Suchergebnisse

The distance education is growing every day in Brazil and in the world assuming increasingly important role in the learning process. The management technology is aligned conditioning factor for the success of distance learning courses, and ongoing challenge for managers in terms of control and seeks excellence in this type of education. For this presents a proposed tool called SCD (screenplay control discipline) for control and management disciplines in virtual learning environments based on quality management. The study has a predominantly quantitative analysis by treating the data previously and ex-post-facto use of the tool. It was found that the tool is important and reduces drastically the search for support as well as the demand for services by the IT structure of the course studied, in this case the Department of Management Sciences (CAD) of the Federal University of Santa Catarina (UFSC).

Estudantes online que são surdos podem encontrar diferentes barreiras em cursos baseados na Web incluindo falta de imagens relacionadas ao conteúdo em páginas tomadas por texto. As diferentes barreiras podem diminuir a compreensão para pessoas cuja primeira língua seja a linguagem de sinais ao invés da linguagem escrita, um desafio para pesquisadores e professores interessados em desenvolver conteúdo multimídia. A combinação de texto, imagem, áudio e vídeo foi potencializada devido à convergência digital e passa a caracterizar os textos virtuais. O uso de multimídia agora permite diferentes efeitos na elaboração de significados. Nesta perspectiva de mudanças constantes, este artigo busca discutir alguns dos muitos desafios para o oferecimento de Cursos de Graduação em larga escala, apresentando algumas das características dos Cursos de Graduação em Letras-Libras. Também se discute a acessibilidade de conteúdo educacional digital multimídia no contexto de um projeto em andamento na UNICAMP.

The paper discusses data from an open distance learning programme 'Supporting women into teaching in rural Malawi' funded by the Scottish Government and designed and led by the Open University UK in partnership with FAWEMA ( Forum for African Women Educationalists in Malawi). Recruiting more women into teaching is seen as supporting girls' continued participation in primary schooling, particularly in rural areas. This access programme offers participants distance learning study to achieve the qualifications necessary for application to a formal primary teacher training course combined with practical experience as a 'learning assistant' in their local primary school. Support is provided by a local tutor, usually a secondary school teacher. Programme materials adopt a participatory approach to learning recognising learning as a transformation of identity, where identity is the pivot between the individual and the collective. This focuses attention on the affordances made available to learners to negotiate ways of being a student within the systems of relations in the programme. Hence the tutor –learner relationship is crucial. School subjects have values attached to them that reflect their gendered sociocultural legacies. These influence tutors and learners and mediate their interactions shaping the possibilities for female learners to develop identities as successful students. Tutor mediation thus poses critical challenges to achieving programme aspirations. Interview and workshop data indicate that for many tutors the approach is in tension with their 'teacher –centred' pedagogic practice and reveal how they attribute learners' previous lack of success to particular behaviours and innate abilities that reflect gendered beliefs. The discussion considers how to disrupt tutor beliefs and practices so that identities of competency and belonging as subject learners and novice teachers are extended to, and experienced by learners. The implications for tutor induction and practice on distance learning programmes to advance gender equality are also drawn out. // Paper ID: 230

This paper refers to the ERASMUS+ Project 2017-1-ES01-KA201-038199 (School Education). The project aims to develop a toolbox to assist teachers to develop and create high quality distance learning courses.The innovation in the project is the self-evaluation mandala. This is a newly developed tool used in distance learning courses and in blended learning.

The author's project is presented — distance learning course on the Moodle platform
on German as a foreign language in higher educational institution (University Duisburg-
Essen, Germany), the aspect of "written communication." The research urgency is caused
by the fact that the growth of academic mobility in higher education causes the need
to intensify the teaching of foreign languages, at the same time, the development of modern
communications technology expands the possibilities of knowledge transfer and
competence forming. The experience of the e-learning course is described, approaches
to learning and their refraction in the structure of the course are presented: competence,
communicative activity, intercultural. A thematic plan of the course, including the types
of written texts, provided by "the common European framework of reference for languages"
is provided. Special attention is paid to the organization of the thematic units of the
course in accordance with the concept of "backward planning." Criteria for intermediate
and final assessment are identified. Practical significance is determined by the fact that
standards of provision of learning material can be used to create distance and blended
courses on other aspects of teaching foreign languages in higher professional education
of the Russian Federation.

Online courses are a trend of today. Thanks to distance education, people can improve their skills, broaden their horizons or completely change their professions. In modern Russia, the institutionalization of distance education on online platforms is being implemented quite intensively, and many steps have already been taken in this area. In future, this trend will only intensify, as dynamic processes require constant training and advanced training which is certainly capable of implementing distance education. The purpose of this article is to describe the experience of youth participation in distance learning courses on commercial online platforms. The results of an empirical study showed the main motives for learning on online educational platforms: improving the financial situation, "finding yourself", changing one`s profession, etc. The theory of P. Berger and T. Lukman that the process of institutionalization is preceded by the "familiarization" of any social practice, in our case, it is distance learning on online educational platforms, is also confirmed. It was also revealed that the learning motives correlate with the goals. The important aspects of distance learning that directly affect the process of institutionalization are described.

У даній статті досліджуються особливості реалізації, проведення, аналіз стану та перспектив використання відкритих дистанційних курсів в Україні. У статті розглянуто основні переваги та недоліки масових відкритих дистанційних курсів, представлено порівняльний аналіз наукових праць вітчизняних та закордонних учених щодо питання впровадження відкритих дистанційних курсів, визначено основні вимоги до дистанційних курсів. Стаття містить аналіз поточного стану використання масових відкритих курсів дистанційного навчання у вищих навчальних закладах. Стаття являє собою низку рекомендацій для розвитку національної системи освіти, що сприяє демократизації вищої освіти. ; This paper investigates the features of the implementation, conduct, analysis and prospects for the use of open distance learning courses in Ukraine.The article deals with the main advantages and disadvantages of massive open distance learning courses, presents a comparative analysis of national and foreign scholars on the issue of implementation of open distance learning courses. The article outlines the basic course requirements. It contains an analysis of the current state of massive open distance learning courses used in higher educational institutions. The article presents a number of recommendations for the development of national education system towards democratization of higher education. Today massive online courses is the only convenient and accessible form of gaining knowledge or extension of qualification. Practice of its implementation has opened up new prospects for spreading of knowledge and giving educational opportunities for millions of people and made an effective instrument of modernization of education systems to meet the new economic and sociocultural conditions. Implementation of the elements of distance learning in school or in higher educational establishment requires implementation of educational activities with the use of new technologies, testing and implementation of new learning techniques. It is important for teacher to acquire skills to design his own course and to be able to organize distance learning. Methods and techniques of distance learning are based on self-regulation of students' speed of learning activities, adjusting the direction of their future self-education and, most importantly, they are based on distance learning forms of interaction. Taking into account the scale and complexity of distance learning as a phenomenon, a wide range of educational services, forms and models of organization for its implementation and building at a high-level we need to solve many difficult conceptual problems. The issue of quality of distance learning is one of the most controversial. The problem of quality of e-learning courses is extremely important.The distance course must correspond to the main didactic principles. They include scientific content, availability, systematic presentation of educational material, adaptability, visibility, connection with practice, completeness (integrity), interactive, self-consciousness, the development of intellectual capacity and so on. Ergonomic quality is one of the main requirements for distance learning courses.