Didactic

Podcasting, tú tienes la palabra 25 Autor: Isabel Fernández Morales Profesión: Periodista especializada en documentación y tecnologías de la información. 25 De viva voz, es uno de los medios de que se vale la literatura (arte que emplea como instrumento la palabra) para incidir sobre las líneas de cultura. Y lo hace así desde mucho antes de que el hombre, a martillazos con un pedrusco, inventase la memoria escrita.

ئه‌م توێژینه‌وه‌یه‌ هه‌وڵێکى شیکاریی-تیۆرى و پراکتیکییه بۆ خوێندنەوەی جۆره‌ ئه‌ده‌بییه‌کان، واتە ژانرەکان یان چەشنە ئەدەبییەکان له‌ ئه‌ده‌بى نووسراوى کوردیدا. تا ئه‌مڕۆ که‌مترین توێژینه‌وه‌ له‌م باره‌یه‌وه‌ ئەنجام‌دراوە، بەڵام له‌ ئه‌ده‌بى جیهانیدا بایه‌خى زۆر بەم بابەتە دراوه‌ و مێژوویەکی کۆنى هه‌یه‌. بە سەرهەڵدانی ڕێبازی مۆدێرنیزمی ئەدەبی، توێژینه‌وه‌ى ورد لەسەر ئەم مژارە پێشکه‌ش کراوه‌. له‌ به‌شى یه‌که‌می وتاری بەردەستدا له‌ ڕوانگه‌یه‌کى تیۆریکەوە باس له‌م مێژووه‌ ده‌که‌ین؛ له‌ ئه‌ریستۆوه‌ تا ده‌گاته‌ نوێترین ڕوانگە له‌م باره‌یه‌وه‌، وه‌ک ڕوانینه‌کانى ژێرار ژێنێت بە نموونە. به‌شى دووه‌م تایبه‌ته‌ به‌ کێشه‌ى جۆره‌ ئه‌ده‌بییه‌کان له‌ ئه‌ده‌بى کوردیدا. له‌ ڕوانگه‌یه‌کى تیۆریک و پراکتیکییەوە، باس له‌ ڕوانینى هه‌ندێ له‌ نووسه‌ران و ئه‌دیبانى کوردى سه‌رده‌مى نوێبوونه‌وه‌ دەکرێ و تیشک دەخرێتە سەر کێشه‌ى ڕوانینى ڕه‌خنه‌یى و زاراوه‌سازى بۆ جۆره‌کانى ئه‌ده‌ب. توێژه‌ر ته‌واوى سه‌رچاوه‌ کوردییه‌کان له‌ باره‌ى جۆرە ئەدەبییەکانەوە دەخاتە ژێر لێکۆڵینه‌وه. له‌ سه‌ره‌تادا له ‌لاى توێژه‌رانى کورد شیعرى لیریک و شیعرى ئێپیک هه‌بووه‌، پاشان شیعری دراماتیک وه‌ک تایبه‌تمه‌ندییه‌کى ئه‌ده‌بى ڕۆژئاوایى بۆ زیادکراوه، کە ئه‌مه‌یان به‌ لاوازی له‌ ئه‌ده‌بى کلاسیکی کوردیدا هه‌ستى پێ­کراوه و زیاتر لە ئەدەبی کوردیی سەدەی بیستەمدا دەر‌کەوتووە. پاشان ئه‌م دابه‌شکردنە لە ڕوانگەی توێژەرانی ئەمڕۆی ئەدەبی کوردییەوە گۆڕانى به‌سه‌ردا دێت، به‌هۆى ئه‌وه‌ى شیعر هه‌رده‌م ڕووبه‌رێکى بەربڵاوی داگیرکردووه. ته‌نیا دوو بن‌جۆر، یان ژێرچەشنی شیعر له‌ ئه‌ده‌بى کوردیدا زۆرتر لەوانی تر گەشەی سەندووە، ئه‌مانه‌ش شیعرى لیریک و شیعرى فێرکارین. چیرۆکەشیعرەکانی ئەدەبی کلاسیکی کوردیش خاوەنی مۆرکێکی گێڕانەوەیین و جێگای سەرنجن‌. هۆکارى سەرەکیی گەشەی هەندێ بن‌جۆر لە ئەدەبی کوردیدا بۆ تایبه‌تمه‌ندیى ئه‌ده‌بى کوردی کە لە وتارەکەدا شی‌کراونەتەوە، ده‌گه‌ڕێته‌وه.‌

As 2011 marked the 150th anniversary of diplomatic relations between Germany and Japan, an audio and video competition (Hertz und Pixel) for Japanese learners of German was launched. For this competition two groups of mature learners at a private language school in Tokyo produced audio contribution in the form of podcasts. This article recounts the production process of one of these groups, from planning phase to recording and editing, and then through to the final products, which can also be found as podcasts online: http://radio-onichi.podspot.de/

The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

This paper discusses the educational possibilities of exhibition design to higher education, valuing the creative aspects and research involved. / En este artículo se plantean las posibilidades didácticas para la enseñanza superior del recurso al diseño de exposiciones, valorando los aspectos creativos y de investigación que conlleva.

In a two-week residential game camp we used the Greenfoot IDE to teach java programming to rising 9th and 10th graders. Students created their own computer games which required learning how to write java programs, create a game design, and create art assets. In this paper we focus on the computer science pedagogy used and describe the initial design of an augmented game development framework for the Greenfoot environment. This framework includes classes for the following useful game elements: Animation, Projectiles, Side Scrolling Worlds, Text Boxes, Clocks and Timers. We describe these classes, discuss the effectiveness of each, and describe potential improvements to their implementation and design. We also report the results of a survey conducted during each of the camps. Categories and Subject Descriptors

The analysis of current EFL (English as a Foreign Language) education and literature indicates that most EFL practices can be characterised as traditional language learning settings in which teachers direct the learning process, and students are then assumed as passive receptors of knowledge. Furthermore, EFL learning has also been criticised as an in-class-only learning practice due to the rare opportunities an EFL learner is expected to encounter outside the boundaries of the classroom. These limitations of EFL learning could be addressed through more student-centred, meaningful, and contextualised language learning that extends beyond the boundaries of the classroom. Mobile technology and social networking have the potential to establish learning practices that are not only based on learners" needs and experiences, but they can also involve learners in the overall learning process that sometimes goes beyond the classroom. In addition, much of the literature on mobile learning emphasises the effectiveness of mobile technology in creating contextually meaningful and authentic learning opportunities. A DBR (Design-Based Research) study was conducted with 33 EFL university students over a 16-week semester. Students experienced a contextual learning experience using Facebook via their mobile phones. The paper concludes that mobile social networking media, e.g., Facebook, provide rich learner-generated and contextual out-of-class language learning opportunities that exploit the norms of the learning context. Moreover, mobile Facebook provided students with reality-based learning experiences that utilised their own knowledge and personal values about their context.

The purpose of this paper is to review the effect of web-based software tools for finding and sharing digital resources. A positive correlation between learning and studying through online tools has been found in recent researches. In traditional classroom, searching resources are limited to the library and sharing of resources is limited to the walls of classroom, but with the advent of internet and electronic media it is possible to search and share resources beyond four walls. The objective of the study is to review effect of web-based tools and enlist web-based tools for sharing and finding digital resources using web 2.0 technologies. Open Educational Resources were used to study effect of Web 2.0 tools for finding and sharing digital resources. This study, found that, Web 2.0 tools are versatile and effective, because of the features like, user centre, user control & communication, and making teaching learning process learner centric.

The purpose of this paper is to review the effect of web-based software tools for finding and sharing digital resources. A positive correlation between learning and studying through online tools has been found in recent researches. In traditional classroom, searching resources are limited to the library and sharing of resources is limited to the walls of classroom, but with the advent of internet and electronic media it is possible to search and share resources beyond four walls. The objective of the study is to review effect of web-based tools and enlist web-based tools for sharing and finding digital resources using web 2.0 technologies. Open Educational Resources were used to study effect of Web 2.0 tools for finding and sharing digital resources. This study, found that, Web 2.0 tools are versatile and effective, because of the features like, user centre, user control & communication, and making teaching learning process learner centric.

This paper presents an experience of educational podcasting set up at the University of Bergamo (Italy), and derives from that experience some remarks upon the quality of podcasting services, in order to promote the definition of guidelines on podcasting quality.
We discuss three main attributes of a podcasting environment:
quality of the production environment (recording and editing), quality of the product (content and communication style), quality of the distribution environment (paratext and management).
Keywords: podcast, higher education, effective use of podcasting, quality of podcasting, educational uses of podcasting, quality framework, quality guidelines

New technologies, such as iPods, and new broadcast methodologies, such as podcasting, have made access to multimedia data more accessible and ubiquitous. While many educators are exploring a wide variety ways to utilize the iPod for instruction, general consensus on how use of the technology in the classroom is still missing. In this paper, I describe the use of podcasting in a History of the English Language classroom with the explicit goal of developing a fully-fledged collaborative learning activity for students of Old English. This work-in-progress paper focuses primarily upon the description of the approach being piloted, technologies being utilized, and the characteristics of the pilot course.

An intensive reform of education and studies is being carried out in Lithuania, as well as in the countries of Central and Eastern Europe. The aims and content of higher educational institutions undergo certain changes. Scientific issues have arisen from the ongoing process of changes in the sphere of education. One of the issues discussed in the article deals with the ways by which one gives reasons for a shift from the title of the same discipline methodics of subject education to that of subject didactics. A relationship between didactics (methodics) and the fundamental sciences – pedagogy and the corresponding study (geography) – has been examined in the present study. A multidimensional as well as multi-staged system of subject educological studies is proposed to be compiled as a perspective. One of its models is introduced.

This paper describes an academic experience of podcasting, which involved a group of students of a course on multimedia communication and human-computer interaction both as users of the university’s podcasting service, and as creators of podcasted lessons. The evaluation of the effect on student performance and data from student satisfaction surveys provide encouraging results.
[ Quantitative and qualitative analysis of exam results and satisfaction surveys highlight that the involvement of students in producing podcasts for a course on multimedia communication had positive effects. ]
Keywords: Podcasting In Higher Education, Podcasting For Higher Education, Impact of podcasting, Higher Education, Learning And Teaching In Higher Education, Web2.0, Educational Podcasting ,Cooperative Learning, Challenge based learning, Apprendimento Cooperativo, Multimedialità, Creatività, Formazione a Distanza

O Podcast é uma ferramenta da Web 2.0 que permite a criação de programas de áudio e a sua partilha através da Internet. Quando publicados em blogs ou sítios de comunidades educativas, permite a criação de redes de comunicação e interacção entre criadores e ouvintes. O presente artigo reflecte sobre as potencialidades e as limitações da utilização do podcast no Pré-escolari e no 1.º Ciclo do Ensino Básico a partir da análise de uma experiência realizada com educadores, professores e crianças do Agrupamento Fernando Casimiro Pereira da Silva em Rio Maior, Portugal. A experiência realizada, integrada num processo de investigação-acção, envolveu uma fase inicial de formação de professores e educadores, seguida de uma fase intermédia de criação e publicação de podcasts e de uma fase final de avaliação do processo. Como principais resultados destacam-se os impactos da criação de podcasts no reforço da motivação para a leitura e a escrita nos alunos do 1.º Ciclo do Ensino Básico e na melhoria da expressão oral nas crianças do Pré-Escolar.

Scienzaonline is an interactive web site developed by the Museum of Zoology
of Rome that offers various services. After the site had been online for three
years, we examined approximately 800 questions received by the service
Expert on line to understand what laypeople’s interests in science are and in
which life contexts they emerge. The contents of the questions were categorized
to reveal the function and the nature of the knowledge that people expect
from “experts”. Some kind of actual accomplishment motivates most of the
questions, though a considerable number of them have knowledge and understanding
as their objective. Information is the main form of expected knowledge
and disciplinary knowledge is viewed as the privileged source of it. A
relevant percentage of messages reveal the desire to obtain explanations and
validations of reported facts, an aid to go beyond factual knowledge. Striving
to find answers to “great unanswered questions” emerges as a passionate intellectual
endeavor for some people.

* Artículo derivado de la investigación: "Competencia argumentativa y educación ciudadana. Relaciones interdisciplinares y didácticas a partir del uso pedagógico de las aplicaciones web 2.0 para la enseñanza en la Educación Básica", realizada entre enero de 2011 y julio de 2013, financiada por el

El objetivo de la presente investigación consistió en analizar el impacto de la asignatura Didáctica de las Ciencias Sociales en el desempeño de los docentes del área de Ciencias Sociales en Educación Secundaria. El estudio se efectuó a través de estudios de caso y s e realizó en seis institutos de Educación Secundaria de Managua. Se llevó a cabo en cuatro momentos, el primero  se realizó en la carrera Ciencias Sociales y radicó en la aplicación de una encuesta y un grupo focal a los docentes del área de Ciencias Sociales; el segundo, consistió en la aplicación de una encuesta y un grupo focal a los estudiantes de Educación Secundaria; el tercer momento se desarrolló a través de la observación a docentes impartiendo en el área de Geografía e Historia en los institutos donde ellos laboran; el cuarto momento consistió en la aplicación de una entrevista a los Directores o Jefes de Área de estos docentes. Las técnicas de investigación aplicadas permitieron comprobar la hipótesis sobre d...

El libro Modos de las expresiones motrices. Paisajes y didácticas, es resultado de un proceso de indagación llevado a cabo con los actores y agentes del saber que han hilvanado su historia personal en un trenzado significativo con la historia de la educación física, el deporte, la recreación y afines, lo que se ha denominado en el texto como expresiones motrices.

O livro "Modos das expressões motrizes. Paisagens e didáticas", é resultado de um processo de indagação levado a cabo com os atores e agentes do saber que têm costurado sua história pessoal em um trançado significativo com a história da educação física, o desporto, a recreação e afins, o que se denominou no texto como expressões motrizes.

The book “Modes of the Motor Expressions. Landscapes and Didactics” is the result of an enquiry process developed with actors and agents of knowledge who have constructed their personal history in a significant co-relation with physical education history, sports, recreation and related; which has called in the book as motor expressions.

Para el profesor universitario captar la atención del alumnado y contribuir a su implicación activa en el proceso de aprendizaje siempre ha supuesto un reto considerable. Tal aseveración adquiere una nueva dimensión desde la entrada en vigor del Espacio Europeo de Educación Superior (EEES). Por ello los autores del presente trabajo consideramos necesario que los docentes aprovechemos a nuestro favor las oportunidades que nos brindan las nuevas tecnologías y, especialmente, las redes sociales.

Mobile technologies, such as smartphones, and new broadcast methodologies, such as podcasting, have made access to multimedia data more accessible and ubiquitous. Educators are exploring a wide variety of ways to utilize smartphones for instruction. Learning methodologies are numerous. Just as technologies are divergent and numerous, so are their uses within Tertiary education. In this introduction, the use of mobile technologies in a number of small scale classroom projects is outlined and some general observations about the potential roles of mobile learning within the humanities are made.

EnglishThe paper presents results of research and teaching project focused on the production of digital didactic materials, developed with high school students of a Brazilian public school. The project included investigative activities carried out by the students themselves, guided by teachers from two different school disciplines, in order to solve real problems. The motivation was the organization of a collection of documents linked to an industry for the processing of the erva mate, as a didactic material to be used in school by other people to study the industrialization processes in the state of Parana, at the beginning of the 20th century. The article addresses issues on information and communication technologies and their use in school; problematizes their insertion into school practices only to support traditional ways to teaching and learning based on teachers oral presentation; and proposes the organization of didactic activities with an emphasis on research and with an in...

O Podcast é uma ferramenta da Web 2.0 que permite a criação de programas de áudio e a sua partilha através da Internet. Quando publicados em blogs ou sítios de comunidades educativas, permite a criação de redes de comunicação e interacção entre criadores e ouvintes. O presente artigo reflecte sobre as potencialidades e as limitações da utilização do podcast no Pré-escolari e no 1.º Cicloii do Ensino Básico a partir da análise de uma experiência realizada com educadores, professores e crianças do Agrupamento Fernando Casimiro Pereira da Silva em Rio Maior, Portugal. A experiência realizada, integrada num processo de investigação acção, envolveu uma fase inicial de formação de professores e educadores, seguida de uma fase intermédia de criação e publicação de podcasts e de uma fase final de avaliação do processo. Como principais resultados destacam-se os impactos da criação de podcasts no reforço da motivação para a leitura e a escrita nos alunos do 1.º Ciclo do Ensino Básico e na mel...

Is the CyGaMEs (cyberlearning through game-based, metaphor enhanced learning objects) Timed Report tool (embedded assessment for game-based instructional environments derived from analogical reasoning and instructional design theory) a sensitive measure of learning? Using gameplay assessed every 10 s from 221 volunteers (primarily 13–18-year-olds distributed within and outside the United States playing the online videogame Selene), an algorithm identified a targeted learning moment, designated Timed Reports as “before” or “at and after” learning, and calculated Pearson correlation coefficients and slopes for both learning trajectories. Three studies compared the strength and quality of the Timed Report: a multilevel model using raw Timed Report values, repeated measures using slopes, and repeated measures using Pearson correlation coefficients. The three studies supported the same conclusions and replicate, elaborate, and generalize earlier findings. Timed Report successfully distin...

Is the CyGaMEs (cyberlearning through game-based, metaphor enhanced learning objects) Timed Report tool (embedded assessment for game-based instructional environments derived from analogical reasoning and instructional design theory) a sensitive measure of learning? Using gameplay assessed every 10 s from 221 volunteers (primarily 13–18-year-olds distributed within and outside the United States playing the online videogame Selene), an algorithm identified a targeted learning moment, designated Timed Reports as “before” or “at and after” learning, and calculated Pearson correlation coefficients and slopes for both learning trajectories. Three studies compared the strength and quality of the Timed Report: a multilevel model using raw Timed Report values, repeated measures using slopes, and repeated measures using Pearson correlation coefficients. The three studies supported the same conclusions and replicate, elaborate, and generalize earlier findings. Timed Report successfully distin...

O Podcast é uma ferramenta da Web 2.0 que permite a criação de programas de áudio e a sua partilha através da Internet. Quando publicados em blogs ou sítios de comunidades educativas, permite a criação de redes de comunicação e interacção entre criadores e ouvintes. O presente artigo reflecte sobre as potencialidades e as limitações da utilização do podcast no Pré-escolari e no 1.º Cicloii do Ensino Básico a partir da análise de uma experiência realizada com educadores, professores e crianças do Agrupamento Fernando Casimiro Pereira da Silva em Rio Maior, Portugal. A experiência realizada, integrada num processo de investigação acção, envolveu uma fase inicial de formação de professores e educadores, seguida de uma fase intermédia de criação e publicação de podcasts e de uma fase final de avaliação do processo. Como principais resultados destacam-se os impactos da criação de podcasts no reforço da motivação para a leitura e a escrita nos alunos do 1.º Ciclo do Ensino Básico e na mel...

Scienzaonline is an interactive web site developed by the Museum of Zoology of Rome that offers various services. After the site had been online for three years, we examined approximately 800 questions received by the service Expert on line to understand what laypeople’s interests in science are and in which life contexts they emerge. The contents of the questions were categorized to reveal the function and the nature of the knowledge that people expect from “experts”. Some kind of actual accomplishment motivates most of the questions, though a considerable number of them have knowledge and understanding as their objective. Information is the main form of expected knowledge and disciplinary knowledge is viewed as the privileged source of it. A relevant percentage of messages reveal the desire to obtain explanations and validations of reported facts, an aid to go beyond factual knowledge. Striving to find answers to “great unanswered questions” emerges as a passionate intellectual en...

La Festa Internazionale della Storia è una manifestazione promossa e organizzata dal Centro Internazionale di Didattica della Storia e del Patrimonio (DiPaSt) del Dipartimento di Scienze dell'educazione "Giovanni Maria Bertin", dall’Alma Mater e dal Laboratorio Multidisciplinare di Ricerca Storica (LMRS) in concorso con numerosi enti pubblici e associazioni private. Convegni, tavole rotonde, conferenze, spettacoli, concerti e mostre animeranno palazzi, piazze, strade, chiese, chiostri del centro storico e del territorio con il coinvolgimento delle città di Ravenna, Faenza, Cesena, Rimini, Modena e Reggio Emilia.
L’importanza della Festa è sancita dal conferimento dell’Alto Patronato del Presidente della Repubblica Giorgio Napolitano e dal patrocinio della Rappresentanza in Italia della Commissione Europea concesso dal presidente José Manuel Barroso.
In allegato, un  servizio apparso su "Il Resto del Carlino", 19 ottobre 2013, in occasione del decennale della Festa. All'interno un mio articolo sulla "Piccola Cassia".

ISiS and 4SPPIces are two conceptual models that support the design of blended learning scenarios and of the technological systems for their enactment taking the space (virtual and physical) into account. Despite of their similarities, these two models have been conceived to a different end, usage contexts and for different audiences. However, they can be used complementarily. As a work usage example, we model a third party science inquiry educational scenario with both ISiS and 4SPPIces. This exercise illustrates how, in a two-phases design process, both models can complement each other to support collaboration among practitioners and technicians in the design of technologically supported innovative blended learning scenarios taking into account the space.

My search regards the implications in the culture of the education of the new scenarious and the new perspectives of the computers games. My interest beginning from develops limiting considering the definition of “videogame”, in how much is of forehead to true and just a cultural medium that places its “revolutionary force” in the being one cross-sectional media, hybrid and polisemico. Videogames are an expressive medium, and a persuasive medium; they represent how real and imagined systems work, and they invite players to interact with those systems and form judgments about them, requiring a pedagogic reflection , aiming at specific juxtapositions and complexity. Computer Games are an interactive and dynamic medium. This interactivity allows game designers to properly represent the causalities of the changing aspects of reality. As a result, game players can interactively explore the reality of the game. In addition, in all games there is the element of the conflict (like in the human live!). Conflict is a natural result from interaction. The players try to pursue a goal, but the active or dynamic obstacles (human or computer controlled) that prevent the easy achievement of this goal. Such obstacles should give at least an illusion of purposeful reaction to the players’ actions. If the obstacles are not active, even intelligent, the game is nothing more than a glorified puzzle. One should also not that while conflict is a fundamental element of a game, all conflicts are not violent in nature. For example, there is no violence in the popular SimCity games, where the player is to design a successful city plan. But there is a conflict between the player’s goals and the realities of the game world. So there are a lots of cultural, social and pedagogical question: how many of reality lives are in the virtuality lived lives, and also how many virtual is the knowledge and the relationship with different cultural identity? Should the virtuality and the computer games show, like a mirror, the human being?  Do games provide safe ways to experience reality? In the latter, the new challenges of the education’s perspective are the development of participation processes and the improvement of strategies towards also active digital citizenship.