I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW 2014

Transcription

1 I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW 2014

2 I Ilumno International Virtual Seminar Organizing Committee Diana Magaldi (UVA Arlindo Vianna (UVA) Luis Gutman (UVA) Oscar Aguer (Rede Ilumno) Davino Pontual (UVA) Fernando Rodriguez (Rede Ilumno) Nuno Fernandes (Rede Ilumno) Marcia Quaresma (UVA) Scientific Committee Maria Beatriz Balena Duarte (UVA) Celso Queiroz (UVA) Sabine Mendes (UVA) Text Editing and English Versions Sabine Mendes (UVA) Publication Graphic Design Cecilia Leal/ Conexão Gravatá Ltda.

3 Andrés Benko Dean - Universidade Americana - Paraguay Arlindo Cardarett Vianna Dean - Universidade Veiga de Almeida - Brazil Fernando Dávila/ Jurgen Chiari Escobar Dean - Institución Universitaria Politécnico Grancolombiano - Colombia Fernando Laverde Dean - Fundación Universitaria del Área Andina - Colombia Guilherme Marback Dean - Centro Universitário Jorge Amado - Brazil Jose Leonardo Valencia Dean - Universidade del Istmo - Panama Juan Carlos Aguirre Dean - Instituto Profesional Providencia - Chile Juan Carlos Rabat/ Maria Belén Mendé Dean - Universidad Empresarial Siglo 21 - Argentina Piedad Cristina Martínez Dean - Corporación Universitaria del Caribe - Colombia Raul Barroso Dean - Universidade en Ciencias Administrativas San Marcos - Cuesta Rica

4 4 I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

5 I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW 2014 SUMMARY A Word on Integration... 7 A Word on Knowledge Interchange... 9 A Word on Applied Research The enhanced school, usage and appropriation of emerging Information and Communication Collaborative Management of Content Production for Distance Education Modality Courses University students communicative competences in Distributed Learning Systems (SAM) following the Blended Learning Modality Virtual Learning Environment (VLE) Design, with a Problem-Based Learning (PBL) methodology: A model for content approach and knowledge construction in VLE Teaching for Comprehension as a Device for Uniform Linear Motion Learning The impact of Wastewater management in the living conditions of people from Puerto Armuelles Borough Mussels : evaluating and fomenting social participation Environment Ergonomics built as a tool for improving the quality of life of workers: a case study in the Control Center of Approach of the Terminal Area in Rio de Janeiro (APP/RJ) I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

6 Implementation of socially responsible practices facing severe communication vulnerability: The challenge of management interfaces Corporate Social Responsibility facing the guarantee of free of mobbing working environments Economic viability and sustainability: antagonist or complementary relations? I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

7 A Word on Integration I Ilumno International VIRTUAL Seminar The I Ilumno International Virtual Seminar has been an opportunity to develop three extremely important research lines to which our Internationalization Center has been dedicated over the year of Issues on technology, education and social responsibility have been addressed with the assistance of scholars from different latitudes and cultural backgrounds who believe in applied knowledge and ethical investigation. We appreciate the effort of those professionals and of the many technicians involved in (re)constructing the virtual space as a free country for knowledge exchange. Our two main goals when proposing the seminar learning from our experiences and activating the production of international papers have been achieved as we can see with the publication of this comprehensive review. The year of 2014 begins with a new challenge. Based on our learning process with the Internationalization Center, we will work from a new Collegiate Excellency Center, which will encourage and support our professor s mobility within Ilumno Net, while proposing new seminars. We feel confident that, with the help of our dedicated team and our commitment to research and quality, we will be able to face this and many more challenges yet to come. Oscar Aguer Chief Academic Officer Red Ilumno 7 I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

9 A Word on Knowledge Interchange I Ilumno International VIRTUAL Seminar Working for the development of a new model of seminar is not an easy task. It involves hundreds of people who need to be connected, not only in terms of physical communication devices and internet access, but also, and mainly, in terms of ideals and values, in order to achieve synchronicity regarding means and meanings. However, it is also a rewarding task to see that, thinking about ways of constructing knowledge and spreading innovative ideas, we have managed to create a totally virtual academic environment and to encourage interchange, which went beyond office hours and geographical frontiers. Considering all these, we have a new tool in hands which will make it easier to organize interdisciplinary events whenever similar initiatives arise. We are also making History, since this creative use of technology, especially when involving so many people, has not led to a loss in content quality and scientific contribution. On the contrary, it made available a series of projects that our researchers had already been developing throughout their careers within the network and highlighted initiatives that may well be adapted in different countries. Since multimodality is our focus, we have put special attention onto new interchange formats, and we hope this modest contribution can, in time, become an inspiration for combined research and new international partnerships, exploring technology ethically and critically to include a larger number of the academic community, in the applied science field. Arlindo Cardarett Vianna Dean - Universidade Veiga de Almeida 9 I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

11 A Word on Applied Research I Ilumno International VIRTUAL Seminar The issue of Ethics in research has become one of the main concerns of the academic community in the XXI century. Understanding the contribution of our investigations when it comes to quality of life and knowledge construction is, undoubtedly, the basis for coherent action in terms of applied research. Therefore, when establishing the concentration areas of the I Ilumno International Virtual Seminar, we have considered themes which addressed the most relevant aspects of our current social scenario. Throughout the seminar, we have visited investigations involving collaborative management, communicative competences as pedagogical tools, virtual learning objects and environments, sustainability, inclusion, legal aspects of working relationships and the economic viability of social responsibility actions. All of these topics have been discussed and reviewed extensively, leading to the compilation of a body of knowledge that fully expresses our desire of sharing what we learn and learning from what we share. It has been a pleasure and an honor to be a part of this enterprise. Our concern with the promotion of socially relevant topics and with the democratization of our findings aims at renewing the spirit of applied research and fostering interdisciplinary perspectives which may help us build a better world. Maria Beatriz Balena Vice-Dean of Graduate Programs, Research and Extension Universidade Veiga de Almeida Sabine Mendes Lima Moura Editor-in-chief Universidade Veiga de Almeida 11 I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

13 I Ilumno International VIRTUAL Seminar The enhanced school, usage and appropriation of emerging Information and Communication Luis Alfonso Caro 1 OPIM Research Group 2 Chimenti 1 1 Director of OPIM research group, Master in Educational Investigation, Specialist in Biology Teaching. lcaro@areandina. edu.co 2 Pedagogic Observatory of Multimedia Integration OPIM B Category Colciencias. ABSTRACT This paper presents advances in the usage of emerging technologies performed by OPIM research group, with an emphasis on virtual reality, metaverses and digital animation, among other technologies and their corresponding educational impact. Several factors have allowed education mediated by ICTs (Information and Communication Technologies) to be taken into consideration by broad sectors of the population. Besides that, it is established that the evolution from face-to-face classes to digital classes generates the transformation of didactic models and learning tools, expands the educational possibilities when breaking geographical barriers and establishes new communication channels. Technology provides for or facilitates different kinds of school relationships. We have implemented technological models and applications based on emerging technologies in the field of computing and telecommunications, identifying potential educational uses which enlarge school frontiers configuring the concept we call enhanced reality or enhanced school. Keywords: Education, Pedagogy, Didactics, enhanced school, virtuality, emerging technologies INTRODUCTION In educational processes, Pedagogy as a science under construction generates and constructs models which provide the fundamental framework for teaching practices and, therefore, the criteria which encompass them, circumscribed by the pedagogical, methodological, didactic and evaluative principles which are characteristic from the school scenario. In order to do that, it demands the formation of theoretical bodies of work 13 The enhanced school, usage and appropriation of emerging Information and Communication

14 14 around issues such as curriculum, evaluation and didactic, among others, which compose school s activities in all of its contexts and modalities. Technologies such as enhanced reality, metaverses, virtual reality or digital animation and simulation, among others, have generated new interactional spaces, different models of information representation, content management and, in general, the communication among different kinds of knowledge, culture and society, close to a scientific revolution, a new proposal for the thinking process, a variable surrounding the formation of human beings in the digital era. With the integration of educational principles to the usage and appropriation of these technologies, bridges which allow the expansion of school frontiers are established. The enhanced school is the result of the incorporation of ICTs (Information and Communication Technologies) in a virtual scenario which responds in 4 dimensions (Organizational, Pedagogic, Technological and Communicative). The intervention in terms of technology can be expressed in multiple forms and possibilities. Technologically, virtual environments can be represented, for example, by info graphics and virtual learning objects (VLO), elements which facilitate concept presentations; by the collaboration through the movement called Web 2.0, with an infinite array of tools which allow teachers to be content producers; by the metaverses and the metanarratives as linguistic and scriptural constructions, tridimensional representations of possible worlds where the individuals interact and develop roles, with traits that easily go from real to virtual and vice versa; by virtual reality, which corresponds to a creation or recreation of digitally simulated environments, where human interaction is allowed or by enhanced reality as an extra tool of school scenarios which transcends the concept of ubiquity itself, corresponding to the enlargement of what is real through the usage of digital representations a technology that has overcome expectations and presented a format that has thousands of applications, including educational ones. Mediation enhancement through a portal of radiological images, the simulation of a patient with different oculomotor dysfunctions, the tridimensional representation of neuroanatomy concepts, the usage of markers with enhanced reality for instrumental purposes, the recognition of movement, form and color from a webcam, the construction of an immersive art gallery are some of the possibilities which OPIM explores as a product of these technologies and of the pedagogical Picture I Flight controllers console at APP RJ. I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

15 intervention as curriculum projects from academic programs at Fundación Universitaria del Área Andina. Frame of Reference Some of the projects performed by the research group converge in the application of the enhanced school concept. In those projects, the idea of trespassing geographical frontiers and opening possibilities of interaction in virtual spaces is made tangible, considering their adequate usage. Since 2003, the OPIM has been developing objects that complement education, mainly directed to the construction of didactic models in Health Sciences, as declared in one of its research lines. Some of these finished or ongoing projects, allow us to clarify the concept and prefigure the advances as noted in the following descriptions: 3 VELANDIA, Camilo. La simulación, realidad o virtualidad. Revista Visión Andina. ISSN: pg Vol 4. Bogotá, Colombia. 4 VELANDIA, Camilo. Simuladores en la formación Académica, Revista de la Fundación Universitaria del Área Andina. ISSN: , pg 78 81, Vol. 3, Bogotá, Colombia. Ocular deviations it has converted into mandatory reference material in the field of optometry formation. The main problem which led to its construction came from real clinical practice 3, since it would be practically impossible to face all possible clinical cases during the formative terms. In this case, and with rudimentary tools, we have managed to give concreteness to a virtual patient who simulates any motor alteration and the techniques used to measure and find the correction of the visual problem. Ocular deviations has been the first simulator developed by the group, solving a concrete problem in the area s didactics. Besides that, it has been validated in the clinical contexts with high levels of acceptance and validity of its model The enhanced Environment school, usage Ergonomics and appropriation built as a tool of for emerging improving Information the quality and of Communication life of workers

16 Virtual Neuroanatomy - Enhanced reality is a technology which complements the perception and interaction with the real world and allows the user to be in an enhanced real environment with additional information generated by the computer 5. The experience of enhanced reality usage enables, for instance, the conjunction of traditional reading and the interaction with multimedia elements for content representation. An example of that is in the use of this technology in the neuroanatomy charter built together with Dr. Bernardo Ortiz and the work group. In it, Nursery students have access to the whole theoretical framework represented in 3D with complete animations that can be manipulated in space and that, in the future, will be mobile objects with the inclusion of developments for this kind of device. 5 X. BASOGAIN et al, Realidad Aumentada en la Educación: una tecnología emergente, Escuela Superior de Ingeniería de Bilbao, EHU, Bilbao, España, es/joomla/ acessed in June 1st, The Neuroanatomy charter broadens school frontiers considering that it can be accessed from any point in the planet in which mobile Internet connection is granted. The student will be able to visualize tridimensional contents and, in the future, interactive, needing only the connection allowed by a mobile device. Nowadays, the charter is in its development phase, taking into account the project ABP and Instructional Design as methodological strategy in a virtual course where a series of animations has been drawn thinking about a face-toface strategy in which the teacher took as a reference these representations in order to facilitate teaching. Representations have been and input from the enhanced reality models that have served as its base technology. During the project s first phase, we have evaluated the impact of a Neuroanatomy class totally based in a virtual environment as support for a face-to-face model in which the efficacy of methodological models, programmed instruction design and problem-based learning has been compared. Results oriented towards the consolidation of the programmed instruction model. However, in posterior exhibits and with I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

17 groups in similar conditions, we have found new readings that orient towards formation by problems. In both cases, the usage of tridimensional animation techniques is relevant for the representation of study materials. Currently, the group has been focusing in the reclaiming of tridimensional models used in the first stage, conditioning them in enhanced reality technology and combining conventional Reading techniques with hypermedia elements. We conceive, then, the book within the possibilities and abilities of a new generation. In a more detailed study, implications in Reading ability development and other metacognitive activities could be observed. Immersive Virtual Learning Environment IVLA It consists in the creation of a parallel world, defined in the concept of metanarrative, allowing the generation of situation for real time interaction in which the student work with a previous methodological design structured by an academic group. The IVLA counts with characteristics such as the chat or the capacity to travel around an environment and develop interactive and relevant activities, the possibility of interacting, not with artificial intelligence algorithms, but with events controlled by humans, giving experience a higher level of realism and potentializing its possibilities in class exponentially. In the image on the left, a virtual art gallery can be seen, a possibility of counting with some sort of artistic appreciation from a distance, in real time and with the feeling of wandering around the vest of the museums. On the right, the center of virtual reconciliation used in the formation of the Law conciliators degree at Fundación Universitaria del Área Andina. 17 The enhanced school, usage and appropriation of emerging Information and Communication

18 E-bidia It is another example of school enlargement, corresponding to a base of radiological images that are a result of radiography compilations performed by a group of students and faculty members. Based on physical information, we have digitalized more than 200 images that have been organized and documented in a data base which allows the management of its information. Nowadays, this tool is open in the web and its development is oriented towards the integration of animation and enhanced reality elements in order to potentialize its uses in the field of formation for Radiology technicians, doctors, Radiology specialists and similar occupations. In the image on the left, we can see the current version of this application and, on the right, its expected future. E-bidia aims at converting in mandatory reference for doctors and specialists, both in in-service formation processes and in everyday duty, because its formation capabilities are an important alternative for the world of Radiology and Imageology. This project is based in document and field investigations, from which information is obtained from real patients, X-ray plaques or images are digitalized and processed granting their visualization through the web, where they are documented and classified. In a nearby future, we expect to provide each clinical case with its tridimensional representation, supporting the construction of contents and the exhibition of the situation in order to facilitate radiographic plate readings. 18 General Objectives - Developing educational models that favor the relationship between Pedagogy and technologies in the field of virtuality through the concept of enhanced school. I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

19 Specific Objectives - Implementing solutions based on the adequate use of the Information and Communication Technologies in learning processes. - Reviewing current academic models which permit an intervention from the field of information technologies and their pedagogic use. - Designing didactic models and curriculum interventions in academic programs with different methodological strategies (face-to-face, distance learning and virtual) Final Considerations Each project undertaken by the Pedagogic Observatory of Multimedia Integration chases the consolidation of educational models that that advantage of information technologies to favor the improvement of educational conditions for students in different areas, emphasizing Health Sciences programs, since they have composed the group s first research line. Nowadays, technology confluence with higher affordability and more possibilities of exploration keep a direct proportion relationship with their impact and appropriation in educational community. Technologies such as 3D digital animation, immersive environments and enhanced reality are scenarios which propitiate new ways of thinking, recreating concepts and learning. The OPIM research group concentrates its investigative efforts in project that generate virtual objects resulting from didactic models in different areas of knowledge, with the intention of improving educational environments with the usage of Information and Communication Technologies. The OPIM group strongly believes in technology s potential in its different manifestations. However, its research lines are complementary. The first one directs its attention to the production of objects mediated by the ICTs and the second one emphasizes curriculum, methodological and didactic implications, guaranteeing a perfect conjunction that adds value to technology through a disciplined study of Pedagogy. The objects and technological devices do not have a determined end if not based on the analysis of Pedagogy in its different manifestations. 19 The enhanced school, usage and appropriation of emerging Information and Communication

20 Bibliographical References Berger,L, Peter, Luckman Thomas. La construcción social de la realidad. Amorrortu Editores. Buenos Aires Castells, Manuel, La era de la Información, Tecnologías e información. Alianza Editorial, Madrid, Foucault, Michel. Las palabras y las cosas. Sexta edición. Siglo XXI editores. México, Heidegger, Martin, La pregunta por la técnica, en Conferencias y artículos. Edit. Serbal, Barcelona, Lévy, Pierre, Qué es lo virtual?, Edit. Paidós, Barcelona, Martín-Barbero, J. y Rey, G. Los ejercicios del ver. Hegemonía audiovisual y ficción televisiva. Gedisa España Morin, Edgar, El paradigma perdido, Edit. Kairós, Barcelona, Scagnoli, Norma El aula virtual: usos y elementos que la componen USA, Virilio Paul. El Arte del Motor, aceleración y realidad virtual. Editorial Manantial. Buenos Aires I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

21 I Ilumno International VIRTUAL Seminar Collaborative Management of Content Production for Distance Education Modality Courses Andrade PMF 1 Chimenti 1 ABSTRACT Modern Distance Education demands much more than the presentation of texts in a computer monitor. It is necessary to produce captivating multimedia content which offers a rich and pleasant experience. This production requires the commitment of professionals with different profiles and specialties, who must, collaboratively, act in the production of integrated content. This article presents and discusses the usage of on-line management tools for processes and documents, capable of offering a high degree of collaboration for multidisciplinary teams, while offering managers a precise and real time view of the production collaborative process. Keyword: Distance Education; Electronic Document Management;Project Management; E-Learning INTRODUCTION 1 Universidade Veiga de Almeida, Av. Gal. Felicissimo Cardoso 500, Rio de Janeiro, , Brasil The production and distribution of content for courses in the Distance Education Modality (EaD) requires the commitment of professionals with different specialties and abilities. These abilities and specialties (professional profile) are strongly related to the characteristics of the content which needs to be produced. On the other hand, the enrichment of such content depends on the propagation platform to be used (its specific resources and restrictions), on the adopted teaching methodology and on the structural organization of the content itself. In spite of the different profiles, content production for EaD demands strong interaction among these professionals so that the final content offer achieves its expected quality, 21 Collaborative Management of Content Production for Distance Education Modality Courses

22 avoiding redoing and idleness during production process. Given the diversity of profiles, interactions are particularly complex, since the professionals involved in the task may belong to different departments, act in different physical locations and even be temporary workers, which demands even more control so that the final produced content offers a rich educational experience. Such control must not act as a bureaucratic component in the process, but as a component of an agile and efficient production process. This article proposes a collaborative management model for content production teams strongly based on digital environments and tools, which aims at controlling content production, also enabling real time monitoring of each subject or course component production, production tasks parallelism, efficient coordination of teams, production risk management and quality control for the desired educational experience. 2. EaD Content Production The content production process for modern EaD environments can be generically defined as a four-stage process, as presented in picture 1. Pic. 1. EaD content production stages 22 In the Content Production stage, the Content-Making Teacher, with the support of the course s Coordinator, the Reviewer and the Instructional Designer, produces the base content. This content is normally presented in text format. However, the Content-Making Teacher can provide other elements such as photos, drawings, audio and video files, as an indication of auxiliary or essential material for the learning process. During the Content Enrichment stage, Designers evaluate the material produced in the earlier stage, aiming at adapting non-textual material to the standards defined and build the Learning Objects which mean to enhance student s experience. On this stage, audio and video professionals may act in the production of content presentation videos and narrated texts in order to broaden content offer means offered by the online learning management system being used. I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW

23 In the Publication stage, Web designers and Developers adapt the content considering its means of offer (web environments, computer applications, among others) and Visual Designers may adapt content for the preparation of digital and printed books. The last stage, Testing and Approval, consists in verifying the experience and usability of the produced content within the platforms. This stage involves quality control professionals, besides the Content-Maker Teacher, the Course s Coordinator and the Instructional Designer. In spite of the simplistic sequential presentation of the process in Picture 1, it involves different stages of interaction among producing agents and content evaluators. These interaction stages may happen in parallel, since the complete learning content may be divided into smaller and relatively independent components. Dividing content into smaller components and producing them in parallel enhances productivity, anticipates obstacles and helps the identification of content and learning experience enrichment opportunities, during the production process itself. The Multifunctional Flowchart in Picture 2 is an example of the production cycle of a learning object in the form of a digital game. In Picture 2, tasks which may occur in parallel are represented by symbols with no background color. Approval and evaluation tasks can also be parallelized, since approval depends on more than one department/professional. 3. Collaborative Production Management The collaborative characteristic of Business Processes Management for EaD content production demands special care in interpersonal and interdepartmental interactions. Considering its collaborative characteristic, frictions related to missed deadlines, incomplete or vague information and unexpected alterations in documents must be minimized as much as possible. The best way of minimizing problems is guaranteeing transparency all through the process, for all members involved, facilitating communication between teams and offering a wide view of the deadlines in each production step. Currently, different productivity tools can help teams in the cited objectives. These tools have been grouped under functional categories and presented in the following diagram. They have in common the need for on-line access, being multiplatform, allowing task parallelism and offering safety and control resources. 23 Collaborative Management of Content Production for Distance Education Modality Courses

24 3.1. Project Management A project management tool supporting collaborative content production in EaD must include all of the professionals involved in the process and have the characteristics discussed in the following sections. Pic. 2. Multifunctional Diagram of the Development and Approval of Digital Game as a Learning Object Collaboration Collaboration is a constant in the production process. This collaboration may happen in synchronous or asynchronous exchange of messages, discussion forums, shared calendars and virtual meeting tools. It should not happen through an external system, such as a corporative system, since this collaboration is intrinsically related to a specific production, such as a subject, for example. It is more productive to have communication within production-related environments, where all information is available for consultation. Forums or Wikis are also particularly useful when registering doubts that can appear again during development Work Flow and Task Management Despite the fact that each course has different characteristics, work flow and the group of tasks yet to be performed hardly changes if the learning model does not change. With a well defined work flow, it is possible to define I ILUMNO INTERNATIONAL VIRTUAL SEMINAR REVIEW