This article reports on a research project on university teaching and learning in the context of ... more This article reports on a research project on university teaching and learning in the context of pandemics. Sixteen university professors and fifteen bachelor’s degree students were interviewed regarding “emergency e-assessment practices” during the first lockdown semester at a Spanish institution. The research aimed to understand their perception of how generic competencies were being assessed. Data were generated in semi-structured individual interviews. The main findings are: (a) generic competencies are not explicitly considered in e-assessment practices; (b) online assessment practices follow mainly a summative purpose; (c) digital technologies are not considered for the instructional design; (d) both instructors and students lack assessment literacy. Furthermore, there are difficulties in reaching a shared understanding regarding what competency-based assessment means and its implications for daily praxis. The results underline the challenge of using digital technologies for f...
Design and Measurement Strategies for Meaningful Learning
This chapter presents theoretical and practical ideas for revisiting exams design for meaningful ... more This chapter presents theoretical and practical ideas for revisiting exams design for meaningful learning. The authors suggest rethinking exams as a chance to pursue new learning opportunities. A brief review of exams throughout history locates the proposal in the classroom context. Authors argue that exams should not merely focus on assessing meaningful learning as a result. More importantly, they should aim at assessing meaningful learning in its process. Exams ought to promote new chances of meaningful learning. The authors consider exams within an interactional, multi-phased classroom assessment model and propose the new concept of synchronous self-assessment as an assessment strategy to promote students' awareness and agency. In the authors' view, earlier proposals are either too broad or too narrow, missing the goal of rethinking the examination as an exceptional opportunity for quality assessment. Although this practical assessment strategy has only been reported in h...
This translation was created by Ana Remesal, PhD., Department of Developmental and Educational Ps... more This translation was created by Ana Remesal, PhD., Department of Developmental and Educational Psychology, University of Barcelona, Spain. This translation has been done with special care to avoid technical jargon, so as to be responded by teacher-students. The language follows the Peninsular-Spanish standards. Email: [email protected] Recommended citation for this version. Remesal, A. (2009). Cuestionario Abreviado de Concepciones de Evaluacion del Aprendizaje. Unpublished translation of Teachers' Conceptions of Assessment inventory (CoA-IIIA), Universidad de Barcelona, Spain.This version was used in the following publication: Brown, G. T. L., & Remesal, A. (2012). Prospective teachers’ conceptions of assessment: A cross-cultural comparison. The Spanish Journal of Psychology, 15(1), 75-89. doi: 10.5209/rev_SJOP.2012.v15.n1.37286
The Community of Inquiry framework, originally developed to describe learning activity in threade... more The Community of Inquiry framework, originally developed to describe learning activity in threaded online discussion forms, has had a relatively long and illustrious history – particularly as far as timelines for e-learning and digital media are concerned. This framework has its origin in a series of articles authored by Garrison, Anderson, Rourke and others around the turn of the century. These researchers understood ‘educational communit[ies] of inquiry’ as being ‘group[s] of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding’ (Garrison, 2011, p. 15). These same researchers believed that deep and meaningful learning occurs in such a community through the balanced interaction of three communicative elements or forms of ‘presence’: cognitive presence, social presence and teaching presence. The model is also based on a cyclical process of experiential inquiry, which begins with a trigge...
This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Le... more This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Learning in Schools) project (dialls2020.eu/) and consists of a set of transcripts of classroom interactions of students from ages 5 to 15 years old. These classroom interactions took place in seven DIALLS participant countries (UK, Portugal, Germany, Lithuania, Spain, Cyprus, and Israel). The corpus is a set of 202 transcripts in the participant countries' native language (English, Portuguese, German, Lithuanian, Catalan, Cypriot Greek, and Hebrew). The transcripts in each native language range from a maximum of 35 for Hebrew (more than 17% of the overall corpus) to a minimum of 19 transcripts for Cypriot Greek (10% of the corpus). More than 50% of the transcripts in a language different from English (90 transcripts) have associated their English translation. The topic of the project is cultural literacy through dialogue and argumentation in school children. The Multilingual Corpus is...
This study presents the analysis of the emotions ap pearing in assessment-motivated collaborative... more This study presents the analysis of the emotions ap pearing in assessment-motivated collaborative online learning. The connection betwe en emotions and learning has been studied in the last decades mostly related to assessment si tuations. These previous works, however, do not study the online context. In contrast, pioneer studies of online-emotions do not focus on assessment; actually, generally speaking they rarel y consider learning situations at all. This study addresses both shortcomings using the concept of distributed emotion. A case study is presented for which 41 freshmen teacher-students an d their instructor spontaneously established class norms of motivated collaborative online learning which took place in an online forum within the LMS Moodle. The interaction of participants in the virtual space is analyzed with four different techniques of analysis : analysis of individual participation, chronological structural analysis, content analysis of forum interaction, and disc...
La innovacion que presentamos se planta en coherencia con la opcion teorica socioconstructivista ... more La innovacion que presentamos se planta en coherencia con la opcion teorica socioconstructivista de los procesos de ensenanza y aprendizaje. El objetivo de este trabajo es presentar la potencialidades de una propuesta de innovacion que incluye ayudas educativas variadas para que los estudiantes mejoren las competencias transversales a partir de su implicacion en tareas de escritura colaborativa con soporte virtual (Moodle). Se estudiaron dos profesoras y ocho grupos de cinco alumnos de primer curso del Grado de Educacion Infantil e Primaria de la Universidad de Barcelona en contextos naturales de ensenanza y aprendizaje en un entorno mixto, virtual y presencial. A partir de los datos, se identificaron categorias de analisis de la propuesta instruccional que permitieron interpretar y valorar dicha propuesta en base a tres grandes dimensiones: fortalezas y debilidades de la propuesta instruccional, ayudas educativas ofrecidas por el profesor a la tarea de escritura colaborativa online...
La enseñanza online no debería suponer un laberinto sin salida. Antes bien, debería ofrecer oport... more La enseñanza online no debería suponer un laberinto sin salida. Antes bien, debería ofrecer oportunidades de reflexión para el docente y para el estudiante; reflexión sobre su propia acción de enseñanza y aprendizaje, y reflexión sobre la relación que establecen.
International Journal of Educational Technology in Higher Education, 2012
L'objectiu d'aquest estudi es presentar una experiencia d'aprenentatge virtual a dist... more L'objectiu d'aquest estudi es presentar una experiencia d'aprenentatge virtual a distancia en l'ambit de l'ensenyament de les matematiques en l'ensenyament superior. El curs s'ofereix com a programa de suport per a alumnes d'un master de ciencies de la computacio i s'ha dissenyat especificament per a satisfer les necessitats dels estudiants que comencaven aquest programa, particularment la manca de comprensio del llenguatge logic que s'ha detectat en diverses promocions anteriors dels alumnes del CENIDET. El curs te com a objectiu el desenvolupament de l'habilitat d'us del llenguatge logic, que es basica per a cursar amb exit el master de Ciencies de la computacio, i tambe per a l'aplicacio posterior d'aquests coneixements en contextos professionals relacionats amb l'enginyeria computacional. Divuit estudiants distribuits per tot Mexic van participar voluntariament en l'estudi sota la direccio d'un tutor. El disseny...
Assessment and evaluation create many complex emotions (e.g., anxiety, concern, pride) for all te... more Assessment and evaluation create many complex emotions (e.g., anxiety, concern, pride) for all teachers. High-consequence assessments engender stronger and more negative emotions. Alongside all educators, L2 teachers share the pressures, emotions, and concomitant labour to maintain positive and constructive responses related to assessments. This chapter adds to the small body of literature on L2 teacher emotions in assessment with three case studies of L2 teachers. These cases expose the range of emotions L2 teachers experience and describe the labour they must carry out in order to remain professional and effective. Nonetheless, L2 teachers have to help students acquire competence in a new language in a brief time, exacerbating the emotional labour they work with. Extensive research into teacher emotions in assessment is required.
El presente trabajo expone una experiencia de innovacion docente puesta en practica con una cohor... more El presente trabajo expone una experiencia de innovacion docente puesta en practica con una cohorte completa de estudiantes de primer curso de magisterio de educacion primaria en la UB. La propuesta se basa en el uso de cuestionarios online que ofrecen feedback formativo automatico al usuario dentro de un programa evaluativo complejo que persigue fomentar el aprendizaje autorregulado. Presentamos resultados de la valoracion de la experiencia por parte de los estudiantes y los profesores.
Este estudio explora la evaluación en la educación universitaria y ene como finalidad comprender ... more Este estudio explora la evaluación en la educación universitaria y ene como finalidad comprender las valoraciones que realizan los alumnos del feedback entregado por los profesores durante un proceso instruccional híbrido. El feedback entregado por dos docentes durante un semestre académico fue de carácter virtual y presencial y estuvo dirigido a dos grupos de estudiantes del Grado de Maestro en Educación Primaria. Se comparte el análisis cualita vo de contenido de entrevistas finales de la invesgación con los estudiantes pertenecientes a ambos cursos. Los resultados muestran que el feedback más valorado es aquel que cumple con la caracterís ca de ser de efecto regulador cogni vo, que busca en el estudiante su implicación en la supervisión y control autónomo sobre su trabajo. Además, estos grupos de estudiantes señalan que la necesidad de presencialidad en la entrega de feedback ene relevancia, aun siendo bien valorados aquellos recibidos en modalidad virtual. Palabras clave: Evaluación, feedback forma vo, percepción estudiantes, formación inicial de maestro, Tecnologías de la Información y Comunicación (TIC).
Teacher beliefs about the purpose of assessment matter to how assessment is implemented in classr... more Teacher beliefs about the purpose of assessment matter to how assessment is implemented in classroom settings. Two different teacher conceptions of assessment inventories have originated separately in Spain and New Zealand. This study examined (a) the extent to which the models for each inventory could be recovered and (b) the relationship between inventories. Responses were obtained from 566 Ecuadorian primary and secondary teachers in two rounds of surveying. Results showed that with a few modifications both the Spanish and New Zealand models fit the data. Mean scores were strongest for improvement, caution, and societal control factors. Factor inter-correlations between the Spain and New Zealand models indicated that the teaching, certifying, and accounting domains were moderately correlated with accountability and improvement purposes, while societal control correlated with caution, and formative regulation correlated with irrelevance. These results are consistent with how teachers seem to conceive of assessment within strong examination systems.
Technological tools have permeated higher education programs. However, their mere introduction do... more Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic formative feedback. The system was part of a complex formative assessment program. We present results of the experience concerning two aspects: the students’ actual use of the system, and their final appraisal of it. The quantitative descriptive analysis focuses on the students’ perspective to evaluate the adequacy of the instructional decisions. Results indicate that students need certain limits to be able to manage their learning better if we pursue the quality of innovation. These limits refer mainly to the time of accessibility and the ...
Revista de Logopedia, Foniatría y Audiología, 1999
Com a evolução da tecnologia de microprocessadores, hoje é possível colocar um minúsculo chip em ... more Com a evolução da tecnologia de microprocessadores, hoje é possível colocar um minúsculo chip em um cartão de plástico, nas dimensões de um cartão de crédito convencional. Chip este com capacidade de armazenamento de informação e processamento. Esse tipo de cartão é chamado de Smart Card. É possível desenvolver aplicações para esses cartões utilizando um subconjunto da plataforma Java-Java Card. O subconjunto da plataforma Java para o desenvolvimento de aplicações próprias para executar em Smart Cards é bastante limitado, em virtude das limitações do hardware envolvido. O desenvolvimento deste tipo de aplicação implica invariavelmente em se trabalhar no nível de bytes, pois toda a comunicação com o cartão acontece através de APDUs (Applicaion Protocol Data Unit) montadas como uma sequência de bytes. Para auxiliar nesse trabalho, foi desenvolvido o SMART SHELL: ferramenta, modo texto, que interpreta comandos para a interação com a aplicação gerente do cartão-card manager. Os objetivos deste trabalho são: aperfeiçoar as funcionalidades do SMART SHELL e desenvolver uma interface gráfica para o mesmo, denominada de SMART INTERFACE. A aplicação em questão visa oferecer ao desenvolvedor de aplicações Java Card um mecanismo simples e ágil para a realização de atividades comuns de manipulação de um cartão, tais como: (1) realizar o processo de autenticação para operar com o card manager, (2) listar as aplicações-applets Java Card-instalados em um cartão, (3) preparar uma aplicação para ser instalada em um cartão, (4) instalação de uma aplicação no cartão, (5) remoção de uma aplicação instalada no cartão, entre outras. Para a realização do trabalho serão seguida a seguinte metodologia: levantamento bibliográfico sobre o tema; definição dos aperfeiçoamentos necessários ao SMART SHELL; implementação dos aperfeiçoamentos propostos; e implementação da interface gráfica para o mesmo denominada de SMART INTERFACE.
In a highly diverse world, cultural literacy is an essential tool for living together in harmony,... more In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was...
This article reports on a research project on university teaching and learning in the context of ... more This article reports on a research project on university teaching and learning in the context of pandemics. Sixteen university professors and fifteen bachelor’s degree students were interviewed regarding “emergency e-assessment practices” during the first lockdown semester at a Spanish institution. The research aimed to understand their perception of how generic competencies were being assessed. Data were generated in semi-structured individual interviews. The main findings are: (a) generic competencies are not explicitly considered in e-assessment practices; (b) online assessment practices follow mainly a summative purpose; (c) digital technologies are not considered for the instructional design; (d) both instructors and students lack assessment literacy. Furthermore, there are difficulties in reaching a shared understanding regarding what competency-based assessment means and its implications for daily praxis. The results underline the challenge of using digital technologies for f...
Design and Measurement Strategies for Meaningful Learning
This chapter presents theoretical and practical ideas for revisiting exams design for meaningful ... more This chapter presents theoretical and practical ideas for revisiting exams design for meaningful learning. The authors suggest rethinking exams as a chance to pursue new learning opportunities. A brief review of exams throughout history locates the proposal in the classroom context. Authors argue that exams should not merely focus on assessing meaningful learning as a result. More importantly, they should aim at assessing meaningful learning in its process. Exams ought to promote new chances of meaningful learning. The authors consider exams within an interactional, multi-phased classroom assessment model and propose the new concept of synchronous self-assessment as an assessment strategy to promote students' awareness and agency. In the authors' view, earlier proposals are either too broad or too narrow, missing the goal of rethinking the examination as an exceptional opportunity for quality assessment. Although this practical assessment strategy has only been reported in h...
This translation was created by Ana Remesal, PhD., Department of Developmental and Educational Ps... more This translation was created by Ana Remesal, PhD., Department of Developmental and Educational Psychology, University of Barcelona, Spain. This translation has been done with special care to avoid technical jargon, so as to be responded by teacher-students. The language follows the Peninsular-Spanish standards. Email: [email protected] Recommended citation for this version. Remesal, A. (2009). Cuestionario Abreviado de Concepciones de Evaluacion del Aprendizaje. Unpublished translation of Teachers' Conceptions of Assessment inventory (CoA-IIIA), Universidad de Barcelona, Spain.This version was used in the following publication: Brown, G. T. L., & Remesal, A. (2012). Prospective teachers’ conceptions of assessment: A cross-cultural comparison. The Spanish Journal of Psychology, 15(1), 75-89. doi: 10.5209/rev_SJOP.2012.v15.n1.37286
The Community of Inquiry framework, originally developed to describe learning activity in threade... more The Community of Inquiry framework, originally developed to describe learning activity in threaded online discussion forms, has had a relatively long and illustrious history – particularly as far as timelines for e-learning and digital media are concerned. This framework has its origin in a series of articles authored by Garrison, Anderson, Rourke and others around the turn of the century. These researchers understood ‘educational communit[ies] of inquiry’ as being ‘group[s] of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding’ (Garrison, 2011, p. 15). These same researchers believed that deep and meaningful learning occurs in such a community through the balanced interaction of three communicative elements or forms of ‘presence’: cognitive presence, social presence and teaching presence. The model is also based on a cyclical process of experiential inquiry, which begins with a trigge...
This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Le... more This dataset is the Multilingual Corpus of the DIALLS (DIalogue and Argumentation for Literacy Learning in Schools) project (dialls2020.eu/) and consists of a set of transcripts of classroom interactions of students from ages 5 to 15 years old. These classroom interactions took place in seven DIALLS participant countries (UK, Portugal, Germany, Lithuania, Spain, Cyprus, and Israel). The corpus is a set of 202 transcripts in the participant countries' native language (English, Portuguese, German, Lithuanian, Catalan, Cypriot Greek, and Hebrew). The transcripts in each native language range from a maximum of 35 for Hebrew (more than 17% of the overall corpus) to a minimum of 19 transcripts for Cypriot Greek (10% of the corpus). More than 50% of the transcripts in a language different from English (90 transcripts) have associated their English translation. The topic of the project is cultural literacy through dialogue and argumentation in school children. The Multilingual Corpus is...
This study presents the analysis of the emotions ap pearing in assessment-motivated collaborative... more This study presents the analysis of the emotions ap pearing in assessment-motivated collaborative online learning. The connection betwe en emotions and learning has been studied in the last decades mostly related to assessment si tuations. These previous works, however, do not study the online context. In contrast, pioneer studies of online-emotions do not focus on assessment; actually, generally speaking they rarel y consider learning situations at all. This study addresses both shortcomings using the concept of distributed emotion. A case study is presented for which 41 freshmen teacher-students an d their instructor spontaneously established class norms of motivated collaborative online learning which took place in an online forum within the LMS Moodle. The interaction of participants in the virtual space is analyzed with four different techniques of analysis : analysis of individual participation, chronological structural analysis, content analysis of forum interaction, and disc...
La innovacion que presentamos se planta en coherencia con la opcion teorica socioconstructivista ... more La innovacion que presentamos se planta en coherencia con la opcion teorica socioconstructivista de los procesos de ensenanza y aprendizaje. El objetivo de este trabajo es presentar la potencialidades de una propuesta de innovacion que incluye ayudas educativas variadas para que los estudiantes mejoren las competencias transversales a partir de su implicacion en tareas de escritura colaborativa con soporte virtual (Moodle). Se estudiaron dos profesoras y ocho grupos de cinco alumnos de primer curso del Grado de Educacion Infantil e Primaria de la Universidad de Barcelona en contextos naturales de ensenanza y aprendizaje en un entorno mixto, virtual y presencial. A partir de los datos, se identificaron categorias de analisis de la propuesta instruccional que permitieron interpretar y valorar dicha propuesta en base a tres grandes dimensiones: fortalezas y debilidades de la propuesta instruccional, ayudas educativas ofrecidas por el profesor a la tarea de escritura colaborativa online...
La enseñanza online no debería suponer un laberinto sin salida. Antes bien, debería ofrecer oport... more La enseñanza online no debería suponer un laberinto sin salida. Antes bien, debería ofrecer oportunidades de reflexión para el docente y para el estudiante; reflexión sobre su propia acción de enseñanza y aprendizaje, y reflexión sobre la relación que establecen.
International Journal of Educational Technology in Higher Education, 2012
L'objectiu d'aquest estudi es presentar una experiencia d'aprenentatge virtual a dist... more L'objectiu d'aquest estudi es presentar una experiencia d'aprenentatge virtual a distancia en l'ambit de l'ensenyament de les matematiques en l'ensenyament superior. El curs s'ofereix com a programa de suport per a alumnes d'un master de ciencies de la computacio i s'ha dissenyat especificament per a satisfer les necessitats dels estudiants que comencaven aquest programa, particularment la manca de comprensio del llenguatge logic que s'ha detectat en diverses promocions anteriors dels alumnes del CENIDET. El curs te com a objectiu el desenvolupament de l'habilitat d'us del llenguatge logic, que es basica per a cursar amb exit el master de Ciencies de la computacio, i tambe per a l'aplicacio posterior d'aquests coneixements en contextos professionals relacionats amb l'enginyeria computacional. Divuit estudiants distribuits per tot Mexic van participar voluntariament en l'estudi sota la direccio d'un tutor. El disseny...
Assessment and evaluation create many complex emotions (e.g., anxiety, concern, pride) for all te... more Assessment and evaluation create many complex emotions (e.g., anxiety, concern, pride) for all teachers. High-consequence assessments engender stronger and more negative emotions. Alongside all educators, L2 teachers share the pressures, emotions, and concomitant labour to maintain positive and constructive responses related to assessments. This chapter adds to the small body of literature on L2 teacher emotions in assessment with three case studies of L2 teachers. These cases expose the range of emotions L2 teachers experience and describe the labour they must carry out in order to remain professional and effective. Nonetheless, L2 teachers have to help students acquire competence in a new language in a brief time, exacerbating the emotional labour they work with. Extensive research into teacher emotions in assessment is required.
El presente trabajo expone una experiencia de innovacion docente puesta en practica con una cohor... more El presente trabajo expone una experiencia de innovacion docente puesta en practica con una cohorte completa de estudiantes de primer curso de magisterio de educacion primaria en la UB. La propuesta se basa en el uso de cuestionarios online que ofrecen feedback formativo automatico al usuario dentro de un programa evaluativo complejo que persigue fomentar el aprendizaje autorregulado. Presentamos resultados de la valoracion de la experiencia por parte de los estudiantes y los profesores.
Este estudio explora la evaluación en la educación universitaria y ene como finalidad comprender ... more Este estudio explora la evaluación en la educación universitaria y ene como finalidad comprender las valoraciones que realizan los alumnos del feedback entregado por los profesores durante un proceso instruccional híbrido. El feedback entregado por dos docentes durante un semestre académico fue de carácter virtual y presencial y estuvo dirigido a dos grupos de estudiantes del Grado de Maestro en Educación Primaria. Se comparte el análisis cualita vo de contenido de entrevistas finales de la invesgación con los estudiantes pertenecientes a ambos cursos. Los resultados muestran que el feedback más valorado es aquel que cumple con la caracterís ca de ser de efecto regulador cogni vo, que busca en el estudiante su implicación en la supervisión y control autónomo sobre su trabajo. Además, estos grupos de estudiantes señalan que la necesidad de presencialidad en la entrega de feedback ene relevancia, aun siendo bien valorados aquellos recibidos en modalidad virtual. Palabras clave: Evaluación, feedback forma vo, percepción estudiantes, formación inicial de maestro, Tecnologías de la Información y Comunicación (TIC).
Teacher beliefs about the purpose of assessment matter to how assessment is implemented in classr... more Teacher beliefs about the purpose of assessment matter to how assessment is implemented in classroom settings. Two different teacher conceptions of assessment inventories have originated separately in Spain and New Zealand. This study examined (a) the extent to which the models for each inventory could be recovered and (b) the relationship between inventories. Responses were obtained from 566 Ecuadorian primary and secondary teachers in two rounds of surveying. Results showed that with a few modifications both the Spanish and New Zealand models fit the data. Mean scores were strongest for improvement, caution, and societal control factors. Factor inter-correlations between the Spain and New Zealand models indicated that the teaching, certifying, and accounting domains were moderately correlated with accountability and improvement purposes, while societal control correlated with caution, and formative regulation correlated with irrelevance. These results are consistent with how teachers seem to conceive of assessment within strong examination systems.
Technological tools have permeated higher education programs. However, their mere introduction do... more Technological tools have permeated higher education programs. However, their mere introduction does not guarantee instructional quality. This article presents the results of an innovation project aimed at fostering autonomous learning among students at a Pre-School and Primary Teacher Grade. For one semester all freshmen students used a system for autonomous learning embedded in the institutional online platform (Moodle), which included automatic formative feedback. The system was part of a complex formative assessment program. We present results of the experience concerning two aspects: the students’ actual use of the system, and their final appraisal of it. The quantitative descriptive analysis focuses on the students’ perspective to evaluate the adequacy of the instructional decisions. Results indicate that students need certain limits to be able to manage their learning better if we pursue the quality of innovation. These limits refer mainly to the time of accessibility and the ...
Revista de Logopedia, Foniatría y Audiología, 1999
Com a evolução da tecnologia de microprocessadores, hoje é possível colocar um minúsculo chip em ... more Com a evolução da tecnologia de microprocessadores, hoje é possível colocar um minúsculo chip em um cartão de plástico, nas dimensões de um cartão de crédito convencional. Chip este com capacidade de armazenamento de informação e processamento. Esse tipo de cartão é chamado de Smart Card. É possível desenvolver aplicações para esses cartões utilizando um subconjunto da plataforma Java-Java Card. O subconjunto da plataforma Java para o desenvolvimento de aplicações próprias para executar em Smart Cards é bastante limitado, em virtude das limitações do hardware envolvido. O desenvolvimento deste tipo de aplicação implica invariavelmente em se trabalhar no nível de bytes, pois toda a comunicação com o cartão acontece através de APDUs (Applicaion Protocol Data Unit) montadas como uma sequência de bytes. Para auxiliar nesse trabalho, foi desenvolvido o SMART SHELL: ferramenta, modo texto, que interpreta comandos para a interação com a aplicação gerente do cartão-card manager. Os objetivos deste trabalho são: aperfeiçoar as funcionalidades do SMART SHELL e desenvolver uma interface gráfica para o mesmo, denominada de SMART INTERFACE. A aplicação em questão visa oferecer ao desenvolvedor de aplicações Java Card um mecanismo simples e ágil para a realização de atividades comuns de manipulação de um cartão, tais como: (1) realizar o processo de autenticação para operar com o card manager, (2) listar as aplicações-applets Java Card-instalados em um cartão, (3) preparar uma aplicação para ser instalada em um cartão, (4) instalação de uma aplicação no cartão, (5) remoção de uma aplicação instalada no cartão, entre outras. Para a realização do trabalho serão seguida a seguinte metodologia: levantamento bibliográfico sobre o tema; definição dos aperfeiçoamentos necessários ao SMART SHELL; implementação dos aperfeiçoamentos propostos; e implementação da interface gráfica para o mesmo denominada de SMART INTERFACE.
In a highly diverse world, cultural literacy is an essential tool for living together in harmony,... more In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was...
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Papers by Ana Remesal