puntajes de las pruebas Saber 11 para cada a��o del per��odo evaluado y se compara con el Gini de nivel socioecon��mico estimado a partir de informaci��n de los estudiantes sobre sus condiciones socioecon��micas tomada del formulario de inscripci��n al examen -- Los resultados obtenidos muestran que la desigualdad en t��rminos de puntaje es menor que la desigualdad en t��rminos socioecon��micos, y aunque es relativamente baja se encuentra acompa��ada de puntajes muy bajos en las poblaciones m��s vulnerables -- Los resultados m��s desiguales y con menor puntaje promedio se dan en el ��rea de matem��ticas en los estratos socioecon��micos 1 y 2 -- Seg��n estos resultados, la pol��tica educativa deber��a estar dirigida a reducir la desigualdad en el rendimiento de los alumnos aumentando el rendimiento promedio de estos y no a costa de puntajes m��s bajos, ya que un sistema educativo que logre menor desigualdad implica una sociedad m��s homog��nea, donde todas las personas puedan tener las mismas oportunidades y se cierren brechas de oportunidades e ingresos

Pr��ticas avaliativas na gradua����o de enfermagem: percep����o de estudantes

A concep����o de avalia����o que marca a trajet��ria dos docentes e estudantes ��, na maioria das vezes, a que compreende esse processo como um ato de atribuir valor (notas) e de julgamento (certo, errado), de acordo com a aprendizagem do estudante. O docente cumpre uma exig��ncia burocr��tica e o estudante, comumente vivencia o processo avaliativo passivamente, n��o dinamizando seu processo de produ����o do conhecimento. Assim, tem-se como objetivo compreender como os estudantes de Enfermagem percebem e participam das pr��ticas avaliativas desenvolvidas na Gradua����o de Enfermagem; e compreender como os estudantes de Enfermagem relacionam as pr��ticas avaliativas desenvolvidas no Curso de Enfermagem com o seu processo de ensino e aprendizagem. Para tanto,esta Pesquisa foi aprovada pelo Comit�� de ��tica em Pesquisa na ��rea da Sa��de ��� CEPAS/FURG, mediante Parecer 169/2013. Foram mantidos e respeitados os preceitos da Resolu����o n�� 466/2012 do Conselho Nacional de Sa��de. Tratou-se de uma pesquisa com abordagem qualitativa descritiva-explorat��ria, mediante a entrevista semi estruturada com 26 estudantes de Enfermagem de uma universidade p��blica do sul do pa��s. O processo de an��lise ocorreu atrav��s da An��lise Textual Discursiva, composta por quatro focos: processo de unitariza����o; categoriza����o; capta����o do novo emergente; e processo autoorganizado do texto. Obteve-se como resultado duas categorias: Percep����o de estudantes sobre as pr��ticas avaliativas desenvolvidas na gradua����o de enfermagem e participa����o de estudantes nas pr��ticas avaliativas desenvolvidas na gradua����o de enfermagem. Conclui-se que as reflex��es deste estudo possam suscitar uma maior sensibilidade da comunidade acad��mica, melhoria da qualidade dos processos avaliativos desenvolvidos entre professores e estudantes do Curso de Enfermagem e um agir ��tico nesse ambiente, resultando em benef��cios potenciais para a qualidade n��o s�� do processo de ensino e aprendizagem, mas tamb��m, do exerc��cio profissionalcomo futuros trabalhadores da sa��de.

An��lise de estrat��gias de compreens��o leitora no 4.�� ano do ensino b��sico

Disserta����o apresentada �� Escola Superior de Educa����o de Lisboa para obten����o de grau de mestre em Ensino do 1.�� e 2.�� Ciclos do Ensino B��sico

As dimens��es individual e coletiva no ensino explorat��rio da matem��tica

Relat��rio de Est��gio apresentado �� Escola Superior de Educa����o de Lisboa para obten����o do grau de mestre em Ensino do 1.�� e 2.�� Ciclos do Ensino B��sico

Rela����o supervisiva e desenvolvimento da identidade profissional: acompanhamento das pr��ticas cl��nicas dos estudantes de enfermagem

Este estudo centrou-se num Curso de Licenciatura em Enfermagem e teve como objetivo compreender a influ��ncia da rela����o supervisiva no desenvolvimento da identidade profissional dos estudantes. Os eixos estruturantes que suportam esta investiga����o e que concorrem para a defini����o do seu objeto de estudo articulam-se em torno da rela����o supervisiva, do desenvolvimento de compet��ncias profissionais e do desenvolvimento da identidade pessoal e profissional em contexto cl��nico. A forma����o desenvolvida atrav��s da pr��tica cl��nica destina-se a preparar indiv��duos de acordo com a atual realidade socioprofissional, onde os sujeitos, independentemente da singularidade de cada um, desenvolvem saberes adquiridos em sala de aula. Quando comparada com o espa��o escolar, a aprendizagem em contexto cl��nico �� condicionada por fatores que se caraterizam por maior imprevisibilidade e obriga frequentemente o estudante a confrontar-se com situa����es ��nicas e impares. A identidade dos estudantes torna-se assim constru��da e vivida a partir de um conjunto de dimens��es que ocorrem no decurso das viv��ncias cl��nicas. Metodologicamente optou-se por um estudo etnogr��fico no ��mbito do paradigma qualitativo, numa abordagem longitudinal segundo a l��gica do estudo de caso. A natureza dos dados a recolher englobou ainda o recurso a procedimentos de natureza quantitativa. Como t��cnica de recolha de dados recorremos �� observa����o participante, entrevistas semiestruturadas e question��rios. O estudo desenvolveu-se numa Escola Superior de Enfermagem da Zona Norte do pa��s e fizeram parte da popula����o 69 estudantes de uma turma de segundo ano, quatro tutores e um professor. O plano de estudo da referida escola est�� organizado de forma a que a aprendizagem dos estudantes seja progressivamente integradora de saberes interligando a componente te��rica com a componente pr��tica. Assim, os ensinos cl��nicos est��o distribu��dos entre o 2�� e o 4�� ano. Da an��lise e discuss��o dos dados e subsequentes conclus��es ressalta que, quer a rela����o supervisiva, quer os contextos cl��nicos, foram influenciadores do desenvolvimento de compet��ncias profissionais, bem como da identidade pessoal e profissional dos estudantes. Verificamos que os dois contextos cl��nicos estudados ��� medicina e cirurgia ��� favoreceram o desenvolvimento de compet��ncias distintas, no entanto complementares. Tornou-se vis��vel que, os supervisores do contexto de medicina, possuidores de uma vis��o hol��stica da profiss��o de enfermagem, promoveram nos estudantes uma vis��o integradora do doente, resultante de uma cont��nua atitude reflexiva sobre a Pessoa Humana. Por sua vez, no contexto de cirurgia, caraterizada por interven����es mais invasivas e mais centradas no tratar, as compet��ncias mais valorizadas pelos tutores, embora que de uma forma n��o verbalmente assumida, foram do dom��nio t��cnicocient��fico, com especial relevo pelas compet��ncias instrumentais.