RESUMO Instituições de Ensino Superior de todo o mundo foram afetadas pela pandemia da Covid-19. O prolongamento das medidas de distanciamento físico entre pessoas impõe a adaptação do ensino presencial ao formato remoto. Isso exige planejamento e consideração às condições de estudantes e professores. Neste artigo, são propostas diretrizes para orientar o trabalho de gestores universitários ao avaliarem as dificuldades e limitações impostas pela situação emergencial decorrente da pandemia, bem como lidarem com elas, de maneira a promover condições de trabalho e pedagógicas, viáveis e seguras, a professores e estudantes. Tais diretrizes são baseadas em uma concepção de Ensino Superior orientada para o desenvolvimento da capacidade de atuação profissional (em oposição à transmissão de conteúdo). São também baseadas em variáveis que interferem no processo educacional.
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
RESUMOO objetivo desta pesquisa foi identificar classes de comportamentos de pais sociais em instituições de acolhimento na modalidade casa lar. Foi realizado procedimento de identificação de classes de comportamentos a partir de análise documental. O procedimento envolveu transcrever trechos de obras que fizessem referência a informações relativas a componentes de comportamentos de pais sociais, completar ou aperfeiçoar a descrição dos componentes identificados, derivar componentes não identificados nas fontes de informação, nomear as classes de comportamento, listar e categorizar as classes de comportamentos. Foram identificados 123 classes de comportamentos, organizadas em 26 classes gerais, as quais foram agrupadas em cinco classes mais gerais: (a) promover o desenvolvimento afetivo e social das crianças e adolescentes; (b) administrar o ambiente doméstico e institucional; (c) promover a saúde e o desenvolvimento físico das crianças e adolescentes; (d) promover a aprendizagem das crianças e adolescentes e; (e) inserir crianças e adolescentes no ambiente institucional. A identificação desses comportamentos possibilitará melhor qualificar e avaliar o trabalho realizado em casas lares.Palavras-chave: análise do comportamento; crianças abrigadas; pais sociais; mãe social; análise de função. ABSTRACT Professional behavioral classes of social parents identified in literature through behavioral analysisThe objective of this research was to identify behaviors of social parents in shelters. A procedure of indirect observation through documents was performed in order to identify classes of behavior. The procedure consisted of selecting and transcribing passages on specialized literature that make reference to components of behavior of social parents, complete or improve the description of the identified components, derive components that were not identified in the sources of information, name the classes of behavior and list and categorize the classes of behaviors. The research resulted in 123 behavioral classes, organized into 26 general classes, which were grouped into five more general classes: (a) to promote the affective and social development of children and teenagers; (b) to manage the domestic and institutional environment; (c) to promote the health and physical development of children and teenagers; (d) to promote the learning of children and teenagers e; (e) to insert children and teenagers in the institutional environment. Identifying these behaviors allows for better qualification and evaluation of the work performed by these parents in shelter home institutions.
Higher educational institutions around the world were affected by COVID-19 pandemic. The applicability of social distancing measures requires an adaptation from in-person teaching in the classroom to remote teaching. This context demands extra planning for both the professors and the students. In this article, we have created guidelines to support the work of university managers, to assess and deal with difficulties and restrictions imposed by the emergency situation, caused by the pandemic, to promote viable and safe working and pedagogical conditions to teachers and students. We draw these guidelines based on a higher education conception oriented to the development of professional performance (as opposed to the transmission of educational content) and on variables that interfere in the educational process.
This study’s objective was to evaluate a MOOC constructed from educational principles based on behavioral theory. The evaluation included the analysis of the performance, retention, and perception of the students. This MOOC consisted of an initial test, three teaching units, a final test and an assessment of the students' perception. The mean grade in the initial test was 6.34 (sd=1.20), and in the last attempt of the final test it was 8.75 (sd=0.51). The difference between these values was statistically significant and the effect size was considered very large. The retention rate was 44%, and 75% of students rated the overall experience as “Very Good”. The evaluated MOOC was effective in teaching its learning objectives and student retention was much higher than the average reported in other studies.These results indicate the relevance of the educational principles used in the elaboration of the MOOC.
______________________________________ ¹ O título desta resenha é uma analogia ao artigo "O Conceito de metacontingências: afinal, a velha contingência de reforçamento é insuficiente?" de Andery e Sério (2005).
A Análise do Comportamento é um sistema teórico na área da Psicologia com grande repercussão nos campos aplicados desde meados do século XX. No campo da Educação, contribuições como o Ensino Programado e o Sistema Personalizado de Ensino (PSI) são bastante conhecidos. A produção científica sobre o PSI foi muito fértil até a década de 1980, atestando sua efetividade no ensino superior. Ainda hoje, o PSI é caracterizado nas principais revisões sistemáticas na área da Educação como um dos procedimentos de ensino mais efetivos. A despeito do sucesso reportado, o uso do PSI diminuiu após os anos 1980. Entre os motivos, são destacados a quantidade de trabalho adicional aos professores para viabilizar disciplinas no formato PSI e a alta demanda por instrutores para viabilizar as interações constantes com os estudantes. Em 1983, o professor Joseph J. Pear, da University of Manitoba, criou um sistema informatizado que reduz as dificuldades operacionais ao professor e diminui a quantidade de assistentes ou monitores necessários para ensino em cursos com PSI, denominado CAPSI (Computer-Aided Personalized System of Instruction). Desde então, o CAPSI já foi utilizado em ampla gama de disciplinas universitárias. O objetivo do presente trabalho foi caracterizar o CAPSI, uma das variações do PSI, pouco conhecido pela comunidade de analistas do comportamento no Brasil. O CAPSI é um sistema fiel aos pressupostos do PSI, com avanços importantes no incentivo à produção de textos dissertativos pelos estudantes, à avaliação por pares e ao desenvolvimento de pensamento crítico.Palavras-chave: Análise Do Comportamento, Sistema Personalizado De Ensino, CAPSI, Educação Superior, Educação On-Line.
The aim of this research was to examine the teaching of Behavior Analysis (BA) in undergraduate Psychology courses in Brazil. For this purpose, syllabus of course units related to BA, provided by federal universities with Psychology courses or higher education institutions that had postgraduate programs in the area, were examined. 82 course units related to BA were identified in the 52 undergraduate courses examined (average of 1.6). The results indicated that the average class hours of the BA course units (116h) represents a small portion (2.9%) of the minimum class hours of the undergraduate courses in Psychology (4,000h). Regarding the syllabus description items, an emphasis on basic concepts and the experimental method was identified. In relation to learning objectives, a high frequency of "false learning objectives" was identified. These results reaffirm long-standing concerns about the limited access to BA in undergraduate Psychology courses.
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