Leticia Rocha Machado

Pedagogical Practices to Teacher Education for Gerontology Education

This article discusses possible educational strategies for teaching cyberseniors in Distance Education. The objective of this study was to delineate pedagogical practices that can contribute to teacher training in gerontology education. This need resulted from the need to discuss the increasing longevity of the population. This change in society poses new challenges for education. In this sense, distance learning can become a way to social inclusion, because of its many possibilities. Unfortunately, there are a few related studies, especially considering didactic and pedagogical activity for teachers. Thus, we conducted a study using both qualitative and quantitative approaches. It is based on offering extension courses for the training of professionals and individuals 60 years or older. For data collection we conducted participant observation, interviews, questionnaires and survey of technological productions of participants in a virtual learning environment. From the reports of the participants it is possible to map strategies for teaching and teacher training, including professionals who work or intend to work in distance education with elderly adults.

UMA PROPOSTA DE OBJETO DE APRENDIZAGEM UTILIZANDO A TEORIA DAS INTELIGÊNCIAS MÚLTIPLAS

Este artigo trata do desenvolvimento de um objeto de aprendizagem (OA) baseado na Teoria das Inteligencias Multiplas de Gardner. O autor defende a ideia de que cada sujeito possui potenciais que interferem na aprendizagem podendo ou nao ser intensificados, onde cabe ao educador motivar estes potenciais. Com base nas perspectivas e possibilidades que a teoria oportuniza, foi construido um objeto de aprendizagem (OA) denominado IM (Inteligencias Multiplas). Este objeto foi pensado e desenvolvido para ser utilizado tanto de forma semi-presencial como virtual, com o objetivo de auxiliar o educador na sua pratica docente.

Educação a Distância e Cybersêniors: um foco nas estratégias pedagógicas

This paper discusses the construction of pedagogical strategies in Distance Learning (DL) in order to include cyberseniors in virtual courses. The study was conducted through a qualitative and quantitative approach. It comprised seven stages of development. The data was collected by participant observation, interviews, questionnaires, and technological productions of the participants. The results showed the need to deepen aspects such as resilience and reminiscence with older audiences. With a larger gerontological contribution, it will be possible to provide actions covering the full educational potential of DL with the elderly.

REDES SOCIAIS: UM NOVO MUNDO PARA OS IDOSOS

Ao longo dos anos ocorreram mudancas significativas na sociedade, principalmente em relacao as tecnologias e a expectativa de vida. Os idosos estao cada vez mais utilizando as tecnologias, incluindo as redes sociais. Para este tipo de publico, as redes sociais estao se tornando um local nao apenas como forma de passatempo, mas como fonte de novos conhecimentos, comunicacao e interacoes. O presente artigo relata uma pesquisa realizada sobre redes sociais com 27 idosos que participam de um curso de inclusao digital desenvolvido na Universidade Federal do Rio Grande do Sul (UFRGS). A pesquisa nao tem o proposito de objetivar unicamente a melhoria das ferramentas nas redes sociais, mas sim de analisar questoes relativas a aspectos psicologicos, gerontologicos e educacionais envolvidos.

Teaching Practices with Mobile in Different Contexts

This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as a motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore, highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors both offered in the first semester of 2017 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning.

Social Map Tool: Analysis of the Social Interactions of Elderly People in a Virtual Learning Environment

The aim of this article is to analyze the social interactions of the elderly in a distance course in order to propose pedagogical strategies that can maximize the relationships in the virtual. The perspective of a long life for a large part of population poses new challenges in terms of technology, as public policies as individuals themselves. In this process discuss a permanent education during aging is fundamental. In this sense, there is a need to investigate the social interactions established in a virtual learning environment in Distance Learning, in order to build pedagogical strategies that enable the improvement of the quality of life of the elderly. Therefore, in order to reach the main objective of the research the methodology adopted was in a quanti-qualitative approach, composed of four stages: (1) Construction of theoretical framework; (2) Development of Distance Courses “Viv@EAD”; (3) Construction of Pedagogical Strategies for the social interactions of the elderly in Distance Learning; (4) Disclosure of results. Thirty elderly people participated in the research and at the blended course, over the 60 years. The results obtained showed a greater interaction when the elderly were instigated by the teachers of the course, being necessary the adoption of pedagogical strategies that make possible this engagement.

Social interactions in distance education: Development of a digital educational material

This work presents the planning, development and implementation of the SocioAVA digital educational material — Social Interactions in Virtual Learning Environments. This material is aimed at professionals working in Distance Education (DE) who are interested in discussing social interactions in the virtual. The objective is to discuss social interactions as an important factor to be included in pedagogical practices developed in Virtual Learning Environments (VEL). SocioAVA consists of four modules, bringing cases that can contextualize, discuss and exemplify social interactions in pedagogical practices in DE. In each module are explanatory texts and support materials such as videos, presentations, animations, audios, hypertexts, infographics, among others. To help in the discussion about the content in question, activities are also proposed in the form of challenges in order to problematize the topics addressed. For the development of SocioAVA digital educational material, an interdisciplinary team composed of educators, programmers, musicians and web designers was involved. The methodology adopted was ConstruMED in which it is focused on the construction of Digital Educational Materials (DEM) based on pedagogical design. This methodology is composed of five stages: Preparation, Planning, Implementation, Evaluation and Distribution. The application of DEM will occur in undergraduate and postgraduate courses in the area of Education. It is intended to test the operation of the material, its degree of adequacy to the target audience and level of achievement of the objectives, verifying the operation and to analyze if the DEM was in agreement with the technical, functional and didactic characteristics that are included in the project. It is understood that in DE is extremely important the appreciation of the students role in learning, since at various moments is physically distant from the teacher and colleagues. In this way, the constant interaction between the actors of the VEL is fundamental for the pedagogical success in this modality.

Social interactions of the elderly: Mapping pedagogical strategies for Distance

This research aims to map out possible pedagogical strategies for improve the social relations of elderly in distance courses. Around the world are increasing the number of the old-aged people, at the same time the interest in courses of continued education. The distance education is the one of viable ways for the elders, because allow an increase of best quality of life based in their interests and needs. However, a lack of studies about this subject and who contemplate the aged public is observed, particularly in the social interactions. Therefore, this research mapped possible pedagogical strategies for the distance education that can be adopted with elderly toward to maximize the social relations. The used methodology was case of study qualitative and quantitative. For the data collect, it was used a semi-structured questionnaire, the reports of elderly and participant observation. The participants were 16 elderly aged over 60 years who entered in course of digital inclusion. Through the course, the elderly participated, at distance, in a workshop about literary memories. In this process, it was possible to map pedagogical strategies that allowed greater social interaction among participants. In these mapped strategies, it is possible to observe the utilization of: synchronous and asynchronous tools of the virtual learning environment, the adoption of communication resources through mobile devices, such as WhatsApp, the necessity of face meetings, to remedy potential difficulties in the use of technological resources, the utilization of explanatory tutorials about the communication tools, the teacher intervention and mediation, and others. Social relations, present factors that instigate the elderly and contributing to their quality of life. This reality provides opportunities of depth research about this subject, especially in education.

Envelhecer@Saudável: um material educacional digital voltado ao público idoso

Este artigo tem como objetivo apresentar o planejamento e a implementacao de um material educacional digital (MED) denominado Envelhecer@Saudavel, o qual busca promover o conhecimento e mudancas de habitos para melhores condicoes de saude e de bem-estar do idoso. A metodologia adotada engloba quatro etapas de desenvolvimento: organizacao da equipe; planejamento; escolha do formato e modelo; inclusao dos recursos multimidias. O MED foi adaptado as especificidades do publico-alvo e teve como foco formatos e tendencias inovadoras, adaptaveis a interacao e as novas possibilidades para aquisicao de conhecimentos e, tambem, uma maior inclusao digital do idoso.

Social Interactions in a Virtual Learning Environment: Development and Validation of the Social Map Tool

This article presents a sociometric social mapping tool and its application in the Virtual Learning Environment (VLE) ROODA (Cooperative Learning Network). The purpose of this tool is to map the social interactions that take place during the development of a classroom or Distance Learning activity. The maps are constructed based on selected categories (for example, participants and period of analysis) and visualized as sociograms. These graphs have been proven to be relevant in assisting teachers to both monitor and follow-up on their students during the teaching and learning process. In addition to providing punctual analysis of the relationships and forms of interaction among students, the availability of this sociometric tool in the VLE itself allows for the reconceptualization of educational practices and recreation of pedagogical strategies that can maximize not only virtual social interactions but also forms of collaboration and cooperation. Preliminary results were used to construct new research questions that enabled the collection of categories of social information and the construction of pedagogical strategies based on social aspects for Distance Learning.