المؤلفون: Luiz Marques Leopoldino, Andre, Leocadio Fernandes, Daniel, Antenor Pomilio, Jose, Goncalves de Oliveira, Janaina, Augusto Ferreira, Andre

المصدر: 2023 IEEE 8th Southern Power Electronics Conference and 17th Brazilian Power Electronics Conference (SPEC/COBEP) Power Electronics Conference and 17th Brazilian Power Electronics Conference (SPEC/COBEP), 2023 IEEE 8th Southern. :1-5 Nov, 2023

Relation: 2023 IEEE 8th Southern Power Electronics Conference and 17th Brazilian Power Electronics Conference (SPEC/COBEP)

المؤلفون: Rivera-Piragauta, Jose Alberto, Minelli de Oliveira, Janaina

المصدر: Journal of Educators Online. May 2022 19(2).

Peer Reviewed: Y

Page Count: 11

Descriptors: Ethics, Electronic Learning, Educational Technology, College Students, College Faculty, Teaching Methods, Responsibility, Persistence, Interpersonal Relationship, Student Experience, Values, Foreign Countries, Teacher Attitudes, Student Attitudes, Self Esteem, Empathy, Time Management, Group Unity, Social Attitudes

مصطلحات جغرافية: Colombia, Mexico, Spain

مستخلص: This study focuses on the ethical foundations of learning in virtual environments and identifies the ethical values perceived by university students and faculty in the learning process. We analyzed 235 participants, including students from different Spanish-speaking countries and virtual education teachers, and employed a design-based research methodology using quantitative tools for empirical data collection. The analysis showed that: (a) the learning experience in virtual environments is ethical; (b) responsibility, commitment, respect, solidarity, and tolerance can be considered typical of learning in virtual learning environments; and (c) students and teachers have shared ethical experiences regarding the values considered most relevant in virtual education.

Abstractor: As Provided

المؤلفون: Dohler, Jessica S., Silva Junior, Dalmo C., de Oliveira, Janaina G., Ferreira, Andre Augusto

المصدر: 2021 Brazilian Power Electronics Conference (COBEP) Power Electronics Conference (COBEP), 2021 Brazilian. :1-8 Nov, 2021

Relation: 2021 Brazilian Power Electronics Conference (COBEP)

المؤلفون: Silva Barbosa, Paula Stael, Mota, Raul Procopio, de Oliveira, Janaina Gonealves

المصدر: 2021 Brazilian Power Electronics Conference (COBEP) Power Electronics Conference (COBEP), 2021 Brazilian. :1-4 Nov, 2021

Relation: 2021 Brazilian Power Electronics Conference (COBEP)

المؤلفون: Piragauta, Jose Alberto Rivera (ORCID 0000-0002-0400-125X), de Oliveira, Janaina Minelli (ORCID 0000-0001-5946-3622)

المصدر: Journal of Academic Ethics. Jun 2023 21(2):343-356.

Peer Reviewed: Y

Page Count: 14

Descriptors: Foreign Countries, College Students, Online Courses, Distance Education, Ethics, Values, Student Attitudes, College Faculty, Teacher Attitudes, Instructional Design, Tutors, Educational Change, Change Strategies

مصطلحات جغرافية: Colombia, Argentina, Mexico, Ecuador, Spain

مستخلص: Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental.

Abstractor: As Provided

المؤلفون: de Castro, Marcelo, de Souza, Igor D. N., Fogli, Gabriel A., da S. T. Junior, Ademir, de Almeida, Pedro M., de Oliveira, Janaina G., Barbosa, Pedro G.

المصدر: 2019 IEEE 15th Brazilian Power Electronics Conference and 5th IEEE Southern Power Electronics Conference (COBEP/SPEC) Brazilian Power Electronics Conference and 5th IEEE Southern Power Electronics Conference (COBEP/SPEC), 2019 IEEE 15th. :1-6 Dec, 2019

Relation: 2019 IEEE 15th Brazilian Power Electronics Conference and 5th IEEE Southern Power Electronics Conference (COBEP/SPEC)

المؤلفون: Archetti, Joao A. G., Pinheiro, Lilian V., Lima, Mateus L., Musse, Bernardo F., de Oliveira, Janaina. G., de Oliveira, Leonardo. W.

المصدر: 2019 IEEE 15th Brazilian Power Electronics Conference and 5th IEEE Southern Power Electronics Conference (COBEP/SPEC) Brazilian Power Electronics Conference and 5th IEEE Southern Power Electronics Conference (COBEP/SPEC), 2019 IEEE 15th. :1-6 Dec, 2019

Relation: 2019 IEEE 15th Brazilian Power Electronics Conference and 5th IEEE Southern Power Electronics Conference (COBEP/SPEC)

المؤلفون: Fernandes, Daniel Leocádio, Leopoldino, André Luiz Marques, de Santiago, Juan, Verginis, Christos, Ferreira, André Augusto, de Oliveira, Janaína Gonçalves

المصدر: In Electric Power Systems Research July 2024 232

المؤلفون: Piragauta, Jose Alberto Rivera^{Aff1, IDs1080502209459z_cor1}, de Oliveira, Janaina Minelli

المصدر: Journal of Academic Ethics. 21(2):343-356

المؤلفون: de Oliveira, Janaina, Henriksen, Danah, Castañeda, Linda, Marimon, Marta, Barberà, Elena, Monereo, Carles, Coll, César, Mahiri, Jabari, Mishra, Punya

المصدر: International Journal of Educational Technology in Higher Education (ETHE); 2015: Vol. 12 Núm.: 2. Número especial: nous escenaris d'aprenentatge des d'una visió transformadora; p. 14-29

مصطلحات موضوعية: knowledge production, technology, learner identity, solidarity, social practices, bottom-up pedagogies, producción de conocimiento, tecnología, identidad, solidaridad, prácticas sociales, pedagogías emergentes, producció de coneixement, tecnologia, identitat, solidaritat, pràctiques socials, pedagogies emergents

الوصف: This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.
En este artículo, se identificarán algunos modelos y tendencias emergentes en la producción de conocimiento. Se hará hincapié especialmente en cómo los individuos implicados en los procesos de consumo y de distribución de la información expresan diferentes niveles de solidaridad y de compromiso, y se sugerirá que es crucial que las personas no solo conozcan estos procesos, sino que también estén abiertas a otros modelos, oportunidades y posibilidades que, dadas las condiciones sociotecnológicas y comunicativas actuales, aún deben desarrollarse. Se abordará con especial interés el ámbito de la educación, puesto que se entiende que los educadores están participando de forma comprometida en una profunda renovación pedagógica a través de proyectos compartidos cimentados en interacciones profesionales y personales facilitadas por las redes. Estas interacciones favorecen la emergencia de modelos pedagógicos que permiten a profesores y a alumnos convertirse en expertos al mismo tiempo que rompen con muchas convenciones epistemológicas clásicas. Estas pedagogías generadas de abajo arriba no solo fomentan la creatividad y la colaboración, y se sustentan en el uso de nuevas herramientas digitales, sino que las promueven e impulsan los intereses del alumnado, y por ello, tienen el potencial suficiente para devolverle la alegría al proceso de aprendizaje. Por último, se argumentará que los modelos emergentes en la construcción del conocimiento a través de las TIC ofrecen nuevos paisajes culturales y ecologías de aprendizaje que trastocan las inscripciones tradicionales de las identidades individuales y las afinidades raciales y culturales.
En aquest article, s’identificaran alguns models i tendències emergents en la producció de coneixement. Es farà èmfasi especialment en com els individus implicats en els processos de consum i de distribució de la informació expressen diferents nivells de solidaritat i de compromís, i se suggerirà que és crucial que les persones no només coneguin aquests processos, sinó que també estiguin obertes a altres models, oportunitats i possibilitats que, donades les condicions sociotecnològiques i comunicatives actuals, encara s’han de desenvolupar. S’abordarà amb especial interès l’àmbit de l’educació, ja que s’entén que els educadors estan participant de forma compromesa en una profunda renovació pedagògica a través de projectes compartits cimentats en interaccions professionals i personals facilitades per les xarxes. Aquestes interaccions afavoreixen l’emergència de models pedagògics que permeten a professors i a alumnes convertir-se en experts al mateix temps que trenquen amb moltes convencions epistemològiques clàssiques. Aquestes pedagogies generades d’avall cap amunt no només fomenten la creativitat i la col·laboració i se sustenten en l’ús de noves eines digitals, sinó que les promouen i impulsen els interessos de l’alumnat, i per això, tenen el potencial suficient per tornar l’alegria al procés d’aprenentatge. Per acabar, s’argumentarà que els models emergents en la construcció del coneixement a través de les TIC ofereixen nous paisatges culturals i ecologies d’aprenentatge que trastoquen les inscripcions tradicionals de les identitats individuals i les afinitats racials i culturals.

وصف الملف: application/pdf

Relation: https://www.raco.cat/index.php/RUSC/article/view/304501/394267; https://www.raco.cat/index.php/RUSC/article/view/304501/394268

URL الوصول: https://www.raco.cat/index.php/RUSC/article/view/304501