To that we can add, and with what technology? Les concepteurs pédagogiques œuvrant en milieu universitaire au Québec vivent-ils une crise d’identité professionnelle? ENTRE POSTMODERNIDAD Y NEOLIBERALSIMO. X�wS����>�C�Ai��P�(�,۞0�l{&e��'b�#r. Hacking sa, ing. These are questions from this work: What technologies can we develop a formative assessment with? Lack of research impedes dissemination and di, A well-known example with regards to the open education m, access has the potential to transform the ways r, Emerging_Technologies_in_Distance_Education_Interior.indd 16, varied education-related purposes. Many theologians and religious scholars believe that this new paradigm may offer new insights into the nature of God and God's relation to the world. Efforts have been made to achieve participation parity (Suransky and van der Merwe 2016), provide equal learning opportunities (Ng'ambi et al. A mind map of ideas offered by other researchers and practitioners when the question was asked on Twitter, Facebook, in e-mails, and on various blogs. leverage the power of these emerging technologies for instructional gain. Cuando se propone que las experiencias de aprendizaje han servido para pensar y reflexionar sobre lo que aprendemos, aprender sobre nosotros mismos, autorregular nuestro aprendizaje... Las tecnologías tienen muchas funciones y posibilidades para mejorar estos procesos de evaluación diagnóstica, sumativa y formativa, así como personalizar la enseñanza, comunicar y reflexionar sobre lo aprendido, haciendo que la retroalimentación sea más interactiva e instantánea, más motivadora, más fácil y más rápido de gestionar los datos de evaluación, esenciales en los modelos de e-learning, b-learning y m-learning. It was also found that the agent's visual appearances and social behaviors did not motivate, interest, or tutor learners better than the simple arrow with voice. worlds are still described as emerging technologies (e.g., gies and practices are in a continuous state, Emerging_Technologies_in_Distance_Education_Interior.indd 13, develop and rene the service, while maintaini, tices that may depart from what was original, already be established. Hence, individuals need a wide range of abilities, competencies, and skills to adapt to the technological era. << /Length 5 0 R /Filter /FlateDecode >> Asking colleagues to offer their definition of the term emerging technologies. Clark has also argued against using expensive instructional media when lower cost alternatives achieve the same or similar learning and motivation goals. (pp.3-22). ated? En este sentido, se detallan los hallazgos con base en los resultados de una investigación cuantitativa con diseño no experimental y alcance descriptivo, realizado en la Universidad de Cundinamarca en la carrera de Ingeniería de Sistemas, donde el estudio se centró es establecer si el modelo planteado aportaba a mejorar el rendimiento académico y el papel del docente frente al mismo. �"\�yc ��?�?�|����W}_'���%�՞vW�z�v;�����Z4���H ���N��_�����l_u�s���U�x����Y���Wy#�a�ǰ�S�0�Ls9Wݱ�\LĀ��z��j���@�r���I�����H�\z is diversity is not, that the editor was “editing a new series of, Emerging_Technologies_in_Distance_Education_Interior.indd 6, was elusive. The results indicated that the questionnaire had a good reliability and validity. Malestares educativos de época: entre postmodernidad y Neoliberalismo es el resultado de un estudio minucioso centrado alrededor de la órbita del fenómeno posmoderno y su aliado estratégico conocido con el nombre de neoliberalismo, desde En resumen, las tecnologías son recursos esenciales para la evaluación del aprendizaje, por ello en este trabajo se plantean las siguientes cuestiones: ¿Con qué tecnologías podemos desarrollar una evaluación formativa? Los resultados indican que el cuestionario posee fiabilidad y validez adecuadas para estudiar dichas variables, confirmando elevados conocimientos y mayor intencionalidad didáctica al usar tecnología entre los maestros respecto a las maestras y entre el profesorado joven en relación al de mayor edad. No significant differences in learning or performance were found between the group receiving the agent and the arrow and voice group. ���_�o>n�����w7�����94?�uVsi��������]�����n������3^���}����}�����;�z���/j� ߆��Ȣ$�������� N"��������X�LX���?�aֳ�5����]:�g$�ame�2Q" ) D�`R" Resumen. In addition, a greater educational intentionality was found among male teachers compared with female teachers, as well as among younger teachers compared with older teachers. In book: Emerging Technologies in Distance Education. Much of the modern period was dominated by a 'reductionist' theory of science. envolvidos ou em contacto muito próximo com a problemática em estudo. {u�Z��U�e�����s�y}�T�4���riꌏH��P���G�dJ6��Oձk/wdI���?����btӜ}8���U}�P>^M�78v:��b �`����O��߽SJj�gJ!6�� Of course, as a result of these assaults on formal education, those in the “outside world” are often quick to pounce on educators and the way education is (perceived to be) conducted in U.S. classrooms. ���aI���� Assim, foram inquiridos nove indivíduos que estão Os resultados obtidos revelam que as SAF têm características muito próprias, foram Face aos objetivos definidos, delineámos uma abordagem qualitativa através do estudo de caso, recorrendo à entrevista. When it is proposed that learning experiences have served to think and reflect on what we learn, learn about ourselves, self-regulate our learning ... Technologies have many functions and possibilities to improve these processes of diagnostic assessment, summative and formative, customize teaching, communicating and reflecting on what has been learned, making feedback more interactive and instantaneous, more motivating activities, easier and faster to manage evaluation data, essential in e-learning, b-learning and m-learning models. stream The methodologies of assessment are one of the indicators of quality in teaching, to the point that the idea "tell me how you evaluate and I'll tell you how you teach" is very accepted. ¿Qué tecnologías emergentes hay para evaluar? Thus, this result does not support the Persona Effect (Lester, Converse, Kahler, Barlow, Stone, & Bhogal, 1997) which is derived from the hypothesis that an animated agent motivates human-computer interaction because it is perceived as more socially engaging and interesting than other attention directing and information dispensing devices, and thus leads learners to work harder and learn more.