A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

Capitulo 1 : Nao ha docencia sem discencia - O autor inicia o capitulo 1 fazendo algumas consideracoes sobre a pratica docente. Nao existe docencia sem discencia! Essa e a principal licao deste capitulo. O docente deve aliar a teoria a pratica, incentivando a producao do conhecimento pelo aluno. Deve remove-lo da condicao de mero aprendiz, de mero receptor do conhecimento. Para que isto ocorra, porem, uma mudanca na mentalidade e necessaria. Nao na cabeca do aluno, mas na cabeca do professor. Ele deve estar ciente de sua funcao de incentivador a producao do conhecimento pelo proprio aluno, pensando de forma critica sobre a relacao ensino-aprendizagem. E indispensavel que o formando desde o principio assuma-se como sujeito da producao do saber se convenca definitivamente de que ensinar nao e transferir conhecimento. Questiona a funcao de educador autoritario e conservador, que nao permite a participacao dos educandos, suas curiosidades, insubmissoes, e as suas vivencias adquiridas no decorrer da vida e do seu meio social. Capitulo 2: Ensinar nao e transferir conhecimento - Saber que ensinar nao e transferir conhecimento, mas cria as possibilidades para a sua propria producao ou sua construcao. Quando um docente entra em uma sala de aula ele devera estar aberto a indagacoes, a curiosidade, as perguntas dos alunos, as suas inibicoes. Um ser critico e inquiridor, inquieto em face da tarefa que tem- a de ensinar e nao a de transferir conhecimento. E preciso insistir: este saber necessario ao professor - que ensinar nao e transferir conhecimento-nao apenas precisa ser aprendido por ele e pelos educandos, mas tambem precisa ser constantemente testemunhado, vivido. Capitulo 3: Ensinar e uma especificidade humana - Uma das qualidades essenciais que a autoridade docente democratica deve revelar em suas relacoes com as liberdades dos alunos e a seguranca em si mesma. E a seguranca que se expressa na firmeza com que atua com que decide com que respeita as liberdades, com que discute suas proprias posicoes, com que aceita rever-se. Segura de si, a autoridade nao necessita de, a cada instante, fazer um discurso sobre sua existencia, sobre si mesmo. Segura de si, ela e porque tem autoridade, porque a exerce com indiscutivel sabedoria. Todo professor deve sempre levar a serio sua formacao, sempre estar atualizado, se esforcando para tarefa de lecionar. Deve tratar todos os alunos com carinho, respeito, sem arrogância, sem ar de superioridade para que a construcao do conhecimento se de fato e entre ambos. Uma sala quieta nao significa aprendizado. Todo educador precisa ser seguro no andar, falar e principalmente ensinar pois querendo ou nao materia mas e poder satisfazer tambem a curiosidade de seus alunos sendo gentil e dizer “vou procurar e trago da proxima vez”. Com essas caracteristicas voce sera um bom educador.

PEDAGOGIA DA AUTONOMIA: Saberes Necessários à Prática Educativa

Resenha de: Os sete saberes necessarios a educacao do futuro, por MORIN, Edgar. 12 ed. Sao Paulo: Cortez; Brasilia, DF: UNESCO, 2007. ISBN: 978-85-7014-048-7.

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Os sete saberes necessários à educação do futuro

Digital instructional tools develop rapidly, and they can create novel learning experiences. Still, adoption of new formats is often expensive, and their efficacy is untested. Whiteboard animations are an increasingly popular form of educational media. Although recent research in the development of whiteboard animations is rich, there is a lack of understanding of learner experiences with this type of animation. The purpose of this study is to provide concrete scientific evidence for the impact on retention and subjective experiences of enjoyment, engagement, and challenge. We recruited participants from Amazon's Mechanical Turk (N?=?621; 239 females). We used a between-subjects design with participants assigned randomly to one of four instructional conditions: whiteboard animation, electronic slideshow (i.e., sequential images with narration), audio (i.e., narration) only, and text only. For learning experiences, we also introduce a novel behavioral measure of engagement alongside participant self-reports by eliciting continuation values with diminishing compensation. Using repeated measure ANOVAs to test effect of lesson format on subjective experiences and one-way ANOVAs to test the effect of lesson format on retention, we found that whiteboard animations have a positive effect on retention, engagement and enjoyment, although we do not rule out the possibility that some of this result is due to novelty. One of the first studies investigating the effectiveness of whiteboard animations.Whiteboard animations are engaging as a lesson format.Whiteboard animations improve retention compared to only text and audio formats.

The effects of whiteboard animations on retention and subjective experiences when learning advanced physics topics

Background : Advance organizers are instructional materials that help students use previous knowledge to make links with new information. Short animation movies are a possible format and are well suited for physics, as they can portray dynamic phenomena and represent abstract concepts. Purpose : The study aimed to determine guidelines for the construction of an instructional short animation movie, with the role of an advance organizer. A film was created in order to evaluate the effectiveness of the approach, making part of a physics lesson and concerning the subject ‘moment of a force’. Sample : The study took place in a Brazilian school in the city of Arapoti, in the south region of the country. Thirty-eight students participated, having an average age of 16 and following the third year of high school. Design and methods : Criteria drawn from a literature review directed the construction of the movie and the lesson. Data were collected using pre- and post-tests; registers of oral comments were also done...

Short animation movies as advance organizers in physics teaching: a preliminary study

Freire It is common that the meeting of the disciplines is not sufficient so that boundaries between the problems and modes of expression present in the scho...

Interdisciplinaridade: saberes e práticas rumo à inovação educativa

RESUMO O presente estudo tem como objetivo analisar o processo de adequacao de uma Instituicao Federal de Ensino Superior a lei n. 13.409, de 28 de dezembro de 2016, que implementa cota para pessoas com deficiencia. A pesquisa e de natureza qualitativa e configura-se um estudo de caso unico. Foram entrevistados dois gestores da instituicao e levantados documentos relacionados ao tema para a composicao do corpus documental. Para o exame documental, utilizou-se o procedimento da analise de conteudo. Constatou-se que a instituicao examinada nao apresenta condicoes adequadas para o atendimento a cota para pessoas com deficiencia estabelecida na referida lei. Conclui-se que, mesmo a lei n. 13.409/2016 sendo justa e necessaria, as condicoes para a sua efetivacao por parte do governo federal nao foram criadas. O que deveria ser inclusao configura-se, na verdade, um processo de exclusao.

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A acessibilidade e a inclusão em uma Instituição Federal de Ensino Superior a partir da lei n. 13.409

EnglishThis study aims to investigate the didactic and pedagogical intervention at Basic Education for math teaching to deaf students. It used a systematic descriptive review from literature articles, dissertations, and theses from Scientific Electronic Library Online and Instituto Brasileiro de Informacao em Ciencia e Tecnologia databases from 2013 to 2017. The descriptors deaf, mathematics and teaching were used, and 616 studies were found. After the search, 16 studies were selected as a final sample of the review. It can be inferred that the studies present multiple possibilities, such as computing environments experiences, investigative scenarios, use of didactic resources as educational materials, all of them with pre-established design and flexible application. When thinking about math education for the deaf, there is an advance at the research level as the analyzed works contribute to the area. However, we emphasize the need for more research that could answer the needs of the teaching and learning process on effectiveness inside the schools. portuguesNeste estudo objetivamos investigar as intervencoes didatico-pedagogicas na Educacao Basica para o ensino de matematica a alunos surdos. Utilizamos uma revisao sistematica descritiva da literatura contida em artigos, dissertacoes e teses disponiveis nas bases de dados Scientific Electronic Library Online e Instituto Brasileiro de Informacao em Ciencia e Tecnologia nos anos de 2013 a 2017. Usamos os descritores surdos, matematica e ensino, e localizamos 616 pesquisas. Apos a selecao, consideramos 16 estudos como amostra final da revisao. Podemos inferir que os estudos apresentaram multiplas possibilidades, como experiencias em ambientes computacionais, cenarios investigativos, uso de recursos como materiais didaticos, todos flexiveis e com planejamentos na aplicacao. Ao pensarmos a educacao matematica para surdos, foco deste estudo, observamos avancos nas pesquisas, tais como as contribuicoes que os trabalhos analisados trouxeram para a area. Todavia, alertamos para a necessidade de realizar mais pesquisas que respondam as necessidades da efetivacao do processo de ensino e aprendizagem no interior das escolas.

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O processo de ensino e aprendizagem de Matemática para alunos surdos: uma revisão sistemática

A teoria da aprendizagem significativa enfatiza a importância da ancoragem seletiva entre ideias ja existentes e as ideias novas no processo de aquisicao de conhecimentos. A eficiencia desse processo depende, entre outros fatores, da presenca de subsuncores. Na falta deles, pode-se incluir organizadores previos, mecanismos didaticos que auxiliam a preparacao de ideias âncora. Esta pesquisa investigou a construcao de um organizador previo no formato de curta de animacao digital, discutindo os criterios didaticos e tecnicos envolvidos nessa tarefa. Um curta foi criado e aplicado em uma aula de Fisica, se mostrando efetivo na funcao de organizador previo. O trabalho enumera caracteristicas que orientam a construcao de um curta de animacao com funcao de organizador previo.

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Sani de Carvalho Rutz da Silva

Papers

Short animation movies as advance organizers in physics teaching: a preliminary study

Interdisciplinaridade: saberes e práticas rumo à inovação educativa

A acessibilidade e a inclusão em uma Instituição Federal de Ensino Superior a partir da lei n. 13.409

O processo de ensino e aprendizagem de Matemática para alunos surdos: uma revisão sistemática

Organizadores prévios para aprendizagem significativa em física: o formato curta de animacão