scholarly journals Judgment day: Activating computational thinking activities with popular culture

2021 ◽  
Vol 21 (68) ◽  
Author(s):  
Tonia Dousay
Keyword(s):  
Popular Culture ◽  
Conceptual Framework ◽  
Learning Experience ◽  
Self Regulation ◽  
Computational Thinking ◽  
Situational Interest ◽  
Learning Design ◽  
Stem Learning ◽  
Cultura Popular ◽  
Specific Trigger

El interés como construcción de aprendizaje proporciona más que inspiración para la innovación. Dewey reconoció el papel del interés como una herramienta poderosa para involucrar a los estudiantes. Sin embargo, a pesar de los esfuerzos contemporáneos por estudiar el fenómeno, pocos diseños de aprendizaje reconocen este potencial. El presente artículo presenta un marco conceptual para la integración de la cultura popular en STEM, utilizando las competencias de pensamiento computacional como un mecanismo crítico y un contexto para la aplicación y las pruebas. El interés contribuye a la motivación a través de la autorregulación, y la autorregulación tiene el poder de mejorar el ciclo de logro e interés en el aprendizaje. A través de este marco, el Principio de activación de Merrill brinda orientación sobre por qué y cómo debemos atender este ciclo. Al evocar recuerdos positivos relacionados con los intereses del alumno, podemos mejorar otras etapas del aprendizaje desconectadas de la experiencia de aprendizaje inicial. Los educadores y académicos de STEM pueden usar este marco y diseñar y evaluar con confianza actividades de aprendizaje dirigidas al desarrollo del pensamiento computacional utilizando los medios y la cultura populares. Finding a foundation in Dewey, interest is an underestimated and often overlooked aspect of learning design. Yet, situational interest in a learning experience has the power to contribute to motivation through self-regulation. Self-regulation, a learning metaskill, has the power to aid the cyclical cycle of learning achievement and interest, especially in STEM learning. Additionally, Merrill’s Activation Principle provides guidance on why and how we should attend to this cycle. Though interest appears occasionally as a consideration in learning design, two aspects of such an approach are lacking in the literature. First, few STEM-learning designs evaluate activation strategies. Second, sparse examples of attention on designing for interest in STEM learning reference using popular culture as a specific trigger. The current paper explores a conceptual framework for integrating popular culture into STEM, using computational thinking competencies as a critical mechanism and context for application and testing.

scholarly journals Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

2021 ◽  
Author(s):  
Yizhou Fan ◽  
Wannisa Matcha ◽  
Nora’ayu Ahmad Uzir ◽  
Qiong Wang ◽  
Dragan Gašević
Keyword(s):  
Learning Analytics ◽  
High Performance ◽  
Process Mining ◽  
Learning Experience ◽  
Learning Design ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Evaluation Of Learning

AbstractThe importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

scholarly journals O GROTESCO NO CINEMA – POR UM VISIONAMENTO BAKHTINIANO GROTESQUE IN CINEMA – FOR A BAKHTINIAN APPROACH

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Alexandre Silva GUERREIRO
Keyword(s):  
Popular Culture ◽  
Panoramic View ◽  
Cultura Popular

RESUMO. O conceito de grotesco apresenta um longo desenvolvimento, desde o Romantismo do século XIX, até os escritos de Bakhtin que atrelam sua essência à cultura popular. A existência de vertentes diversas, como o grotesco realista e o grotesco romântico, nos convida a pensar de que maneira esse conceito vem se transformando para, em seguida, abordar a sétima arte através de uma visão panorâmica que nos permita afirmar a presença de um cinema do grotesco, bem como diferenciar qual tipo de grotesco está presente em cada filme, abrindo novas possibilidades de leitura da arte cinematográfica.PALAVRAS-CHAVE: Bakhtin; Cinema; Grotesco Realista; Grotesco Romântico.ABSTRACT. The concept of grotesque presents a long development, from Romanticism of century XIX, to the writings of Bakhtin that link its essence to the popular culture. The existence of different slopes, such as the realistic grotesque and the romantic grotesque, invite us to think in what way this concept has been transformed and how we can approach the seventh art with a panoramic view that allows us to affirm the presence of a grotesque cinema, as well as differentiate what kind of grotesque is present in each film, opening new possibilities for reading the cinematographic art.KEYWORDS: Bakhtin; Cinema; Realism Grotesque; Romantic Grotesque.

scholarly journals Representações sociais e educação ambiental: surdos no filme A gangueSocial representations and environmental education: deaf on the film The tribe

2018 ◽  
Vol 35 (1) ◽  
pp. 76-91
Author(s):  
Saionara Figueiredo Santos ◽  
Fabiana Paula Bubniak ◽  
Bruno Panerai Velloso
Keyword(s):  
Popular Culture ◽  
Environmental Education ◽  
Social Representations ◽  
Linguistic Minority ◽  
Deaf Students ◽  
Santa Catarina ◽  
Theoretical Approaches ◽  
Federal Institute ◽  
The Social ◽  
Cultura Popular

Este artigo é reflexo do aprofundamento do estudo apresentado no VII Encontro e Diálogos com a Educação Ambiental. Neste pretendemos destrinchar as representações sociais de sujeitos surdos, presentes no filme A Gangue (2014).. A partir do projeto de extensão intitulado “Cineclube Surdo”, executado junto aos servidores e alunos do Instituto Federal de Santa Catarina, campus Palhoça Bilíngue (o qual atende surdos em sua prioridade), tínhamos como objetivo principal apresentar à comunidade produções cinematográficas realizadas por sujeitos surdos ou que representem a cultura dessa minoria linguística. No caso do filme A Gangue, este estava entre estas produções o filme escolhido para ser objeto de análise deste estudo. Assistiram este filme alunos surdos e ouvintes e servidores do campus, além de membros das associações de surdos catarinense. Após assistirem o filme, foi realizado um debate orientado por questões acerca da representação dada ao surdo, a estética dada a esta temática e a linguagem utilizada. A discussão foi estimulada, focada na representação surdo como criador no campo da arte e da importância do ensino de técnicas audiovisuais que podem dar voz a esse público na cultura popular. Neste estudo, buscamos articular as falas coletadas destas discussões com as abordagens teóricas da Educação Ambiental, evidenciando novas perspectivas de articulação e o seu caráter transcendental. This article reflects the deepening of the study presented at the VII Meeting and Dialogues with Environmental Education. In this we intend to unravel the social representations of deaf subjects, present in the film The gang. From the extension project "Cineclube Surdo", executed with the servers and students of the Federal Institute of Santa Catarina, campus Palhoça Bilingual (which attends deaf in its priority), we had as main objective to present to the community cinematographic productions made by subjects deaf or representing the culture of this linguistic minority. In the case of the film The gang, this was between these productions the film chosen to be object of analysis of this study. This film was watched by deaf students and listeners and servers of the campus, as well as members of associations of the deaf from Santa Catarina. After watching the film, a debate was conducted, guided by questions about the representation given to the deaf, the aesthetics given to this theme and the language used. The discussion was stimulated, focused on deaf representation as a creator in the field of art and the importance of teaching audiovisual techniques that can give voice to this public in popular culture. In this study, we sought to articulate the statements collected from these discussions with the theoretical approaches of Environmental Education, evidencing new perspectives of articulation and its transcendental character.

Entre a cultura popular e a resistência: a trajetória de Lina Bo Bardi e Hélio Oiticica | Between popular culture and resistance: the trajectory of Lina Bo Bardi and Hélio Oiticica

2021 ◽  
Vol 18 ◽  
pp. 1
Author(s):  
Paulo Arthur Silva Aleixo ◽  
Eline Maria Mora Pereira Caixeta
Keyword(s):  
Popular Culture ◽  
Rio De Janeiro ◽  
Sao Paulo ◽  
Status Quo ◽  
São Paulo ◽  
Cultura Popular

Durante os primeiros anos da década de 1960, no período que permeia o golpe militar no Brasil, houve um momento singular em que os profissionais das artes e da arquitetura estiveram interessados em sair de suas estritas esferas, posicionando-se politicamente ao repensar a produção cultural e visando estreitar a relação com as camadas populares e mudar a situação estabelecida. Nesse contexto, dentre diversos agentes, pode-se recortar os nomes da arquiteta ítalo-brasileira Lina Bo Bardi (Roma, 1914 – São Paulo, 1992) e do artista carioca Hélio Oiticica (Rio de Janeiro, 1937 – Rio de Janeiro, 1980) como protagonistas na construção de um pensamento que buscou, sobretudo, caminhos para questionar o status quo. Atuando em lugares distintos e pertencentes a diferentes gerações e campos de atuação, suas trajetórias em nenhuma ocasião se cruzaram, apesar de apresentarem uma forte afinidade de convicções. Sendo assim, este trabalho busca mobilizar uma reflexão acerca das interlocuções entre as produções de Bo Bardi e de Oiticica com a cultura popular, reconhecendo essa aproximação como uma forma de resistência à difícil realidade do Brasil durante a ditadura militar. Para tanto, determinadas atividades desenvolvidas são colocadas em uma mesma perspectiva e analisadas,objetivando contribuir para a imagem de um potente fenômeno cultural que lutou por um maiorengajamento social e político.

The effect of Self-Regulation and Sociality on Computational Thinking in Early childhood

2021 ◽  
Vol 14 (5) ◽  
pp. 157-181
Author(s):  
Mi-Jung Kim ◽  
◽  
Jung-Ha Park ◽  
Sung-Sook Pu
Keyword(s):  
Early Childhood ◽  
Self Regulation ◽  
Computational Thinking

Conceptual Framework for Non-Algorithmic Education in STEAM Education

2017 ◽  
pp. 178-195
Author(s):  
Marina Morari
Keyword(s):  
Conceptual Framework ◽  
Theoretical Study ◽  
Spiritual Intelligence ◽  
Knowledge Development ◽  
Learning Design ◽  
Methodological Research ◽  
Steam Education ◽  
The Impact ◽  
Psychological Dimensions

This chapter is based on a theoretical study of reflexivity, as a non-algorithmic method for Science, Technology, Engineering, Art, and Mathematic (STEAM Education). It explores the key shift in artistic education, embracing the role of scientific and artistic knowledge, knowledge development as an inner experience, importance of art for spiritual intelligence, as well as the philosophical and psychological dimensions of metacognition (as thinking about thinking). The focus in this chapter is related on understanding the complexity of reflexivity and the impact of metacognition within development of the artistic competence. Finally, the methodological research provides a conceptual framework that is important for learning design of non-algorithmic education.

Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

2012 ◽  
pp. 561-572
Author(s):  
Douglas L. Holton
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Open Source ◽  
Management System ◽  
Online Courses ◽  
Learning Experience ◽  
Learning Design ◽  
Design And Implementation ◽  
Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

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