segunda-feira, 4 de dezembro de 2017

VII Seminário Nacional do EDaPECI

Olá pessoal de Aracaju!
Estarei na próxima quarta, 06/12/2017, no VII Seminário Nacional do EDaPECI e I Seminário do PNAIC, que será realizado na Universidade Federal de Sergipe.
Participarei da mesa redonda: Alfabetização Digital, juntamente com o Prof. Dr. José Mário Aleluia Oliveira e com a Profa. Dra. Simone de Lucena.
14h, no auditório da Reitoria.
Após a mesa redonda estarei realizando a sessão de autógrafos do livro A Aprendizagem das Crianças na Cultura Digital, que poderá ser adquirido no momento.

quinta-feira, 30 de novembro de 2017

Noticias de la CUED del día 30/11/2017

Noticias de la CUED del día 30/11/2017

CUED. La concepción de los tres anillos: ¿quieres escuchar a su autor? |

How to improve teaching with technologies? |

About formal and informal (non-formal) learning |

From The Business of Learning to The Learning Business |

Social Tools: Organizational Learning's Uber |

Learning Analytics In Moodle 3.4: What’s In The Box |

AI might give you a personal assistant instead of taking your job |

Blended learning y realidad aumentada: experiencias de diseño docente.  Blended learning and augmented reality: experiences of educational design |

Aprendizaje móvil: M-Learning |

“La integración efectiva del dispositivo móvil en la educación y en el aprendizaje“. @revistaRIED 20(2) – Julio 2017 |

E-learning, B-learning y M-learning |

EADTU Newsletter November 2017 |

Whitepaper: Ready Mathematics Selecting and Sequencing Student Solutions via Gladis Kersaint, Ph.D. |

sábado, 28 de outubro de 2017

Pesquisa sobre e-Sports

Mapa circular do projeto de pesquisa do mestrando José Ricardo, PPGE/Ufal.

Satisfação em ver o avanço. Passo a passo.

terça-feira, 17 de outubro de 2017

EAD, fundamentos e práticas (2)

No dia em que conheci pessoalmente Alexandra Okada, grande nome da cartografia cognitiva, posso compartilhar com todos mais alguns mapas conceituais elaborados pelos alunos na disciplina do Mestrado em Educação do Programa de Pós-Graduação em Educação da Universidade Federal de Alagoas.

Mapa do aluno regular José Ricardo:

Mapa do aluno especial Gustavo Boroni:

Mapa conceitual do aluno especial Cícero Neilton:

domingo, 15 de outubro de 2017

EAD, fundamentos e práticas

Mapas conceituais elaborados pelos alunos do mestrado em educação.
Disciplina: EAD, fundamentos e práticas

Mapa conceitual sobre Ensino Híbrido, elaborado pelo mestrando João Carlos Martins:

Mapa conceitual sobre Modelos Pedagógicos, elaborado pelo mestre Edivan Claudino (aluno especial):

Mapa conceitual sobre Análise de Ambientes Virtuais de Aprendizagem, elaborado pela aluna especial Josefa Kelly:

sábado, 7 de outubro de 2017

O desafio de ensinar com tecnologias digitais

Participemos do Ciclo dialógico online, atividade que antecede o V Seminário Web Currículo, que acontecerá no período de 16 a 18 de outubro de 2017.
Os Ciclos Dialógicos online se estruturam em atividades online no pré-evento (ciclos dialógicos) a serem realizadas a partir da 3ª semana de agosto e em evento presencial que acontecerá no período de 16 a 18 de outubro de 2017.
Na próxima segunda, 09 outubro de 2017, teremos a pressença virtual do Prof. Fernando Albuquerque Costa (Universidade de Lisboa), com o tema: O desafio de ensinar com tecnologias digitais
Se organize: Web conferência. 11h:00 (horário de Brasília), Brasil e 15h00 em Portugal.

Informações sobre o acesso e outras informações:

terça-feira, 3 de outubro de 2017

Tecnologias Digitais e Inovação

Venha participar da mesa redonda sobre Tecnologias Digitais e Inovação.

Uma atividade do Seminário de Educação do Centro de Educação da Universidade Federal de Alagoas na 8ª Bienal Internacional do Livro de Alagoas

Centro de Convenções. Maceió - AL

Professores debatedores:
Prof. Luís Paulo Leopoldo Mercado (Ufal)
Profa. Dra. Maria Aparecida Pereira Viana (Ufal)
Prof. Dr. Fernando Silvio Cavalcante Pimentel (Ufal)

Coord. Prof. Dr. Ivanderson Pereira da Silva (Ufal/Campus Arapiraca)

16h - Auditório A

Lançamento de livros (convites)

terça-feira, 12 de setembro de 2017

Noticias de la CUED del día 12/09/2017

6 Educational challenges faced by the underdeveloped nations - e-Learning Feeds |

Mobile learning for teacher professional learning: benefits, obstacles and issues | Distance-Educ... |

#openedMOOC begins October 1st |

Benefits of Cross-curricular Learning |

CUED: De cómo la tecnología puede dar sentido a la evaluación continua.  |

What should ECRs and PhDers consider when choosing a conference? Purpose, cost, and m... |

De cómo la tecnología puede dar sentido a la evaluación continua. |

We have the technology to save peer review – now it is up to our communities to imple... |

La naturaleza de UNIVERSTIC. Una radiografía de las TIC en las universidades española... |

Visiones educativas sobre los MOOC | Cabero Almenara |

Figura de los facilitadores en los Cursos Online Masivos y Abiertos (COMA/MOOC): nuev... |

Los MOOC y su papel en la creación de comunidades de aprendizaje y participación  |

segunda-feira, 4 de setembro de 2017

7 Reasons and Resources for EdTech Gamification in Education

Disponível originalmente em:
Todos os links (grafados em vermelho) devem ser visualizados na matéria original

7 Reasons and Resources for EdTech Gamification in Education

With the proliferation of the wide range of EdTech tools that we have seen in recent years and the widespread popularity of games (whether video, sport or board) among students, it comes as no surprise that many are seeking ways to introduce new and innovative EdTech games into their curriculum.
While intuitively it can almost seem like a cop-out to throw a game at students and expect them to learn, when well-designed it really can be an effective instructional practice. Here are seven reasons gamification through EdTech can be useful, and resources for designing a program that maximizes these potential benefits.
1) SEL and Collaboration Skills: Games of all kinds have the potential to teach valuable SEL and collaboration skills. We all know that sports have been used to this end for ages, but even video games can give students a chance to practice working together. Think that EdTech games are, by nature, an isolating solo experience? Check this out.
2) Real-Time Feedback: Psychologically speaking, real-time feedback is one of the most powerful ways to reinforce desired behavior. The real-time, direct feedback that is typical of EdTech games (for example, most of the games provided by PBS Kids and is a great mechanism for helping students prepare for tests—rather than having to wait to flip to the end of a practice test (or for the days that the grading process usually requires), students are immediately able to determine whether they were right or not, and then figure out why.
3) Progress Tracking: Tools like Gradecraft3D GameLabClasscraft and Virtual Locker can streamline game set-up, management and assessment, and can provide teachers with an easy way to determine which students are ready for the next step, and which require a little bit of extra attention. Can you say competency-based learning?
4) Coding Practice: We’re all aware of how important coding is for 21st-century students. Cause+Code = the new way to make an impact. Coding may very well be the next widespread blue collar job, and games are a great way to get kids used to computational thinking at a young age. Try getting started with something like CodeMonkeyCode Combat, or the resources provided by MIT.
5) Student Engagement: This is perhaps the most obvious benefit of gamification for education (it’s been backed up by research time and time again), but that doesn’t mean it should go overlooked. The combination of real-time feedback and the potential for leaderboards mean that EdTech gamification is a great tool for student engagement. We all want to win, so why not provide a structure that allows students to learn valuable skills while they play?
6) Math Motivation: Math practice is an important foundation of coding and engineering skills, which in turn are a crucial component of the maker culture. However, the age-old question remains: how can we get students more interested in math? See numbers two and five above, then check out these math practice apps.
7) Perseverance: All of the above factors combine to teach students to persevere. The by-nature increased student engagement of gamification, combined with the chance to work with their peers and the ability of teachers to meet individual students where they’re at with an appropriate level of challenge, means that students can be more likely to keep trying until they’ve achieved (and learned) everything they can.
There are no silver bullets in the classroom, and gamification is no exception. However, if you’re starting to think of ways to occasionally introduce a bit of spice to your curriculum for next year, gamification can be a great technique.
For more, see: