Objetos de Aprendizagem como elementos facilitadores na Educação a Distância

Carneiro, Mára Lúcia Fernandes; Silveira, Milene Selbach

doi:10.1590/0104-4060.38662

“…Silveira and Carneiro (2012, 2014) 13,14 mention other conditions for a given educational resource to be considered a learning object (LO). From this perspective, it is considered that the produced video meets the LO criteria, primarily because it clearly presents a pedagogical objective, namely, proceed with the understanding of the evolution of chronic DN complications.…”

Section: Discussionmentioning

confidence: 99%

Fishing nets and video creation: diabetic nephropathy education on screen

Farias

¹

,

Cáceres

²

,

Kohl

³

et al. 2021

Rev. bras. educ. med.

0

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Introduction: Noncommunicable Chronic Diseases (NCDs), such as Diabetes and Hypertension are responsible for 2/3 of deaths in the world, with Diabetic Nephropathy (DN) representing the most important cause of chronic kidney disease. Health Literacy (HL) is one of the social determinants of health. To guide and expand the knowledge of patients and teams involved in the care of people with NCDs, and for a better approach to chronic complications of Diabetes and Hypertension, the development of learning objects (LO) was proposed. Experience Report: this study involved the construction of an educational video by a group of five students during the academic program of undergraduate Medical School in 2019. They proposed a guiding question in relation to DN from a theoretical material. The chosen question was: “What is the level of understanding of patients with diabetic nephropathy in relation to their own disease?”. They developed a questionnaire on diabetes and hypertension and their complications, which was answered by patients with diabetes who were treated at the specialized outpatient clinic, aiming to answer the proposed problem. They drew a synthesis from the analysis of the responses, of the possible gaps in relation to the understanding of the diseases. Then, a script was created with the description of these gaps with the medical explanation and an analogy was made with fishing nets for the video production, containing narratives, texts, audios and images. Finally, the video was presented to teachers and students in the classroom. Discussion: The characterization of the video as an LO implies constructing it as an educational component, self-sufficient, reusable and with the possibility of combining it with other LOs as new educational tools. Conclusion: The educational material was characterized as an LO. It allows pointing out aspects of the progression of DN and recommended medical orientations for the disease. It establishes a tool for group discussions and isolated actions based on succinct and evidence-based medical information. The video validation is undergoing validation for use in health services.

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“…28 Study points out that teachers are suggesting VLE as support to classroom classes, however, in order to create a VLE, it is necessary that they understand its concept, so that they can convey their goals in the teaching-learning process and so that learners are encouraged to explore the resource for new knowledge. 29 VLE and OVA proved to be great tools in teachinglearning process in nursing. Both are considered selfdirected and flexible resources that enhance technologymediated learning.…”

Section: Object and Virtual Learning Environment: Construction Of Newmentioning

confidence: 99%

Technology in health and its influence on nursing education / Tecnologia em saúde e sua influência no ensino em enfermagem

Costa

¹

,

Veiga

²

,

Santos

³

et al. 2021

R. pesq. cuid. fundam. online

2

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Objetivo: analisar a influência da inovação tecnológica no ensino em enfermagem. Método: trata-se de uma revisão integrativa realizada em janeiro de 2018, com recorte temporal janeiro/2015 a dezembro/2017. Foram incluídos 21 artigos disponíveis on-line, sendo realizadas as seis etapas preconizadas, na qual para a coleta e análise dos dados, utilizou-se de um instrumento validado. Resultados: emergiram as categorias “Tecnologia da Informação e Comunicação no ensino; “Ambientes e Objetos Virtuais de Aprendizagem e seu impacto no processo de ensino-aprendizagem”. Conclusão: A influência da inovação tecnológica no ensino em enfermagem traz um aspecto dinâmico, inovador e de proatividade ao aluno de enfermagem, o que exige mudanças no formato do processo ensino-aprendizagem. Tais mudanças vem incentivando o aluno ser ativo e construtor do seu conhecimento, o que contribui diretamente para o processo de desenvolvimento de pensamento crítico-reflexivo, autonomia e segurança para realização de procedimentos.

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“…Podem ser utilizados independentemente ou de forma conjunta conforme o enfoque de ensino-aprendizagem do processo saúde-doença. Silveira et al 13 e Carneiro et al 14…”

Section: Relato De Experiênciaunclassified

Redes de pesca e a criação de vídeo: em tela a educação na nefropatia diabética

Farias

¹

,

Cáceres

²

,

Kohl

³

et al. 2021

Rev. bras. educ. med.

0

View full text Add to dashboard Cite

Introduction: Noncommunicable Chronic Diseases (NCDs), such as Diabetes and Hypertension are responsible for 2/3 of deaths in the world, with Diabetic Nephropathy (DN) representing the most important cause of chronic kidney disease. Health Literacy (HL) is one of the social determinants of health. To guide and expand the knowledge of patients and teams involved in the care of people with NCDs, and for a better approach to chronic complications of Diabetes and Hypertension, the development of learning objects (LO) was proposed. Experience Report: this study involved the construction of an educational video by a group of five students during the academic program of undergraduate Medical School in 2019. They proposed a guiding question in relation to DN from a theoretical material. The chosen question was: “What is the level of understanding of patients with diabetic nephropathy in relation to their own disease?”. They developed a questionnaire on diabetes and hypertension and their complications, which was answered by patients with diabetes who were treated at the specialized outpatient clinic, aiming to answer the proposed problem. They drew a synthesis from the analysis of the responses, of the possible gaps in relation to the understanding of the diseases. Then, a script was created with the description of these gaps with the medical explanation and an analogy was made with fishing nets for the video production, containing narratives, texts, audios and images. Finally, the video was presented to teachers and students in the classroom. Discussion: The characterization of the video as an LO implies constructing it as an educational component, self-sufficient, reusable and with the possibility of combining it with other LOs as new educational tools. Conclusion: The educational material was characterized as an LO. It allows pointing out aspects of the progression of DN and recommended medical orientations for the disease. It establishes a tool for group discussions and isolated actions based on succinct and evidence-based medical information. The video validation is undergoing validation for use in health services.

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Objetos de Aprendizagem como elementos facilitadores na Educação a Distância

Cited by 15 publications

References 5 publications

Fishing nets and video creation: diabetic nephropathy education on screen

Fishing nets and video creation: diabetic nephropathy education on screen

Technology in health and its influence on nursing education / Tecnologia em saúde e sua influência no ensino em enfermagem

Redes de pesca e a criação de vídeo: em tela a educação na nefropatia diabética

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