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‣ Um estudo exploratório sobre a autodireção da aprendizagem em ambientes informais; An exploratory study about the self-direction of learning in informal settings

Schlochauer, Conrado
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 14/06/2012 Português
Relevância na Pesquisa
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Esse trabalho teve como principal objetivo investigar o processo de aprendizagem autodirigida em aprendizes adultos com formação universitária. Destaca-se a relevância de se identificar modalidades autônomas e intencionais de aprendizagem adulta, a fim de se atingir os objetivos propostos pela UNESCO relacionados à aprendizagem ao longo da vida em um ambiente de mudanças constantes e profundas do ponto de vista social, cultural, ambiental e econômico. O trabalho procura identificar, de modo específico, a incidência de projetos de aprendizagem com características autodirigida, o perfil do aprendiz e as características do projeto, a ocorrência de aprendizagem informal e não-formal e a influência das crenças de autoeficácia e da motivação intrínseca na aprendizagem dirigida. Foram utilizados dois instrumentos: o protocolo de entrevistas para estudo de projetos de aprendizagem de Allen Tough e o Appraisal of Learner Authonomy (ALA), desenvolvido por pesquisadores da Regent University, que mensura as crenças de autoeficácia para a aprendizagem autônoma. Os resultados encontrados demonstram que todos os participantes realizaram projetos de aprendizagem nos doze meses anteriores à realização da entrevista (média = 8...

‣ Projetos de aprendizagem @ tecnologias. Transformações. Escola

Silva, Maristela Alberton
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
67.46729%
O presente estudo pretendeu discutir o processo de introdução do trabalho com projetos de aprendizagem, ancorados pelas tecnologias da informação e comunicação em uma escola pública municipal de Santa Catarina. Objetivou também investigar se os possíveis efeitos da implementação dos projetos poderiam gerar transformações nas concepções e práticas pedagógicas dos professores; analisar como se organizam os tempos e espaços do ambiente escolar; buscar subsídios para um possível redirecionamento do papel do professor no processo de ensinar e aprender e contribuir para a construção de conhecimentos relacionados às inovações nos processos pedagógicos e curriculares. Os conceitos acerca dos processos de construção do conhecimento resultantes das assimilações, acomodações, perturbações, regulações e, especialmente, pela tomada de consciência foram construídos à luz da teoria piagetiana, na perspectiva de buscar entendimento sobre as possibilidades de inovações nos tempos e espaços escolares, bem como nos processos de ensinar e aprender cooperativamente. A investigação, de caráter qualitativo, focalizou as ações em uma escola de Ensino Fundamental, utilizando como instrumentos metodológicos prioritários: o diário de campo...

‣ Elaboração de projetos como estratégia pedagógica para o ensino de Engenharia (curso à distância de projeto no modelo e-learning-by-doing)

Timm, Maria Isabel
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
Português
Relevância na Pesquisa
57.48025%
O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma...

‣ Metodologia de apoio ao processo de aprendizagem via autoria de objetos de aprendizagem por alunos

Silva, Juliano Tonezer da
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
Português
Relevância na Pesquisa
67.800376%
Indicadores educacionais vêm desvelando ao longo do tempo o grave problema social que se tornou a aprendizagem nas Escolas Públicas e Privadas do Brasil. Em paralelo, essas escolas também vêm sendo desequilibradas pelas tecnologias digitais, seja pela ausência ou inclusão sem a capacidade de apropriação plena. Neste contexto, a tese, apoiada na linha de pesquisa “Interfaces Digitais em Educação, Arte, Linguagem e Cognição” perpassou áreas de estudo como: projetos de aprendizagem, objetos de aprendizagem, metodologias e ambientes de autoria para objetos de aprendizagem e processos de aprendizagem segundo a epistemologia genética. A área de interesse investigada foi a autoria de objetos de aprendizagem por alunos como potencializadora do processo de aprendizagem desses sujeitos, nas áreas de Ciências e Matemática do Ensino Médio, de Escolas Públicas que dispunham de tecnologias digitais. A tese se iniciou em 2004 com uma pesquisa exploratória em Escolas Públicas pertencentes a 25ª Coordenadoria Regional de Educação do Estado do Rio Grande do Sul. Em 2005, a pesquisa foi desenvolvida em duas destas escolas, em 2006 em uma delas e em 2007 em uma quarta Escola. Como contribuição desta caminhada apresentase uma metodologia de apoio ao processo de aprendizagem via a autoria de objetos de aprendizagem por alunos. Essa é uma extensão da metodologia de projetos de aprendizagem proposta por Fagundes...

‣ Metodologia de projetos de aprendizagem : contribuições para o desenvolvimento da alfabetização e letramentos

Ribas, Luciane Bittencourt
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
Português
Relevância na Pesquisa
47.62652%
Este Trabalho de Conclusão de Curso tem como tema central “Metodologia de Projetos de Aprendizagem: contribuições para o desenvolvimento da Alfabetização e Letramentos, que teve origem a partir das experiências obtidas com 16 alunos do 2º ano do Ensino Fundamental de 9 anos, da Escola Municipal de Ensino Fundamental Fernando Ferrari, da zona rural de Três Cachoeiras, durante o estágio curricular supervisionado. Por considerar que a educação de nosso país permanece comprometida com as metodologias tradicionais de ensino, busquei a superação e o rompimento destes moldes através da tentativa de experienciar uma metodologia cujo foco está na aprendizagem, a Metodologia de Projetos de Aprendizagem. Por meio destas vivências fez-se possível a realização de estudos e análises sobre o processo de desenvolvimento da alfabetização e dos Letramentos dos alunos envolvidos, por meio das observações, das atividades realizadas, dos Projetos de Aprendizagens desenvolvidos, dos registros escritos dos alunos em distintos suportes, como por exemplo, no papel, no caderno e no Blog da Turma intitulado “Construindo Aprendizagens”. Tais registros serviram de base para a identificação dos estágios iniciais das crianças quanto as Hipóteses (Níveis Psicogenéticos) da alfabetização e também para constatação da superação destes. Trata-se de uma forma de evidenciar as conquistas quanto à apropriação da alfabetização...

‣ Enhancing web supported learning in higher education by adding a management layer to LMSs

Pinto, Carlos Sousa; Ramos, Fernando M. S.
Fonte: University of Tartu Publicador: University of Tartu
Tipo: Conferência ou Objeto de Conferência
Publicado em 30/06/2006 Português
Relevância na Pesquisa
57.360547%
There are many situations in the e-Learning experiences that can compromise the success of the courses. Many times simple reasons are great enough to motivate people to abandon them. For example, if someone does not execute a programmed activity inside the defined window of time, it can compromise the rest of the course to that person. In such situations it would be important that the teacher knew about the situation in useful time, to be able to take any corrective action. Another example could be presented, involving the professor and the learners. Let us assume that an activity A2 is programmed to be executed by the learners and that it depends on the previous knowledge of the result of the evaluation of a work submitted by the learners to the teacher (activity A1). If the teacher doesn’t inform the learners about their classification in useful time, that can compromise the execution of the activity A2. It seems to be necessary to use mechanisms of automatic management, in real time, of the envolvement of each participant in a distance learning course using LMS (Learning Management System). Such a functionality allows the detection of deviations to the scheduled activities planned for each actor. If it is the case, the referred mechanism can initiate the process of sending notifications to the relevant entities...

‣ Analysis of student’s context in e-Learning

Gonçalves, Sérgio; Carneiro, Davide; Alfonso-Cedón, Javier; Fdez-Riverola, Florentino; Novais, Paulo
Fonte: Institute of Electrical and Electronics Engineers (IEEE) Publicador: Institute of Electrical and Electronics Engineers (IEEE)
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 Português
Relevância na Pesquisa
57.06028%
Traditionally, the Teacher-Student relationship is a close one. The student spends several hours of a day in the presence of the teacher and can talk, express doubts and pose questions. These doubts, or the general feeling towards the object of learning, are not only expressed explicitly but also implicitly. Indeed, the teacher is constantly, even if in an unconscious way, reading the state of the student in search for sings of doubt, frustration, stress or fatigue. This information is then used by the teacher to adapt their methods or to personalize their approach in function of each student. These aspects, intuitively central in education, become less efficient when learning takes place in a Virtual Environment. Indeed, the growth of online courses, in which the student and the teacher often never even meet, make learning more difficult for a number of reasons. In this paper we analyse these reasons and put forward an approach for inferring the student’s state that aims to minimize the effects of the absence of the teacher.; This work is part-funded by ERDF - European Regional Development Fund through the COMPETE Programme (operational programme for competitiveness) and by National Funds through the FCT - Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within project FCOMP-01-0124-FEDER-028980 (PTDC/EEISII/ 1386/2012). This work is part-funded by National Funds through the FCT - Fundação para a Ciência e a Tecnologia (Portuguese Foundation for Science and Technology) within projects PEst-OE/EEI/UI0752/2014.

‣ Enhancing web supported learning in higher education by adding a management layer to LMSs

Pinto, Carlos Sousa; Ramos, Fernando M. S.
Fonte: University of Tartu Publicador: University of Tartu
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
57.360547%
There are many situations in the e-Learning experiences that can compromise the success of the courses. Many times simple reasons are great enough to motivate people to abandon them. For example, if someone does not execute a programmed activity inside the defined window of time, it can compromise the rest of the course to that person. In such situations it would be important that the teacher knew about the situation in useful time, to be able to take any corrective action. Another example could be presented, involving the professor and the learners. Let us assume that an activity A2 is programmed to be executed by the learners and that it depends on the previous knowledge of the result of the evaluation of a work submitted by the learners to the teacher (activity A1). If the teacher doesn’t inform the learners about their classification in useful time, that can compromise the execution of the activity A2. It seems to be necessary to use mechanisms of automatic management, in real time, of the envolvement of each participant in a distance learning course using LMS (Learning Management System). Such a functionality allows the detection of deviations to the scheduled activities planned for each actor. If it is the case, the referred mechanism can initiate the process of sending notifications to the relevant entities...

‣ Learning With a Project Aproach: an experience of a pedagogical support for supervision and teacher development

Leal da Costa, Conceição; Folque, Maria Assunção
Fonte: Bermúdez Sanchéz,Facultad de Psicología. Universidad de Granada. 18011 Granada (España). Publicador: Bermúdez Sanchéz,Facultad de Psicología. Universidad de Granada. 18011 Granada (España).
Tipo: Aula
Português
Relevância na Pesquisa
47.622593%
In this presentation, we intend introduce a work developed over the last two years. The project emerged, considering that the education of the most of us, influencing behaviors and learning, has allowed the reproduction of traditional teaching practices, in early childhood and in elementary schools. It started with empirical evidence of attitudes and beliefs that, in a recurring cycle of works and activities, seems to hamper, many times prevent, dialogical visions and practices in the classroom. The supervision process associated with teacher cooperation in the pre-service teacher education, have emerged opportunities of, in a search for promoting their working on projects, desired by them, achieving it through a structured in-service course at the University of Évora. Within this context, how professional development increases teachers knowledge and skills, changes their attitudes and beliefs, or both, has emerged as an important topic. The course: ―Learning with a project approach in early childhood and in elementary school‖, started with an emphasis placed on behaviors, doubts and professional experiences, and how cooperates and experienced teachers perceive the effectiveness of the strategies they use to promote and teach with a project approach. We argue that the use of teaching and learning dialogical model...

‣ Pearls of Wisdom : technology for intentional reflection and learning in constructionist cooperatives; Technology for intentional reflection and learning in constructionist cooperatives

Chapman, Robbin Nicole, 1958-
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 312 p.
Português
Relevância na Pesquisa
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At the core of the constructionist learning paradigm is the idea that people learn through design experiences. However, in most settings, learners rarely revisit their work to reflect on design and learning processes. The practice of reflection is not integrated into regular community practice. That omission results in lost opportunities for deeper learning because reflection plays an important role in knowledge integration. In order to leverage the benefits of constructionist learning, learners must go beyond the activities of construction and reflect on their learning. This involves examining and gaining a deeper understanding of the how and why of their design process, including learning strategies. The conceptual framework of this dissertation, Cooperative Constructionism, establishes a design approach to reflection with a set of tools and methods that support reflection on learning. A Constructionist Cooperative is a community of learners where articulating and sharing of learning experiences is a regular practice. A goal of this dissertation is to explore the computational tools and practices that promote and support such activities. Using these tools, learners construct intentional-reflective artifacts, which embody their reflection on their design and learning experiences.; (cont.) There were two learning scaffolds developed to promote emergence of a Constructionist Cooperative. The first is a computational scaffold...

‣ A alfabetização científica dos professores dos anos iniciais do ensino fundamental na perspectiva da teoria da aprendizagem significativa.; Yars of scientific literacy of the teacher starting wilh the elementary school.

Silva, Bruno Rogério Duarte da
Fonte: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL Publicador: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
47.653643%
This study discusses the "years of Scientific Literacy of the teacher starting with the elementary school ". It aims to critically analyze the scientific literacy within the practice teaching of the teacher/trainee starting from elementary school. The study is based on the theory of significant learning and raises a new perspective on the progress of the teaching, learning, and the significance relating to the students of the pedagogy course. This is in relation to the teaching of natural sciences, in order to identify the elements capable of contributing to effective renewal in training of teachers. Such research is based on Ausubel and Moreira, Chassot, Hernandéz and others. The search for embossing a qualitative research is the type of action that took place in a Public School Hall of Palmeira dos Indios, which is the locus Stage Supervised Practice of Teaching in the years starting from elementary school, the course of Pedagogy of the School of Science Human and Economic of Palmeira dos Indios. We examined four teachers/trainees who developed projects to work on scientific topics in classes from 1st to 4th grade of elementary school. The projects used questionnaires, portfolios, reports of meetings and interviews as instruments of research. They investigated the teaching...

‣ Projetos de Ensino: contribuições para a formação de professores; Projects of teaching: contributions to the teachers formation

KHAOULE, Anna Maria Kovacs
Fonte: Universidade Federal de Goiás; BR; UFG; Mestrado em Geografia; Ciências Humanas Publicador: Universidade Federal de Goiás; BR; UFG; Mestrado em Geografia; Ciências Humanas
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
67.289263%
This research constituted an study about the Geografy teachers formation. It is vinculated line: Geografy and Educative Practices from to the Program of Post-Graduation of the Institute of Socio-Ambientals Studies of the Federal University of Goiás (IESA). It has as main objective to investigate the contribution of teaching projects to the formation of the teachers of Geografy. For this, the chosen campus to the realization of the research was the course of Licenciature in Geografy of the Estadual University of Goiás Unit University of Porangatu and the camp-schools envolved in the practice of the Supervisioned Stage. This work is of qualitative nature. It has base in the direct observation and participant and approximate of the reserch-action. The work with projects was developed in three stages. The first consisted in to prepare the students-stagers to elaboration of projects of learning, in the discipline Practice of Teaching. The second moment consisted in the efective elaboration of the projects. The third moment consisted in the execution and avaliation of this pegagogic instrument integrating teory and practice and the superation of the tradicional abordage. It was elaborated and executed four projects: Populacional Movements...

‣ Ensino de geografia e avaliação formativa da aprendizagem: experiências e princípios na rede pública de Goiânia-GO; Geography teaching and evaluated formative of learning: experiences and principles in the public network of Goiânia-GO

Rabelo, Kamila Santos de Paula
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Geografia (IESA); Instituto de Estudos Socioambientais - IESA (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Geografia (IESA); Instituto de Estudos Socioambientais - IESA (RG)
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
57.133955%
This research has the objective to analyze the evaluate practices in the process of teaching-learning, as the moment of construction of knowledge, with reference the place of the student, by the teachers of the Municipality and State School of Goiânia - GO. The evaluated of learning is seen as an integral part of the teaching process, thus it must be examined within this framework. The act of the evaluate should not be seen as a painful moment for teachers and students, but as an open space that the subjects are the process could be knowing as has been learning and if indeed the geographical content were learned. Efforts should be focused so that there is learning, considering that the geography taught in the classroom is very important to the daily lives of students. In this sense, the theorists who study the teaching of geography have been defend the idea that education should be used as a reference the local of the experience of students, such information is assumed in this work and for this occur, it is believed that the way to evaluate more efficient is the formative evaluate. Based on these assumptions, we used a qualitative methodological action research, with some steps: a literature review in order to find bibliographic materials that treat the question...

‣ Analysis of learning cycles in participatory environment and development projects: lessons from Nepal

Hiyama, Chiharu; Keen, Meg
Fonte: Environmental Management and Development Programme, Asia Pacific School of Economics and Government, Australian National University; http://www.crawford.anu.edu.au Publicador: Environmental Management and Development Programme, Asia Pacific School of Economics and Government, Australian National University; http://www.crawford.anu.edu.au
Tipo: Other; Working/Technical Paper Formato: 35 pages
Português
Relevância na Pesquisa
57.439863%
In this paper, the authors assess the extent to which the inclusion of learning cycles in community development projects can contribute to local people’s increased capacity to initiate action. A case study approach was used to test the hypothesis that: Participatory environment and development projects that incorporate learning cycles will result in empowerment among local people. In this research, learning cycles were defined as a ‘continuous process of situation analysis, collaborative planning, action and critical reflection’ (see Section 3.4), while empowerment was defined as ‘a process through which individuals, as well as local groups and communities, enhance their capacity to initiate action to improve their well-being by gaining decision-making power’ (see Section 2.2).

‣ Extension of the IMS Learnin Design specification based on adaptation and integration of units of learning; Extensión de la especificación IMS Learning Design desde la adaptación e integración de unidades de aprendizaje

Burgos Solans, Daniel
Fonte: Universidade Carlos III de Madrid Publicador: Universidade Carlos III de Madrid
Tipo: info:eu-repo/semantics/doctoralThesis; info:eu-repo/semantics/doctoralThesis Formato: application/pdf
Português
Relevância na Pesquisa
57.56005%
IMS Learning Design (IMS-LD) representa una corriente actual en aprendizaje online y blended que se caracteriza porque: a) Es una especificación que pretende estandarizar procesos de aprendizaje, así como reutilizarlos en diversos contextos b) Posee una expresividad pedagógica más elaborada que desarrollos anteriores o en proceso c) Mantiene una relación cordial y prometedora con Learning Management Systems (LMSs), herramientas de autoría y de ejecución d) Existe una amplia variedad de grupos de investigación y proyectos europeos trabajando sobre ella, lo que augura una sostenibilidad, al menos académica Aun así, IMS Learning Design es un producto inicial (se encuentra en su primera versión, de 2003) y mejorable en diversos aspectos, como son la expresividad pedagógica y la interoperabilidad. En concreto, en esta tesis nos centramos en el aprendizaje adaptativo o personalizado y en la integración de Unidades de Aprendizaje, como dos de los pilares que definen la especificación, y que al mismo tiempo la potencian considerablemente. El primero (aprendizaje adaptativo) hace que se puedan abordar itinerarios individuales personalizados de estudio, tanto en flujo de aprendizaje como en contenido o interfaz; el segundo (integración) permite romper el aislamiento de los paquetes de información o cursos (Unidades de Aprendizaje...

‣ Learning and Results in World Bank Operations : How the Bank Learns, Evaluation 1

Independent Evaluation Group
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
Português
Relevância na Pesquisa
57.27096%
Knowledge, learning, and innovation are one of eight objectives that will be monitored in the Bank's new strategy. The independent evaluation group (IEG) is conducting a program of learning and results evaluations to promote a better understanding of how the World Bank acquires, captures, and transfers knowledge and learning in its lending operations, and what scope there is for improving. The objective of the program is to delineate attributes of effective learning in World Bank lending. These attributes refer to learning into lending (inputs into project design); learning while lending (feedback and modifications of design and implementation while the project is underway); and learning from lending (lessons from the project that were transmitted to other projects). The evaluation program will assess how the Bank can become better at generating, accessing, and using learning and knowledge in its lending operations. It acknowledges the importance of the feedback from knowledge to learning and from learning back to enhanced knowledge. The report is organized as follows: chapter one gives approach and context. Chapter two explores two essential aspects of learning - knowledge exploitation and knowledge exploration and the factors influencing them. Chapter three examines the contribution of mentoring. Chapter four addresses the extent to which incentives...

‣ A study of the Mighty Motors operating system : making sustainable improvements at a powertrain manufacturing facility

Dibb, Gregory David, 1974-
Fonte: Massachusetts Institute of Technology Publicador: Massachusetts Institute of Technology
Tipo: Tese de Doutorado Formato: 134 p.; 7869959 bytes; 7869767 bytes; application/pdf; application/pdf
Português
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Many manufacturing companies are developing their own production or operating system, particularly in an effort to duplicate the widely renowned Toyota Production System. Toyota has demonstrated its potential for improving productivity and profitability. These same opportunities exist in nearly all companies, manufacturing or otherwise. This thesis explores the application of a similar operating system for a powertrain manufacturing company referred to as the Mighty Motors Company. More specifically, this thesis seeks to discover and explain Mighty Motors' obstacles to making sustainable improvements on the factory floor. The conclusions of this thesis are based primarily on the author's firsthand observations at Mighty Motors' powertrain manufacturing facilities. These data include quotes from interviews, results from factory floor experiments, and observations from improvement projects on the factory floor. The data are then sorted into five categories of observations, which serve as the basis for final recommendations. These five recommendations are suggested as a course of action to overcome the obstacles to making sustainable improvements on the factory floor at Mighty Motors: 1. Go to the floor to make firsthand observations. The best quality data regarding a problem or opportunity on the factory floor is obtained by going to the site in question on the factory floor. 2. Standardize all activities (by making them highly specified according content...

‣ University Magazine Spring 2001; RIT The University Magazine Spring 2001; RIT University Magazine Spring 2001; University Magazine (RIT) Spring 2001

Simone, Albert; Campbell, Don; Lindsley, Kathy; Maynard, Laurie; Murphy, Susan; Saffran, Michael; Stella, Paul; University News Staff
Fonte: Rochester Institute of Technology Publicador: Rochester Institute of Technology
Tipo: Magazine Formato: 6070479 bytes; application/pdf
Português
Relevância na Pesquisa
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This is the official magazine for RIT alumni. Issued twice per year (semiannual), spring and fall, beginning in 1999.; MAIN FEATURES OF THIS ISSUE: Front cover: Commencement celebrates individual achievements. / A message from the president. / Sloan grant fuels bioinformatics program. / Undergrad honors program beings in three colleges: Part of the First in Class Initiative. / RIT president, Albert Simone, receives President’s Award of the National Association of Student Personnel Administrators (NASPA). / IT Lab will provide increased opportunities for collaboration. / Photo School names first Kodak/Howard Bingham Scholarship winner, Gregory Boyd. / Singled out: From wired to wireless, first CIO, Diane Barbour, keeps RIT online. / RIT hosts the World Manufacturing Congress International Symposiums on Manufacturing Systems, Technology and Management. / In memoriam. / Interaction: Flight or fancy—reader response to “From the archives” in University Magazine’s spring 2000 issue. / Off to a great start: Cheers, tears, new careers mark the big moment for RIT’s Class of 2001. / First software engineering grads: 12 students become first in the United States to earn bachelor’s degrees in software engineering. / Eisenhart Awards honor teachers: George Georgantas...

‣ University Magazine Fall 2001; RIT The University Magazine Fall 2001; RIT University Magazine Fall 2001; University Magazine (RIT) Fall 2001

Simone, Albert; Lindsley, Kathy; Maynard, Laurie; Murphy, Susan; Saffran, Michael; Stella, Paul
Fonte: Rochester Institute of Technology Publicador: Rochester Institute of Technology
Tipo: Magazine Formato: 5960292 bytes; application/pdf
Português
Relevância na Pesquisa
56.563374%
This is the official magazine for RIT alumni. Issued twice per year (semiannual), spring and fall, beginning in 1999.; MAIN FEATURES OF THIS ISSUE: Front cover: Commencement celebrates individual achievements. / A message from the president. / Sloan grant fuels bioinformatics program. / Undergrad honors program beings in three colleges: Part of the First in Class Initiative. / RIT president, Albert Simone, receives President’s Award of the National Association of Student Personnel Administrators (NASPA). / IT Lab will provide increased opportunities for collaboration. / Photo School names first Kodak/Howard Bingham Scholarship winner, Gregory Boyd. / Singled out: From wired to wireless, first CIO, Diane Barbour, keeps RIT online. / RIT hosts the World Manufacturing Congress International Symposiums on Manufacturing Systems, Technology and Management. / In memoriam. / Interaction: Flight or fancy—reader response to “From the archives” in University Magazine’s spring 2000 issue. / Off to a great start: Cheers, tears, new careers mark the big moment for RIT’s Class of 2001. / First software engineering grads: 12 students become first in the United States to earn bachelor’s degrees in software engineering. / Eisenhart Awards honor teachers: George Georgantas...

‣ Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers

Petker,Gadija; Petersen,Nadine
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 Português
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This paper reports on the implementation of a model that infuses service-learning into a four-year foundation phase teacher education programme. We argue for an integrated curriculum design utilising specifically the teaching (laboratory) school of the faculty, not only for clinical experience or work-integrated learning, but also for service-learning. In this way, the relation of the teacher education programme to the teaching school and its location within Soweto, an area within Johannesburg, optimises the affordances of learning from and through experience for students. The service-learning activities were designed to inform and draw on students' practical and situational learning (learning in and about context) and address the notions of integrated and applied knowledge in the 'Minimum Requirements for Teacher Education Qualifications' (RSA DHET 2011). We argue in this paper that the incremental inclusion of service-learning over a four-year period and the varied nature of the service-learning projects within the programme extend students' learning from practice, provide opportunities for students to see people outside of formal education as 'experts' who have something to contribute to their education, and maximize the potential civic and academic outcomes for students.