Educación no formal e informal en las actividades físico deportivas.

Se quiere ofrecer una visión general de la obtención y transmisión de objetos, fines y valores educativos y concretos desde un punto de vista no tradicional de las actividades físico-deportivas a través de la utilización de la educación no formal e informal. Se parte de la idea de que no sólo a través de la educación no formal se puede inculcar y transmitir a los alumnos y alumnas los valores y conceptos, sino que a través de una educación no formal o informal, de una manera más flexible y lúdica mediante actividades físico-deportivas. Se utiliza un método hipotético deductivo, en el cual mediante observaciones realizadas en un caso particular se plantea un problema. El problema lleva a un proceso de inducción que le remite a una teoría para formular la hipótesis que se trata de validar empíricamente. El tiempo de estudio se produce en una investigación diacrónica, ya que se estudia un fenómeno en un periodo larga con el objeto de verificar los cambios que se han podido producir. La fuente que se utiliza es la revisión bibliográfica de tema para conocer el estado de la cuestión. Se utiliza una temporalización longitudinal en un tiempo prolongado viendo la evolución del evento del estudio. Del análisis del estudio se extraen diferentes conclusiones que se desarrollan a continuación. El deporte durante su etapa de iniciación se puede convertir en medio educativo de primer orden cuando es utilizado de forma coherente, alejado del deporte de competición de los adultos. A la hora de programar la práctica deportiva hay que desarrollar los diferentes elementos del currículo de forma integral. La enseñanza del deporte debe de tener en cuenta una serie de factores que influyen en la formación de los practicantes, es decir, las posibilidades que se plantean hacen que el entrenador opte por unas u otras, definiendo de esta forma su planeamiento metodológico. El fomento de valores educativos entre el alumnado no se conseguirá de forma casual, sino que hay que programarlos en cada sesión con la intención de orientar la enseñanza en ese sentido. Los estudios realizados han marcado una tendencia muy clara a evolucionar a partir de las condiciones simplificadas hacia situaciones complejas cada vez más próximas a la realidad cotidiana de la enseñanza.

Diferencias de g??nero en la participaci??n de la poblaci??n adulta en actividades de aprendizaje no formal e informal : situaci??n actual en Espa??a

Resumen basado en el de la publicaci??n

Fatores do abandono escolar precoce e motivações para o regresso em educação de adultos

A presente investigação tem como objetivo analisar e compreender os motivos que levaram um grupo de adultos a frequentar um processo de formação, depois de terem abandonado precocemente a escola formal, quando seria de esperar a sua frequência. Sendo Portugal um país em que se tem verificado um elevado abandono escolar precoce, apesar das melhorias nas últimas décadas, torna-se necessário conhecer as razões desse abandono e, ao mesmo tempo, procurar compreender as motivações dos adultos para o regresso a um percurso educativo. Numa altura em que as experiências e as aprendizagens informais e não formais assumem um lugar de destaque no currículo individual, assim como a aprendizagem ao longo da vida, torna-se pertinente a reflexão acerca da necessidade crescente demonstrada pela população adulta em atualizar os seus conhecimentos e ver formalmente reconhecidas as competências adquiridas ao longo da sua vida. Assim, foi realizada uma análise documental de entrevistas efetuadas aos adultos, antes da frequência da sua formação, num Centro de Novas Oportunidades. Os resultados obtidos foram discutidos à luz da investigação recente neste domínio.

An experimental base to cognitive learning: its application in the education of young hearing-impaired children

This paper reviews a program of study for language development using a cognitive approach.

Innovative use of vodcast (Video-Podcast) to enrich learning experience in structures laboratory

Students may have difficulty in understanding some of the complex concepts which they have been taught in the general areas of science and engineering. Whilst practical work such as a laboratory based examination of the performance of structures has an important role in knowledge construction this does have some limitations. Blended learning supports different learning styles, hence further benefits knowledge building. This research involves an empirical study of how vodcasts (video-podcasts) can be used to enrich learning experience in the structural properties of materials laboratory of an undergraduate course. Students were given the opportunity of downloading and viewing the vodcasts on the theory before and after the experimental work. It is the choice of the students when (before or after, before and after) and how many times they would like to view the vodcasts. In blended learning, the combination of face-to-face teaching, vodcasts, printed materials, practical experiments, writing reports and instructors’ feedbacks benefits different learning styles of the learners. For the preparation of the practical, the students were informed about the availability of the vodcasts prior to the practical session. After the practical work, students submitted an individual laboratory report for the assessment of the structures laboratory. The data collection consisted of a questionnaire completed by the students, follow-up semi-structured interviews and the practical reports submitted by them for assessment. The results from the questionnaire were analysed quantitatively, whilst the data from the assessment reports were analysed qualitatively. The analysis shows that most of the students who have not fully grasped the theory after the practical, managed to gain the required knowledge by viewing the vodcasts. According to their feedbacks, the students felt that they have control over how to use the material and to view it as many times as they wish. Some students who have understood the theory may choose to view it once or not at all. Their understanding was demonstrated by their explanations in their reports, and was illustrated by the approach they took to explicate the results of their experimental work. The research findings are valuable to instructors who design, develop and deliver different types of blended learning, and are beneficial to learners who try different blended approaches. Recommendations were made on the role of the innovative application of vodcasts in the knowledge construction for structures laboratory and to guide future work in this area of research.

From activity to active learning: drawing and dialogue interaction in virtual learning environments for computer-supported collaborative work in design.

Virtual learning environments (VLEs) would appear to be particular effective in computer-supported collaborative work (CSCW) for active learning. Most research studies looking at computer-supported collaborative design have focused on either synchronous or asynchronous modes of communication, but near-synchronous working has received relatively little attention. Yet it could be argued that near-synchronous communication encourages creative, rhetorical and critical exchanges of ideas, building on each other’s contributions. Furthermore, although many researchers have carried out studies on collaborative design protocol, argumentation and constructive interaction, little is known about the interaction between drawing and dialogue in near-synchronous collaborative design. The paper reports the first stage of an investigation into the requirements for the design and development of interactive systems to support the learning of collaborative design activities. The aim of the study is to understand the collaborative design processes while sketching in a shared white board and audio conferencing media. Empirical data on design processes have been obtained from observation of seven sessions with groups of design students solving an interior space-planning problem of a lounge-diner in a virtual learning environment, Lyceum, an in-house software developed by the Open University to support its students in collaborative learning.

The "reflection protocol" - a way to develop learning and independent thinking?

It is now-a-days more and more common in the academic world to use new forms of “learning-tools”. One of those is the “reflection protocol”, which usually consist of a few pages of freely written text, related to something the students have read. There seems to be a lot of different opinions about the value to use this method. Some teachers and students are enthusiastic and others are rather critical. To write a “reflection protocol” is not in the first place to do a summery, a review, not even to analyze a text. Instead it is about to write down thoughts and questions that comes up as a result of the reading. It is also about doing associations, reflections and to interpret a text and relate this to a theme of some kind. The purpose to use “reflection protocols” is, as we see it, mainly for the student to practice independent thinking from a scientific point of view, but it also gives a possibility to a better understanding of another person’s thinking. This seems to open up for a fruitful dialogue and a way to learn. We will in this paper discuss if that could be the case.

Efeitos da provisão pública de bens sobre a escolha de trabalho no setor formal e informal da economia

Este trabalho investiga a relação entre a provisão de bens pelo setor público e a escolha dos indivíduos de trabalhar no setor formal ou informal da economia. A extensão do modelo de evasão fiscal de Sandmo (1981), com a inclusão do gasto do governo na utilidade dos indivíduos, estabelece motivação teórica para analisar o efeito do bem provido publicamente sobre a decisão dos indivíduos de alocar horas no setor formal ou informal. Utilizando dados da PNAD (Pesquisa Nacional por Amostra de Domicílios) de 2008 e 2009, são obtidas informações sobre domicílios com acesso à infraestrutura (água, energia elétrica, esgotamento sanitário e coleta de lixo), utilização de Educação Básica, Ensino Superior, serviços públicos de saúde e sentimento de segurança dos indivíduos. A análise empírica estabelece uma correlação entre infraestrutura (negativa), Educação Básica, Ensino Superior, saúde e segurança (positiva) e a proporção de horas dedicadas ao trabalho informal. Isto pode sugerir que a provisão destes bens afeta o mercado de trabalho formal e informal de maneira diferenciada. Devido à grande diferença entre indivíduos com e sem acesso aos serviços públicos, não é possível identificar efeito causal do bem provido publicamente sobre a probabilidade de trabalhar no setor formal.

Las relaciones entre los sectores formal e informal

Incluye Bibliografía

El impacto de la crisis en estratos populares de los sectores formal e informal: implicancias para la medición y el análisis del subempleo

Incluye Bibliografía