Motivação e experiência educacionais dos alunos e professores no contexto de ferramentas digitais no período de pandemia

O presente artigo aborda a experiência educacional em tempos de pandemia, na relação bilateral aluno e professor, frente às novas ferramentas digitais. O objetivo é apresentar o ambiente familiar como motivação para o aluno, buscando lançar um novo olhar para a prática pedagógica, voltada para ferramentas educacionais e tecnologias digitais. Nesse novo cenário, percebemos também novos hábitos do aprendizado. A metodologia do presente estudo, de caráter descritivo e exploratório, aborda estudo bibliográfico e documental em que se discutem as contribuições das tecnologias digitais para a motivação dos alunos diante do processo de aprendizagem no momento em que se enfrenta a pandemia do novo Coronavírus. O artigo traz como contribuição uma breve análise do processo de aprendizagem da relação bilateral e do conhecimento prático através das ferramentas tecnológicas, novas habilidades pedagógicas, e no desenvolvimento educacional tecnológico.Palavras-chaves: Ambiente motivador. Ferramentas tecnológicas. Habilidades tecnológicas. COVID-19. Motivation and educational experience of students and teachers in the context of digital tools in the pandemic period. ABSTRACTThis article discusses the educational experience in times of pandemic, in the bilateral relationship between student and teacher, in the face of new digital tools. The objective is to present the family environment as motivation for the student, seeking to launch a new look at pedagogical practice, focused on educational tools and digital technologies. In this new scenario, we also noticed new learning habits. The methodology of this study, of descriptive and exploratory character, addresses bibliographic and documentary study in which the contributions of digital technologies to the motivation of students in the learning process are discussed at the moment when the pandemic of the new Coronavirus is faced. A brief analysis of the learning process of the bilateral relationship and practical knowledge through technological tools, new pedagogical skills, and technological educational development.Keywords: Motivating environment. Technological tools. Technological skills

Experiencia educativa: “sembrando conciencia ecológica” / Educational experience: "sowing ecological conscience"

El objetivo del Proyecto es producir un aprendizaje en los alumnos, que les permita experimentar un cambio en su conexión con la naturaleza a través de agudizar sus sentidos por medio de visitas guiadas, fomentando de esta manera una mayor conciencia ecológica con las interfaces críticas del ambiente Urbano-Rural, adquiriendo un mayor entendimiento que propenda un tratamiento responsable del ambiente.Se evaluará la transformación que ha generado en ellos este aprendizaje, así como su capacidad para transmitirlo.Esta evaluación permitirá ajustar técnicas de enseñanza para generar “responsabilidad en la administración y gestión de los recursos naturales” que son estratégicos para la vida y la seguridad del territorio, en la práctica de un turismo ambiental y sostenible.Las prácticas se desarrollan en los escenarios naturales urbanos, entre otros, el Parque Público de la Facultad de Agronomía de la Universidad de Buenos Aires.

Telepresence with Hologram Effect: Technological Ecosystem for Distance Education

One of the most significant challenges of telepresence distance education is to bring the professor and the students closer together in a synchronistic educational experience where the professor is perceived as anatomically proportionate. Telepresence, an educational technology ecosystem using holograms, offers a way to solve this technological challenge. Our mixed exploratory research investigating this methodology had two purposes: (1) propose the key elements to teach distance courses synchronously in an educational technology ecosystem, and (2) demonstrate the technological, didactic practices that result in positive student learning outcomes in several specified courses. This methodology included applying a student questionnaire to collect their perceptions of the educational experience. The scores and written comments from the questionnaire were analyzed using Grounded Theory. On a Likert scale from 1 to 5, the students scored their educational experience, attaining a mean of 4.05. The positive perception affirmed that they valued: (a) recreating the natural dynamics of face-to-face classes, where the students perceived their professors as being physically present in the classroom; (b) professors renowned in their disciplines; (c) professor–student and campus and intercampus learning community interactions, and, finally, (d) class design and content. The main conclusions of this research were that students positively perceived the “wow” effect of the technology, feeling comfort, amazement, interest, and engagement. In addition, we found that professors and keynote speakers with excellent pedagogical skills and experts in their disciplines were well appreciated. Key elements for the success of the experience were professor–student, campus, and intercampus interactions and the quality of the technological and communication infrastructure.

Rozmowa a kształcenie we współczesnym uniwersytecie

Conversation and Teaching at the Contemporary University This paper examines the contemporary condition of teaching at universities. It argues that university is endangered by losing its identity. The difference between school and university is introduced as a representative example of the problem. The main argument refers to the Gadamerian concept of conversation and it suggests that high quality education is dialogical in its tenor. Unfortunately, tertiary educational quite often differs in practice from what we understand in current European pedagogy as an educational experience. In the first part of this paper, the question on the pedagogical potential of conversation is raised. The second and third parts provide a description of university as a place where education as a dialogical experience still prevails, particularly in lecturing as a form of teaching.

Assessment of the student’s educational experience as a tool for making management decisions in the university

This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.

Relevance, criteria and factors of cluster regional differentiation of students in the framework of informatization of cross-border education

Problem and goal. This article, based on the analysis of domestic and foreign experience, reveals the need to study the feasibility and possibility of dividing foreign students into regional clusters for the subsequent differentiation of methods and teaching materials within the framework of the development of approaches to the informatization of cross-border education. Methodology. A series of ascertaining experiments was carried out with students of the specialty Economics from Zambia, Mongolia, Kazakhstan, Uzbekistan and other countries, aimed at identifying differences in educational motivation, reflection and other characteristics of cross-border students. A model of approaches to informatization of cross-border education based on cluster differentiation is proposed. Results. A system of clusters was proposed, the expediency of introducing the described complex of criteria and factors, illustrated by the example of highlighting previous educational experience as one of the significant criteria for cluster regional differentiation of students, was substantiated. Conclusion. Students from different countries have different motivation, experience and perception of information, in many respects this is facilitated by school education. There is a need to find a balance between co-operative and differentiated education of cross-border students. Cluster differentiation of cross-border students is advisable for the subsequent use of information technologies in the framework of ensuring the variability of methodological systems of teaching individual disciplines at a university.

Reopening for Business Post-COVID-19: Augmented Reality as a Strategy for Attracting Visitors to a Tourist Destination

Critical thoughts about tourist destinations overcoming and mitigating impacts from COVID-19 lie in the opportunities created by the pandemic. In this paper, an innovative way to attract tourists to Madeira Island and specifically for the Caminho Real (CR) is proposed, assisted by augmented reality. There are important considerations for developing software suitable for mobile devices such as smartphones and tablets; values and benefits for sustainable tourism development and for being an educational experience respecting social distancing; and services included in the augmented reality application. Therefore, some propositions are presented to evaluate the possibility of augmented reality as a secure opportunity to show historical, cultural, and ethnographic aspects when visiting a tourist destination, while respecting social-distancing constraints.

Perception of Disability: Motricity-oriented education routes and inclusivity-based research perspectives

Many education scholars consider motricity aggregating and inclusive (Bertagna, 2005; Block & Vogler, 1994; Goodwin & Watkinson, 2000; Moliterni, 2013). It helps all students to develop specific motor and relational skills and non-special-needs students to manage special needs effectively (Slininger, Sherrill, & Jankowski, 2000). These positive aspects also have their impact on PE teachers according to their individual views of disability and special needs (Papadopoulou, Kokaridas, Papanikolaou, & Patsiasouras, 2004; Tripp & Rizzo, 2006). However, teacher attitude towards a special-needs student does influence day-to-day teaching and learning. The special-needs teacher's perception of disability is an important inclusivity factor that could make educational practice difficult, as class design needs constant adaptation and change. The paper presents an important educational experience at the University of Reggio Calabria, Italy, as we worked on our future special-needs teachers' perception and consequent management of inclusivity through motricity knowledge acquisition, with a view to designing and practicing more and more inclusive processes.

The Teacher

Most accomplished musicians can readily identify music teachers whose encouragement and instruction were instrumental in their skill development. Just as musicians must acquire a diverse set of skills to be succeed as performers, music teachers must develop their own range of specialized skills to be successful. Psychological research offers no support to the old saying that “Those can, do; those who can’t, teach.” Rather, those who can teach well typically do possess a skill set that is that differs from that of other musicians. This chapter explores the variety of factors that influence how effective musicians’ instructional efforts are. It explains the importance of building respectful relationships with students, planning instruction around specific learning objectives, and deliberately teaching generalizable music concepts. The chapter encourages teachers to support learner autonomy as to empower their students to have musically rich lives beyond the confines of their educational experience.