Writing with: new directions in collaborative teaching, learning, and research

1994 ◽  
Vol 32 (04) ◽  
pp. 32-2272-32-2272
Keyword(s):  
Collaborative Teaching ◽  
New Directions ◽  
Teaching Learning

scholarly journals Design da Mediação Pedagógica em ambientes virtuais de ensino-aprendizagem colaborativo: fluência tecnológicopedagógica / Design of Pedagogical Mediation in collaborative teaching-learning virtual environments: technological-pedagogical fluency

2018 ◽  
Vol 21 (34) ◽  
pp. 219-241
Author(s):  
Sabrina Bagetti ◽  
Elena Maria Mallmann
Keyword(s):  
Virtual Environments ◽  
Collaborative Teaching ◽  
Teaching Learning ◽  
Santa Maria

A preocupação temática geradora desta pesquisa está centrada no Design da Mediação Pedagógica em Ambientes Virtuais de Ensino-Aprendizagem (AVEA), para o ensino técnico a distância. Investiga-se estratégias didático-metodológicas que favorecem a construção do processo ensino-aprendizagem colaborativo, mediado pelas tecnologias educacionais em rede. O contexto desta pesquisa ocorreu em meio as ações didático-pedagógicas da equipe Multidisciplinar do Curso Técnico em Fruticultura a distância, ofertado pela Rede e-Tec Brasil, na Universidade Federal de Santa Maria-UFSM, no segundo semestre do ano de 2014. Para tanto, a orientação metodológica se findou com base nas concepções teórico-metodológicas da pesquisa-ação, ao estabelecer etapas cíclicas de planejamento, implementação, avaliação e replanejamento nas ações implementadas. A pesquisa-ação sustentou-se nas proposições de 03 (três) matrizes cartográficas: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a produção de dados, sua organização e análise. Os resultados, sustentados no método da triangulação dos dados, apontam que o desafio na elaboração do design pedagógico, em AVEA para cursos técnicos a distância, está centrado no desenvolvimento da fluência tecnológico-pedagógica para promover o ensino-aprendizagem colaborativo, apoiando em nos princípios de interação, interatividade e autonomia.Palavras-chave: Educação a distância; Fluência Tecnológico-pedagógica; Ambiente virtual de ensino-aprendizagem

scholarly journals Benchmarking Age-Friendly University Practices: AFU Inventory and Campus Climate Survey (ICCS) Study Insights

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 10-11
Author(s):  
Joann Montepare ◽  
Nina Silverstein
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
National Sample ◽  
Older Learners ◽  
Lifelong Learners ◽  
Academic Workplace ◽  
Subjective Perceptions ◽  
New Directions ◽  
Aging Populations ◽  
Teaching Learning

Abstract The Age-Friendly University (AFU) initiative endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE) provides institutions of higher education with guiding principles for addressing the needs of aging populations. Benchmarks are now needed for assessing age-friendly academic, workplace, and physical campus environments, perceptions of campus constituents, and recommendations for advancing age inclusivity. This symposium will discuss what the AFU Inventory and Campus Climate Survey (ICCS) administered to a national sample of colleges and universities is revealing about the study of age-friendliness in higher education. The sample includes data from over 10,000 faculty, staff, students, and older learners surveyed in 2020-21. Whitbourne will introduce the conceptual model that served as the foundation for the ICCS, with special attention to the need to assess and compare “objective” age-friendly practices with “subjective” perceptions of these practices. Bowen will describe the utility of examining age-friendliness across institutional units with different functions: outreach-engagement, personnel, physical environment, research, services-resources, student affairs, and teaching-learning. Beaulieu will present data demonstrating the importance of assessing perceptions of specific constituent groups including faculty, staff, students, and lifelong learners. Montepare will discuss insights gained about the definition and manifestation of what it means to be ageist, age-friendly, and age-inclusive in higher education. Silverstein will describe strengths and challenges observed across campuses along with recommendations and promising new directions for advancing age inclusivity in higher education.

scholarly journals Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students

2019 ◽  
Vol 19 (2) ◽  
pp. 61-82
Author(s):  
Inmaculada Fortanet-Gómez ◽  
Mercedes Querol-Julián
Keyword(s):  
Doctoral Students ◽  
Education System ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Academic Discourse ◽  
Discussion Session ◽  
Learning Stage ◽  
Academic Genres ◽  
Doctoral Programmes ◽  
Teaching Learning

The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the paper presentation, which is particularly challenging for novice researchers. We present alearner-led pedagogy for the teaching-learning of this genre that fosters thinking-based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effectiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non-verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.

scholarly journals Diagrama tangente: útil recurso do programa Ester 2.1 para projeção estereográfica em Geologia

2018 ◽  
Vol 14 (1) ◽  
pp. 15-26
Author(s):  
Celso Dal Ré Carneiro ◽  
Giovanni Amaral Guimarães ◽  
João Paulo da Ponte Souza ◽  
Gisele Francelino Miguel
Keyword(s):  
Structural Geology ◽  
Stereographic Projection ◽  
Low Cost ◽  
Structural Data ◽  
Projection System ◽  
Educational Alternatives ◽  
New Directions ◽  
Teaching Learning ◽  
Conical Folds ◽  
Cylindrical Folds

Studies and applied works of structural analysis depend on specialized softwares and resources for 3D modeling. This article presents the results of a research that aimed to evaluate the effectiveness of version 2.1 of the Ester stereographic projection system for Structural Geology. The evaluation of the software involved tests with structural data of different geological contexts, submitted to graphic treatment in packages such as Stereonet, Stereonet9, QuickPlot, Dips, OpenStereo and other softwares accessible at low cost. The study privileged the truly free (open) softwares. One advance was the inclusion of the Tangent Polar Diagram into the Ester package. The tool helps to differentiate, in folded regions, conical folds from cylindrical folds. In the comparative evaluation, it was observed that diagrams produced by Ester 2.1 are similar to those generated by other programs. The advantage relates to resources that are not available in the other softwares analyzed. It is concluded that, in addition to resources heretofore unavailable, the tests showed good functionality. The experience signals new directions in the search for educational alternatives for teaching-learning in Structural Geology. 

scholarly journals Beyond traditional peer-to-peer teaching evaluation: Using pedagogical theory in conceptualizing a collaborative teaching development program

2021 ◽  
Vol 18 (6) ◽  
pp. 101-118
Author(s):  
Renee Mazurek ◽  
◽  
Monna Arvinen-Barrow ◽  
Wendy Huddleston ◽  
Renee Reckelberg ◽  
...  
Keyword(s):  
Development Process ◽  
Sense Of Self ◽  
Development Program ◽  
Collaborative Teaching ◽  
Peer Teaching ◽  
Self Determination ◽  
Teaching Development ◽  
Pedagogical Theory ◽  
Teaching Learning ◽  
Systematic Framework

This paper discusses how pedagogical theory can be used in conceptualizing a collaborative teaching development program in higher education. A theoretically driven teaching development program can be of benefit to both the reviewer and the reviewee by providing (a) a foundation for the reviewee to examine their educational content being reviewed; and (b) a systematic framework for the reviewee for evaluating the content under review. Appropriately used pedagogical theory enables the constructive alignment of teaching, learning, and assessment. This collaborative, self-reflective, and bi-directional teaching development process facilitates a sense of self-determination, which facilitates motivation and achievement of goals.

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