Mostrar mensagens com a etiqueta e-learning. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta e-learning. Mostrar todas as mensagens
quinta-feira, 11 de agosto de 2011
segunda-feira, 15 de novembro de 2010
terça-feira, 18 de maio de 2010
terça-feira, 16 de março de 2010
Novas Tecnologias, elearning e Aprendizagem debatidas em Conferência
As diferentes formas como as novas tecnologias podem hoje ser utilizadas ao serviço da educação e da formação foi o mote central para a II Conferência e-learning "Onde as Tecnologias encontram a Aprendizagem", evento que decorreu em paralelo à "Futurália - Feira da Juventude, Qualificação e Emprego" em Lisboa, e que contou com mais de 300 participantes presenciais e muitos mais via twitter e facebook.
A II Conferência e-learning organizada pela TecMinho, em parceria com a Futurália e "e-Skills Week" contou com um painel de especialistas nacionais e internacionais em formação a distância, tecnologias educativas e e-learning que abordaram temas como Redes Sociais, colaboração e cooperação online, e-skills, second life, Escola Virtual, e casos práticos da aplicação do e-learning em empresas como a Vodafone e CISCO, entre outros temas. O debate gerado entre os participantes e oradores permitiu enriquecer ainda mais os testemunhos dos oradores, com as experiências da plateia, na qual se incluiam educadores, formadores, especialistas em e-learning, representantes de instituições públicas e privadas, e outros interessados nas temáticas a abordar.
Durante a apresentação de Paulo Simões, e fruto do tema a abordar (Twitter), os participantes em sala e a distância tiveram a oportunidade de participar em tempo real, via Twitter.
O evento constituiu-se como um espaço de encontro para todos os interessados no e-learning, tendo contado com a partilha de experiências de representantes da Universidade de Lisboa, Universidade Fernando Pessoa, Instituto Politécnico de Leiria, Universidade do Minho, NKI (Noruega), Porto Editora, Proinov, Vodafone Portugal e CISCO Portugal.
Consulte aqui as apresentações do evento:
* Formal e Informal, LMSs e Redes Sociais – Guilhermina Miranda - Universidade de Lisboa
* Escola Virtual 2010, na Escola, em Casa, em Qualquer Lugar – Rui Pacheco - Porto Editora
* Twiter@ all – Capitão Paulo Simões - Consultor e-learning
* O Digital e o Espaço Físico – Luis Borges Gouveia - Universidade Fernando Pessoa
* Colaboração e Cooperação na Educação Online - Morten Paulsen - NKI - Noruega
* e-Learning e Quadro Europeu de Qualificações – Ana Augusta Silva Dias - TecMinho/Universidade do Minho
* Para uma inclusão digital à distância de um click – Célia Sousa - CRID / Instituto Politécnico de Leiria
* e-skills & Second Life – Paulo Belo - Proinov - Formação e Multimédia
* e-learning na Vodafone – Maria João Martins - Vodafone Portugal
* Academia de Aprendizagem em Rede da CISCO - Nuno Guarda - CISCO Portugal
A II Conferência e-learning organizada pela TecMinho, em parceria com a Futurália e "e-Skills Week" contou com um painel de especialistas nacionais e internacionais em formação a distância, tecnologias educativas e e-learning que abordaram temas como Redes Sociais, colaboração e cooperação online, e-skills, second life, Escola Virtual, e casos práticos da aplicação do e-learning em empresas como a Vodafone e CISCO, entre outros temas. O debate gerado entre os participantes e oradores permitiu enriquecer ainda mais os testemunhos dos oradores, com as experiências da plateia, na qual se incluiam educadores, formadores, especialistas em e-learning, representantes de instituições públicas e privadas, e outros interessados nas temáticas a abordar.
Durante a apresentação de Paulo Simões, e fruto do tema a abordar (Twitter), os participantes em sala e a distância tiveram a oportunidade de participar em tempo real, via Twitter.
O evento constituiu-se como um espaço de encontro para todos os interessados no e-learning, tendo contado com a partilha de experiências de representantes da Universidade de Lisboa, Universidade Fernando Pessoa, Instituto Politécnico de Leiria, Universidade do Minho, NKI (Noruega), Porto Editora, Proinov, Vodafone Portugal e CISCO Portugal.
Consulte aqui as apresentações do evento:
* Formal e Informal, LMSs e Redes Sociais – Guilhermina Miranda - Universidade de Lisboa
* Escola Virtual 2010, na Escola, em Casa, em Qualquer Lugar – Rui Pacheco - Porto Editora
* Twiter@ all – Capitão Paulo Simões - Consultor e-learning
* O Digital e o Espaço Físico – Luis Borges Gouveia - Universidade Fernando Pessoa
* Colaboração e Cooperação na Educação Online - Morten Paulsen - NKI - Noruega
* e-Learning e Quadro Europeu de Qualificações – Ana Augusta Silva Dias - TecMinho/Universidade do Minho
* Para uma inclusão digital à distância de um click – Célia Sousa - CRID / Instituto Politécnico de Leiria
* e-skills & Second Life – Paulo Belo - Proinov - Formação e Multimédia
* e-learning na Vodafone – Maria João Martins - Vodafone Portugal
* Academia de Aprendizagem em Rede da CISCO - Nuno Guarda - CISCO Portugal
sábado, 28 de novembro de 2009
The Art of Blogging
Coloco aqui esta apresentação, porque a considerei muito interessante e versa sobre um tema sobre o qual também fiz uma aplicação. Ajuda à auto e heterocrítica.
domingo, 18 de outubro de 2009
quarta-feira, 14 de outubro de 2009
domingo, 20 de setembro de 2009
Blended learning no ensino superior: um programa de formação em e-learning para docentes da UTL
Comunicação ao XIII Encontro Ibero-Americano de Educação Superior a Distância (2009) com João Ventura (IST).
Título: Blended learning no ensino superior: um programa de formação em e-learning para docentes da Universidade Técnica de Lisboa.
Autores: José Mota (LEaD/UAb); João Ventura (IST); Isabel Neto (FMV); Henrique RIbeiro (ISA); Luis Madeira de Carvalho (FMV); Sónia Balão (ISCSP).
Blended Learning no Ensino Superior : Um Programa de Formação em E-Learning para Professores da UTL
View more presentations from josemota.
Blended learning no ensino superior from JM on Vimeo.
terça-feira, 11 de agosto de 2009
sexta-feira, 7 de agosto de 2009
Open Educational Resources: Conversations in Cyberspace
Editada por Susan D'Antoni and Catriona Savage
Os sistemas de educação hoje enfrentam dois grandes desafios: ampliar o alcance da educação e a melhoria da sua qualidade. As soluções tradicionais não são suficientes, nomeadamente no contexto da actual sociedade do conhecimento intensivo.
O objectivo do movimento Open Educational Resources (OER) é permitir o acesso ao conhecimento mundial através, de forma aberta e livre, da disponibilização online de conteúdos com grande qualidade.
A UNESCO tem contribuído para a sensibilização sobre este movimento, facilitando uma ampla discussão no ciberespaço. Durante um período de dois anos, uma grande e diversificada comunidade internacional discutiu o conceito e as potencialidades dos OER numa série de fóruns on-line.
O fundo documental e relatórios já estão disponíveis em versão impressa. Open Educational Resources: Conversations in Cyberspace fornece uma visão geral dos primeiros passos desta excitante desenvolvimento: ele capta as conversas entre os líderes de alguns dos primeiros projectos OER e a documentação dos debates sobre as questões que continuam a desafiar o movimento. A publicação pretende fomentar a reflexão de todos aqueles que estão envolvidos nos por OER: as suas potencialidades e os seus progresso.
quinta-feira, 6 de agosto de 2009
sexta-feira, 24 de julho de 2009
sábado, 6 de junho de 2009
sexta-feira, 8 de maio de 2009
quarta-feira, 6 de maio de 2009
Cape Town Open Education Declaration: Unlocking the promise of open educational resources
We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.
This emerging open education movement combines the established tradition of sharing good ideas with fellow educators and the collaborative, interactive culture of the Internet. It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint. Educators, learners and others who share this belief are gathering together as part of a worldwide effort to make education both more accessible and more effective.
The expanding global collection of open educational resources has created fertile ground for this effort. These resources include openly licensed course materials, lesson plans, textbooks, games, software and other materials that support teaching and learning. They contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.
However, open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Understanding and embracing innovations like these is critical to the long term vision of this movement.
There are many barriers to realizing this vision. Most educators remain unaware of the growing pool of open educational resources. Many governments and educational institutions are either unaware or unconvinced of the benefits of open education. Differences among licensing schemes for open resources create confusion and incompatibility. And, of course, the majority of the world does not yet have access to the computers and networks that are integral to most current open education efforts.
These barriers can be overcome, but only by working together. We invite learners, educators, trainers, authors, schools, colleges, universities, publishers, unions, professional societies, policymakers, governments, foundations and others who share our vision to commit to the pursuit and promotion of open education and, in particular, to these three strategies to increase the reach and impact of open educational resources:
1. Educators and learners: First, we encourage educators and learners to actively participate in the emerging open education movement. Participating includes: creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved. Creating and using open resources should be considered integral to education and should be supported and rewarded accordingly.
2. Open educational resources: Second, we call on educators, authors, publishers and institutions to release their resources openly. These open educational resources should be freely shared through open
licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.
3. Open education policy: Third, governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources. Educational resource repositories should actively include and highlight open educational resources within their collections.
These strategies represent more than just the right thing to do. They constitute a wise investment in teaching and learning for the 21st century. They will make it possible to redirect funds from expensive textbooks towards better learning. They will help teachers excel in their work and provide new opportunities for visibility and global impact. They will accelerate innovation in teaching. They will give more control over learning to the learners themselves. These are strategies that make sense for everyone.
Thousands of educators, learners, authors, administrators and policymakers are already involved in open education initiatives. We now have the opportunity to grow this movement to include millions of educators and institutions from all corners of the earth, richer and poorer. We have the chance to reach out to policymakers, working together to seize the opportunities ahead. We have the opportunity to engage entrepreneurs and publishers who are developing innovative open business models. We have a chance to nurture a new generation of learners who engage with open educational materials, are empowered by their learning and share their new knowledge and insights with others. Most importantly, we have an opportunity to dramatically improve the lives of hundreds of millions of people around the world through freely available, high-quality, locally relevant educational and learning opportunities.
We, the undersigned, invite all individuals and institutions to join us in signing the Cape Town Open Education Declaration, and, in doing so, to commit to pursuing the three strategies listed above. We also encourage those who sign to pursue additional strategies in open educational technology, open sharing of teaching practices and other approaches that promote the broader cause of open education. With each person or institution who makes this commitment -- and with each effort to further articulate our vision -- we move closer to a world of open, flexible and effective education for all.
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There are currently 2013 signatories to the Declaration, including:
Gabriel Abad, United World College of South East Asia (Singapore)
Garton Andrew, (Australia)
Adam Bancarewicz, (Poland)
Jennifer Demmer, Lightbrary Development Solutions (South Africa)
Martin Dougiamas, Moodle (Australia)
Sandra Evans, Open Campus Distance Education (Jamaica)
Omar Garcia-palencia, Universidad de Medellin (Colombia)
Dafydd Hughes, Sheridan College (Canada)
Brewster Kahle, Internet Archive (United States)
Maximillian Kaizen, Huddlemind Labs (South Africa)
Krishna Kant, Miet (India)
Małgorzata Kowal, (Poland)
Lawrence Lessig, Creative Commons (United States)
Matete Madiba, Tshwane University of Technology (South Africa)
Moises Orengo, U of Puerto Rico at Mayaguez (Puerto Rico)
Andrzej Perliński, (Poland)
Julia raapke, BVBO (Germany)
Suram Raja Rao, Indira Gandhi National Open University (India)
Pierfranco Ravotto, CIDI Milano (Italy)
Dariusz Rott, University of Silesia (Poland)
Max Shang, (China)
Muhammad Raza Siddiqui, Balochistan Agriculture College (Pakistan)
Luisa Vigo-Cepeda, University of Puerto Rico (Puerto Rico)
Leendert Vijselaar, (Kenya)
Jimmy Wales, Wikimedia Foundation/Wikia (United States)
This emerging open education movement combines the established tradition of sharing good ideas with fellow educators and the collaborative, interactive culture of the Internet. It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint. Educators, learners and others who share this belief are gathering together as part of a worldwide effort to make education both more accessible and more effective.
The expanding global collection of open educational resources has created fertile ground for this effort. These resources include openly licensed course materials, lesson plans, textbooks, games, software and other materials that support teaching and learning. They contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.
However, open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Understanding and embracing innovations like these is critical to the long term vision of this movement.
There are many barriers to realizing this vision. Most educators remain unaware of the growing pool of open educational resources. Many governments and educational institutions are either unaware or unconvinced of the benefits of open education. Differences among licensing schemes for open resources create confusion and incompatibility. And, of course, the majority of the world does not yet have access to the computers and networks that are integral to most current open education efforts.
These barriers can be overcome, but only by working together. We invite learners, educators, trainers, authors, schools, colleges, universities, publishers, unions, professional societies, policymakers, governments, foundations and others who share our vision to commit to the pursuit and promotion of open education and, in particular, to these three strategies to increase the reach and impact of open educational resources:
1. Educators and learners: First, we encourage educators and learners to actively participate in the emerging open education movement. Participating includes: creating, using, adapting and improving open educational resources; embracing educational practices built around collaboration, discovery and the creation of knowledge; and inviting peers and colleagues to get involved. Creating and using open resources should be considered integral to education and should be supported and rewarded accordingly.
2. Open educational resources: Second, we call on educators, authors, publishers and institutions to release their resources openly. These open educational resources should be freely shared through open
licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.
3. Open education policy: Third, governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources. Educational resource repositories should actively include and highlight open educational resources within their collections.
These strategies represent more than just the right thing to do. They constitute a wise investment in teaching and learning for the 21st century. They will make it possible to redirect funds from expensive textbooks towards better learning. They will help teachers excel in their work and provide new opportunities for visibility and global impact. They will accelerate innovation in teaching. They will give more control over learning to the learners themselves. These are strategies that make sense for everyone.
Thousands of educators, learners, authors, administrators and policymakers are already involved in open education initiatives. We now have the opportunity to grow this movement to include millions of educators and institutions from all corners of the earth, richer and poorer. We have the chance to reach out to policymakers, working together to seize the opportunities ahead. We have the opportunity to engage entrepreneurs and publishers who are developing innovative open business models. We have a chance to nurture a new generation of learners who engage with open educational materials, are empowered by their learning and share their new knowledge and insights with others. Most importantly, we have an opportunity to dramatically improve the lives of hundreds of millions of people around the world through freely available, high-quality, locally relevant educational and learning opportunities.
We, the undersigned, invite all individuals and institutions to join us in signing the Cape Town Open Education Declaration, and, in doing so, to commit to pursuing the three strategies listed above. We also encourage those who sign to pursue additional strategies in open educational technology, open sharing of teaching practices and other approaches that promote the broader cause of open education. With each person or institution who makes this commitment -- and with each effort to further articulate our vision -- we move closer to a world of open, flexible and effective education for all.
Document ActionsSend this
Print this
There are currently 2013 signatories to the Declaration, including:
Gabriel Abad, United World College of South East Asia (Singapore)
Garton Andrew, (Australia)
Adam Bancarewicz, (Poland)
Jennifer Demmer, Lightbrary Development Solutions (South Africa)
Martin Dougiamas, Moodle (Australia)
Sandra Evans, Open Campus Distance Education (Jamaica)
Omar Garcia-palencia, Universidad de Medellin (Colombia)
Dafydd Hughes, Sheridan College (Canada)
Brewster Kahle, Internet Archive (United States)
Maximillian Kaizen, Huddlemind Labs (South Africa)
Krishna Kant, Miet (India)
Małgorzata Kowal, (Poland)
Lawrence Lessig, Creative Commons (United States)
Matete Madiba, Tshwane University of Technology (South Africa)
Moises Orengo, U of Puerto Rico at Mayaguez (Puerto Rico)
Andrzej Perliński, (Poland)
Julia raapke, BVBO (Germany)
Suram Raja Rao, Indira Gandhi National Open University (India)
Pierfranco Ravotto, CIDI Milano (Italy)
Dariusz Rott, University of Silesia (Poland)
Max Shang, (China)
Muhammad Raza Siddiqui, Balochistan Agriculture College (Pakistan)
Luisa Vigo-Cepeda, University of Puerto Rico (Puerto Rico)
Leendert Vijselaar, (Kenya)
Jimmy Wales, Wikimedia Foundation/Wikia (United States)
terça-feira, 5 de maio de 2009
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