terça-feira, 28 de setembro de 2010

102 - Estas são as vantagens das Bibliotecas digitais

The British Library has digitised over a quarter of its Greek manuscripts (284 volumes) for the first time and made them freely available online at www.bl.uk/manuscripts thanks to a generous grant from the Stavros Niarchos Foundation.


O acesso a documentos raros ou a fontes deve ser um serviço disponibilizado pela Biblioteca escolar. Não me refiro a este tipo de papiros que são para um público especializado mas, por exemplo, a primeira página de um jornal (25 de Abril, 5 de Outubro), um tratado, imagens da queda do muro de Berlim, ...


segunda-feira, 27 de setembro de 2010

101 - o futuro dos livros

Será ficção? habituaremos-nos a ler livros desta forma? O facto é que há 10 anos não se falava em web 2.0 nem se imaginaria uma ferramenta como o youtube (seria impossível face à tecnologia disponível)

The Future of Reading from Corinna Sherman on Vimeo.

sábado, 25 de setembro de 2010

100- Ideias para usar o Prezi em sala de aula

Excelentes ideias. Até fiquei mais convencido...

99 - "Effective School Libraries: Evidence of Impact on Student Achievement"

Sla Effective School Libraries

98 - Uma Biblioteca no aeroporto de Amesterdão

Whether you visit Amsterdam often or you just pass through its airport frequently on trips to other spots in Europe, you’re likely among the many travelers who has lots of nice things to say about Amsterdam Schiphol Airport. From the helpful multi-language signs to the plentiful food offerings to the nice layout to the lovely reclining chairs in front of the windows, it’s an airport I (for one) don’t mind having a few hours in.
There are already plenty of ways to kill time – in an enjoyable way – at Schiphol, including the extremely cool mini-Rijksmuseum, but the airport has recently added yet another option for literary travelers – a library.
Schiphol’s Airport Library, opened officially just this week and the first permanent airport library anywhere, is geared toward those passengers who have long layovers at Schiphol between flights to and from other destinations in Europe. Rather than a lending library, it’s a “reference library” – or, as the website puts it, “a sitting area with added value.”

Travelers who are passing through Schiphol Airport will have access to books, music, and films, with Dutch fiction translated into 29 languages. Yes, most of the materials available are Dutch-oriented, but not all of it – and if you’re killing time in an airport, you could do worse than to spend time in a library full of Dutch culture.
As mentioned, the Schiphol Airport Library isn’t designed for you to check something out to read on your flight en route to your vacation and then drop off on your way through the airport en route home. But the library does offer a few downloadable movies (about Dutch culture, of course) that you can transfer to your mobile phone (or, one assumes, to an iPod) via Bluetooth for later viewing.

The Airport Library is open 24 hours a day, 7 days a week, as it’s entirely self-service. There’s comfy seating, reading tables, a few iPads (for use in the library only, of course), and all kinds of material to divert your attention away from the fact that you’re in an airport.
You’ll find the Schiphol Airport Library after passport control on what’s known as “Holland Boulevard” between Piers E and F.
>> For more tips on how to spend a long layover at Schiphol – including taking a quick excursion into Amsterdam itself – here’s our extensive Amsterdam layover guide.
>> More information about the library at the official website
images courtesy of the Airport Library

97 - Manifesto for 21st Century School Librarians

Manifesto for 21st Century School Librarians

By Joyce Kasman Valenza
October 2010

Seguir link acima para ver a mensagem original

A couple of summers back a young school librarian, fresh out of library school, asked a very honest question at one of our state retreats:
We’re all doing different stuff. The other school librarians I know are not doing what I am doing. Some maintain Web sites and blogs; others do not. Some have seriously retooled; others have not. In the 21st century, what does a school librarian do?

Well into the 21st century, it is clear that the concept of modern teacher librarian practice is not clear. There is no textbook for what effective practice looks like in continually morphing information and communication landscapes.
What I know for sure is that if the Joyce who graduated from library school in 1976 (and again with a school specialty in 1988), heck, if the Joyce from the 2007/2008 school year, were to visit my library today, she would be stunned by the differences in my/our practice.
In the past few years many of us have re-imagined school library for learners using the array of new tools and abilities in front of us today.
And in my humble opinion some aspects of emerging practice are nonnegotiable.

You know you are a 21st century school librarian if . . .


● You consider new ways to promote reading. You are piloting/supplying learners with downloadable audio books, Playaways, Kindles, iPads, Nooks.
● You share ebook apps with students for their iPhones, droids, and iPads and other mobile devices (Check out Gale’s AccessMyLibrary, School Edition)
● You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.
● Your students blog or tweet or network in some way about what they are reading
● Your desktop screensavers promote great reads, not Dell or Apple or HP.
● You link to available free ebook collections using such tools as Google Books, International Children’s Digital Library (See ebook pathfinder.)
● You review and promote books in your own blogs and wikis and other websites. (Also Reading2.0 and BookLeads Wiki for book promotion ideas)
● You embed ebooks on your websites to encourage reading and support learning
● You work together with learners to create and share digital booktalks or book trailers.

Information Landscape

● You know that searching various areas of the Web requires a variety of search tools. You are the information expert in your building. You are the search expert in your building. You share an every growing and shifting array of search tools that reach into blogs and wikis and Twitter and images and media and scholarly content.
● You open your students to evolving strategies for collecting and evaluating information. You teach about tags, and hashtags, and feeds, and real-time searches and sources, as well as the traditional database approaches you learned way back in library school.
● You organize the Web for learners. You have the skills to create a blog or website or wiki or portal of some other type to pull together resources to meet the specific information needs of your learning community.
● You make sure your learners and teachers can (physically & intellectually) access developmentally and curricularly databases, portals, websites, blogs, videos, and other media.
● Your presence reflects your personal voice. It includes your advice and your instruction, as well as your links. You make learning an engaging and colorful hybrid experience.
● You think of your web presence as a knowledge management tool for your entire school. It includes student-produced instruction and archived (celebrated) student work, handouts, policies, and collaboratively built pathfinders to support learning and research in all learning arenas. (Checkout Pathfinder Swap for examples.)
● You help learners put together their own personal information portals and Knowledge Building Centers to support their research and learning, using widgets, embedded media, and personal information portals like iGoogle, PageFlakes ,and NetVibes and wikis and Google Sites.
● You intervene in the research process online while respecting young people’s need for privacy.
● You work with learners to exploit push information technologies like RSS feeds and tags and saved databases and search engine searches relevant to their information needs.
● Your own feeds are rich with learning content, evidence of your networking. You embed dynamic widgets (including your own database widgets) wherever students live, work, and play.
● You integrate dynamic interactive features in your library’s website–Google calendars, RSS feeds, delicious bookmarks, Flickr photo galleries, online presentations, blogs, surveys, polls, as ways to interact with and teach students.

Communication and publishing and storytelling

● You know that communication is the end-product of research and you teach learners how to communicate and participate creatively and engagingly. You consider new interactive and engaging communication tools for student projects.
● Include and collaborate with your learners. You let them in. You fill your physical and virtual space with student work, student contributions—their video productions, their original music, their art.
● Know and celebrate that students can now publish their written work digitally. (See these pathfinders: Digital Publishing, Digital Storytelling)

Collection Development

● You expand your notion of collection.
● You no longer strive for the standard catalog, long-tail, just-in-case approach. In tight times, with shared catalogs and easy online purchasing, a just-in-time approach is far more effective. You build your own collection collaboratively, with an understanding of the strengths and weaknesses of the available collections around you.
● Collection should include: ebooks, audiobooks, open source software, streaming media, flash drives, digital video cameras, laptops, tripods, RSS feeds, and much more! And we should seek effective, federated approaches to ensure these diverse formats and platforms are equally and seamlessly accessible.
● You involve your community in collection building using interactive polls and web-based suggestion forms.
● You understand that library is not just a place to get stuff, it is a place to make stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!
● Your collection–on- and offline–includes student work. You use digital publishing tools to help students share and celebrate their written and artistic work.

Facilities, your physical space

● You know your physical space is about books and way more than books. Your space is a libratory. You welcome, and create space for, media production—podcasting, video production, storytelling–producing and presenting.
● You welcome and host telecommunications events and group gathering for planning and research and social networking.
● You cope with ubiquity. No, you learn to love it. Ubiquity changes everything. In one-to-one schools, students may visit the library less frequently. In such environments, in all modern, truly relevant environments, library must also be ubiquitous. Library MUST be everywhere. Librarians must teach everywhere, in and outside of the library.
● You realize you will often have to partner and teach in classroom teachers’ classrooms. One-to-one classrooms change your teaching logistics. You teach virtually. You are available across the school via email and chat.
● You know that laptops can actually walk back to the library for its space and additional resources in all formats.

Access , Equity, Advocacy

● You are concerned about a new digital divide: those who can effectively find quality information in all media formats, and those who cannot.
● You are concerned about a new digital divide: those who have access to the new tools for creation and publishing and those who do not.
● You consider just-in-time, just-for-me learning as your responsibility and are proud that you own real estate your students’ desktops and mobile devices 24/7.
● You grapple with issues of equity. You provide open source alternatives to students and teachers who need them. You lend flash sticks and laptops and cameras and . . . You ensure your students can easily get to the stuff they most need by using kid-friendly terms and by creating pathfinders.
● You ensure that all students have access to readings appropriate for their differentiated needs and offer books in a variety of formats.
● You know that one-to-one classrooms will change your teaching logistics. You realize you will often have to partner and teach in classroom teachers’ classrooms. You will teach virtually. You will be available across and outside the school via email and chat.
● You don’t stop at “no.” You fight for the rights of students to have and use the tools they need. This is an equity issue. Access to the new tools is an intellectual freedom issue.

Audience and collaboration

● You recognize that the work your students create has audience and that they may share newly constructed knowledge globally on powerful networks,. You help them see that they have the potential to make social, cultural, and political impact.
● You recognize that learners may share their ideas and participate in dialogs beyond the walls of the library or classroom.
● You exploit the cloud as a strategy for student collaboration, sharing and publishing.
● You share with students their responsibilities for participating in social networks.
● You see teleconferencing tools like Skype as ways to open your library to authors, experts, book discussion, debates, and more. Consider starting by examining Skype an Author Network.
● You use new tools for collaboration. Your students create together, They synthesize information, enhance their writing through peer review and negotiate content in blogs and wikis and using tools like GoogleDocs, Flickr, Voicethread, Animoto and a variety of other writing or mind mapping and storytelling tools.
● You help students create their own networks for learning and extracurricular activities.

Copyright, Copyleft and Information Ethics

● You teach students to care about their own digital footprints–and monitor them using people search tools.
● You encourage students to develop academic–NOT invisible–digital footprints.
● You teach students about norms for appropriate behavior in wikis and blogs.
● You model respect for intellectual property in a world of shift and change. You encourage and guide documentation for media in all formats.
● You lead students to Web-based citation generators and note-taking tools to guide them in these efforts.
● You recognize and lead students and teachers to the growing number of copyright-friendly or copyleft portals.
● You understand Creative Commons licensing and you are spreading its gospel.
● You encourage learners to apply Creative Commons licenses to their own creations.
● You are revising and expanding your notion of Fair Use in line with the Code of Best Practices in Fair Use for Media LiteracyEducation .
● You say “yes” a lot more. You know that in their creative remixes and mash-ups, students may use the copyrighted works of others in their own work without asking permission under certain conditions. You are discussing transformativeness with students and faculty. (See The Cost of Copyright Confusion for Media Literacy and Fair use and transformativeness: It may shake your world)
● You use a tool for reasoning whether a proposed use is Fair Use. (Tool for reasoning Fair Use.pdf)
You ask students to ask these two questions when they are using the copyrighted work of others in their own media:
1. Did the unlicensed use transform the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
(From the Code of Best Practices in Fair Use for Media Literacy Education)

New Technology Tools

● You consider iPods and iPhones and iPads learning tools and storage devices and reference sources. You know that when you interrupt a student she might be in the middle of a chapter, recording a podcast, transferring data, taking audio notes. You establish classroom or library academic guidelines and norms for their use during the school day.
● You know this is only the beginning of social networking. Students will get to their Facebook accounts through proxy servers and their mobile devices despite any efforts to block them. You plan educationally meaningful ways to incorporate student excitement (and your own) for social networking. You establish classroom or library academic guidelines and norms for their use during the school day.
● You consider your role as info-technology scout. You look to make “learning sense” of the authentic new information and communication tools used in business and academics. You figure out how to use them thoughtfully and you help classroom teachers use them with their classes.

Professional Development and Professionalism

● You seek professional development that will help you grow even if it is not offered by your school district. Even if you don’t get PD credit. You can’t “clock” these hours.
● You build your own personal/professional learning network using social networking tools
● You guide your teacher colleagues in setting up their own professional learning networks.
● You read both edtech journals and edtech blogs, not just the print literature of our own profession.
● You follow selected educators,experts, authors, etc. with microblogging apps like Twitter
● You use Twitter to mine realtime chat about your professional interests. You use hashtags like #tlchat and #edchat
● You learn by visiting the webcast archives of conferences you cannot attend. (For instance, ISTE)
● You share your new knowledge with others using social bookmarking tools like Delicious and Diigo.
● You set up feed readers to push the blog of experts and educators you respect to you on a regular basis.
● You join a Ning or other social network for instance:
● You are contributing to the development of a new brand for our profession. When your students move on to the next library, they are going to expect visionary service and instruction and caring, helpful relationships.

Teaching and Learning and Reference

● You are figuring out how to be present for your learners and teachers 24/7, at the point of the information, research, or communication need. Ubiquity changes everything. With computers in every classroom and every home, heck with computers in every pocket, how are you going to share your wisdom and collaborate?
● You understand that learning can (and should) be playful.
● You understand that learning should be authentic.
● You understand that learning can be multi-modal, media-rich, customized to the needs of individual learners.
● You know the potential new technologies offer for interaction–learners as both information consumers and producers. You understand that in this world learners have the power to create and share knowledge.
● You are concerned that, when it matters, your students move beyond information satisficing. They make solid information decisions.
● You are concerned that students learn to evaluate, to triangulate information in all media formats. We must guide them in an increasingly complex world, to make information decisions, to evaluate all their information choices, including books, blogs, wikis, streamed media, whatever comes next.
● You are concerned and excited about what you can do that Google or Wikipedia cannot. What customized services and instruction will you offer that will not be outsourced to Bangalore?
● You continually share new understandings of searching, and evaluation, and analysis and synthesis, and digital citizenship, and communication, integrating and modeling our new standards, dispositions and common beliefs.
● You understand that exploration and freedom are key to engaging students in a virtual environment to promote independent learning.
● You know the potential new technologies offer for interaction–learners as both information consumers and creative information producers.
● You ensure that the library provides an independent learning environment that connects students and teachers in a social, digital, community.

Into the Future (acknowledging the best of the past)

● You unpack the good stuff you carried from your 20th century trunk. Rigor, and inquiry, and high expectations, and information and media fluency matter no matter what the medium. So do excitement, engagement, and enthusiasm.
● You lead. And you look ahead for what is coming down the road. You continually scan the landscape. As the information and communication landscapes continue to shift, do you know where you are going? You plan for change. Not for yourself, not just for the library, but for the building, for your learners.
● You see the big picture and let others see you seeing it. It’s about learning and teaching. It’s about engagement. If you are seen only as the one who closes up for inventory, as the book chaser, and NOT as the CIO, the inventor, the creative force, you won’t be seen as a big picture person.
● You continue to retool and learn.
● You represent our brand (who the teacher-librarian is) as a 21st century information professional. What does the information professional look like today? Ten years from today? If you do not develop strong vision, your vision will be usurped by the visions of others. You will not be able to lead from the center.
● You enjoy what you do and let others know it. It’s always better when you do what you love. (If you don’t love this new library world, find something else to do.)
● You continue to consider and revise your vision and feed it with imagination. Think outside the box. Heck, there is no box!
This modest “manifesto” describes my idea what today’s practice ought to look like. In a blog post, a little while back I pondered the flip side of that young librarian’s question.

What modern practice looks like also has a lot to do with what it doesn’t look like.

Here’s a list of things I believe teacher librarians should unlearn:
1. That the little things really matter to those we serve and teach. (For instance, whether or not we decide to shelve Mc and Mac together.)
2. That you should annually close a library for inventory.
3. That Boolean logic is the best search strategy since sliced bread.
4. That Wikipedia is bad, or less-than-good, in almost every context.
5. That databases are the only online sources with value and credibility.
6. That having a web presence, no–that having a really good and really useful web presence–is optional.
7. That someone else is exclusively or ultimately responsible for learning relating to information and communication and search technologies.
8. That the price initially quoted is the price you have to pay.
9. That vendors’ have the final say.
10. That issues relating to Fair Use are generally going to be answered with the word no.
11. That no really means no or will continue to mean no when it comes to issues relating to access to the information and communication tools of today and intellectual freedom.
12. That intellectual freedom is a phrase connected to books alone.
13. That libraries should be quiet.
14. That libraries should be tidy.
15. That a library’s effectiveness and impact should be measured by the number of books it circulates.
16. That your stakeholders automatically will know what you contribute to your school or your community’s culture.
17. That a library is merely a place to get stuff.
18. That your collection should be just-in-case rather than just-in-time.
19. That someone else is responsible for your professional development.
20. That ubiquity won’t change your practice profoundly.
21. That your library is bounded by its walls.
22. That your library is open from 8 a.m. to 3 p.m.
23. That there is a box. (to think outside)

Joyce Kasman Valenza loves her work as the librarian at Springfield Township High School (PA)!
For ten years, she was the techlife@school columnist for the Philadelphia Inquirer. Joyce is the author of Power Tools, Power Research Tools and Power Tools Recharged for ALA Editions. (PowerTools Remixed is currently in progress.) She currently blogs for School Library Journal. Her NeverendingSearch Blog (now on the SLJ Web site) won an Edublogs Award for 2005, was nominated in 2008, and won again in 2009. She was awarded the AASL/Highsmith research grant in 2005. Her Virtual Library won the IASL School Library Web Page of the Year Award for 2001. She has won her state’s PSLA Outstanding Program (2005) and Outstanding Contributor (2009) Awards. Joyce is active in ALA, AASL, YALSA, and ISTE and contributes to Classroom Connect, VOYA, Technology and Learning, and School Library Journal. Joyce speaks nationally and internationally about issues relating to libraries and thoughtful use of educational technology. She earned her doctoral degree in Information Science from the University of North Texas in August, 2007.

sábado, 18 de setembro de 2010

93 - National Literacy and Numeracy Week 2010

Na Austrália é assim, o governo organiza a semana da numeracia e literacia. Parece-me muito bem. Não sei com é que esta ideia iria ser acolhida em Portugal pois temos sempre uma certa tendência em desvalorizar este tipo de iniciativas por a considerarmos "fogachos"...

Quanto a mim faria todo o sentido, dada a premência da temática

Welcome to the Australian Government’s National Literacy and Numeracy Week website.
As Deputy Prime Minister at the time, Julia Gillard confirmed 29 August to 4 September as the dates for this years National Literacy and Numeracy Week (NLNW).
The theme for the Week this year is Learning for Living.

Aim of NLNW

The Week represents a collaborative approach by the Australian Government and the school community to highlight the importance of effective literacy and numeracy skills for all children and young people.
The week gives schools the opportunity to get involved in a range of activities and to recognise locally the achievements of students and the work of teachers, parents and members of the community who support young people to develop stronger literacy and numeracy skills.
Schools across Australia are invited to participate in NLNW National Activities and local State and Territory Activities.
Contact the National Literacy and Numeracy Team by email at nlnw@deewr.gov.au.

sexta-feira, 17 de setembro de 2010

92 - Mas até é fácil fazer coisas deste tipo!

Andava nas minhas pesquisas na NET e descubro "isto"

Mas isto é facílimo de fazer! Basta uma webcam de trazer por casa, o programa de animação "Monkey jam" e a edição final no movie maker para adicionar som.

Quando será que as Bibliotecas se tornam pioneiras e verdadeiros locais de produção e aprendizagem?

91 - Facebook supera o Google em termos de acesso

Na América em Agosto deste ano o facebook já superou os produtos google em termos de acesso doméstico.
Será que os educadores já tomaram consciência do poder do Facebook e dos proveitos que podem retirar do seu uso...
Quantos ainda pensarão que o Facebook é só perca de tempo com "agricultura"?

90 - Claves para diseñar actividades CRíticas y CReativas en las aulas

Post retirado DAQUI


El portal Leer.es ha publicado mi artículo Claves para diseñar actividades CRíticas y CReativas en las aulas donde intento dar algunas pistas y ejemplos sobre cómo integrar la práctica con elementos multimedia desde el análisis crítico y la remezcla creativa.

7 Claves para el diseño de actividades CRíticas y CReativas en la red

[Artículo completo en PDF]
1. Diseñar proyectos creativos, donde pueda haber múltiples soluciones y propuestas por parte de los alumnos.

2. Fomentar el trabajo en grupo
, la negociación y la interacción entre los participantes. Promover el autoaprendizaje y la revisión entre pares, de modo que quien sepa hacer algo, haga de guía y tutor del resto.

3. Hacer invisible la herramienta.
Lo importante es el proyecto que se va a realizar de modo que se puedan aprender las técnicas y los procedimientos que se necesiten a medida que surjan sus aplicaciones específicas. ¿Qué necesito para hacer este proyecto? ¿Aprender a escanear? ¿Saber cómo cortar un audio? Etc.

4. Integrar contenidos generados por otros
, disponibles en la Red y que permitan su uso (con licencias CC p.ej.). La búsqueda, selección y elaboración de información exige de habilidades analíticas y de capacidad crítica. Obliga a preguntarse por las cuestiones clásicas: quién, para quién, por qué, etc. Cuando uno va a remezclar y reutilizar algo ajeno para un trabajo propio y público, cuida con mayor esmero aquello que recoge.

5. Introducir elementos de crítica
en el proyecto, trabajando valores de solidaridad, tolerancia, estereotipos, etc.

6. Cultivar el hábito de documentar los procesos
mediante diarios de trabajo, portafolios, notas, etc. Es importante además compartir esos avances para que otros puedan avanzar a partir de lo que aprendimos en el proyecto.

7. Publicar los trabajos en la Red
, tanto la documentación de sus procesos como los resultados finales. Esto hace que el interés por el trabajo bien hecho aumente y que la experiencia educativa sea más enriquecedora, puesto que las producciones se enmarcan en contextos reales para públicos reales. Por último, esto también incide positivamente en la autoestima de los estudiantes, en su autoridad e identidad digital, ya que les convierte en ciudadanos y autores  responsables de su propia voz en un contexto globalizado.

89 - Internet escreve-se com C

Post retirado daqui

"Yo había participado en ese Ciclo en octubre junto David Weinberger para debatir 3 C’s clave de la cultura digital: Conversar, Colaborar, Contribuir. En aquella ocasión, manejar sólo 3 C’s me supo a poco y esta vez tenía la oportunidad de hacerlas crecer. Así que decidí multiplicar ambas cifras, 10 ideas por 3 conceptos. Fueron varios días de borradores, de apuntes en el metro, de listados en papeles sueltos. También fueron días de descartes y de esfuerzos por darle sentido a la tormenta de C’s. Hasta que al final brotaron estas 30 pequeñas palabras que sintetizan, a mi juicio, la grandeza de internet.
CONOCIMIENTO Commons Cultura Ciencia Ciudad
CONSTRUIR Crear Colaborar Cooperar Contribuir
COMUNIDAD Ciudadanía Comunicar(se) Conversar Contactar
CONFIANZA Corazón Compromiso Compañía Cuerpo
CONTROL Comercial Censura Calidad Crítico
COMPARTIR Copyleft Creative-Commons Código Canal"

quarta-feira, 15 de setembro de 2010

88- pense antes de publicar

Pois é, eu até sou adepto da Internet e das suas potencialidades. No entanto, tal como em tudo na vida, há que tomar algumas precauções. Alguém se imagina num metro em hora de ponta a contar dinheiro? pois! na Internet também há que tomar algumas precauções...

87 - Aprendizagem social

Aqui está um bom filme que nos mostra como a aprendizagem social não é uma moda e faz parte da forma como nos movemos e somos como humanos.

86 - Para agregar todas as redes em que nos movemos

Com o Seesmic Desktop é possível seguir numa só web page todas as nossas redes...

terça-feira, 14 de setembro de 2010

domingo, 12 de setembro de 2010

84 - ICT for collaborative, project based, Teaching and Learning em Malta VII

Bom, o curso acabou. Eis o meu trabalho final.


A apresentação de trabalhos foi muitíssimo interessante. Quanto ao meu, foi muito bem aceite. Apresentei uma wiki em que propunham tarefas aos professores e alunos e um prezi. O prezi explica o processo percorrido para se construir o trabalho final

O curso foi muito interessante e venho com algumas ideias novas

sexta-feira, 10 de setembro de 2010

83 - ICT for collaborative, project based, Teaching and Learning em Malta VI

O Curso está a chegar ao fim. Hoje o dia foi dedicado à realização dos trabalhos finais. Juntei-me a um irlandês e a um polaco e construímos uma animação (à maneira da rua sésamo) para explicar o mecanismo da divisão.
Fiquei fascinado com o resultado que obtivemos. Com pouquíssimos recursos: um fundo de cartolina, plasticina, e uma webcam, numa hora e meia fizemos isto:

De facto, esta ferramenta tem imensas possibilidades educativas. Explorarei isto na formação de professores! Como um filme com um minuto poderá ter tantas formas de ser explorado com alunos e com professores

De Bibliotecas, tecnologias e aprendizagem
De Bibliotecas, tecnologias e aprendizagem
De Bibliotecas, tecnologias e aprendizagem

quinta-feira, 9 de setembro de 2010

82 - ICT for collaborative, project based, Teaching and Learning em Malta V

Hoje exploram-se os blogues. Criei um no wordpress embora ninguém me tenha explicado as vantagens do wordpress relativamente ao blogger...

Aqui fica o endereço do meu blogue no wordpress


81 - ICT for collaborative, project based, Teaching and Learning em Malta IV

Hoje foi dia de trabalhar com o Prezi. O Prezi é um programa para apresentações que não é tão complexo como o Powerpoint e é livre. Tem a desvantagem de ser trabalhado online e, consequentemente, precisa de Internet (embora se possa descarregar a nossa apresentação num formato portátil e ainda, e é um caso meu, pode causar tonturas e enjoos devido a facto de ser possível mudar a orientação das frases rodando-as. Confesso que fico tonto ao ver algumas apresentações...

quarta-feira, 8 de setembro de 2010

80 - ICT for collaborative, project based, Teaching and Learning em Malta III

Hoje foi dia de trabalhar com um software gratuito e espectacular, chama-se Monkey Jam" e serve para fazer filmes de uma forma muito fácil usando uma webcam.
Reparemos que um filme é uma sucessão de imagens que por passar a uma determinada velocidade dá a ilusão de movimento. O que o software faz é capturar as imagens da webcam e exportá-las para o formato avi que pode depois ser tratado com o movie maker para ser adicionado som, transsições e legendas...
Eis uma experiência feita numa hora. Agora só falta adicionar-lhe uma banda sonora e título...

Fiquei fã

terça-feira, 7 de setembro de 2010

79 - ICT for collaborative, project based, Teaching and Learning em Malta II

Também andei a experimentar o software "comic life". Serve para fazer, em poucos segundos, uma banda desenhada.
O contra do software é de não ser livre e se pagar 10 Euros pela licença. No entanto, também em 10 minutos fiz o trabalho abaixo.
A banda desenhada tem a vantagem de motivar diversos tipos de alunos para além de obrigar ao esforço de construir o scipt e fazer as sínteses dos assuntos para caberem nos balões...
Dá para trabalhar com as nossas próprias fotos ou até com imagens de uma webcam

77 - ICT for collaborative, project based, Teaching and Learning em Malta I

Por estes dias encontro-me em Malta a participar num Curso Coménius sobre Tecnologias ao serviço da educação. Tenho tido oportunidade de experimentar vários softwares...

Um deles é o Audacity que serve para fazer Podcast. Já o conhecia, mas, de facto, é fantástica a forma como em poucos minutos se pode fazer uma gravação com alguma qualidade.
Publica-se aqui uma experiência feita em 10 minutos (não mais).

O podcast tem vários usos em educação, quer na preparação de visitas de estudo, quer na síntese de matérias, quer em apresentação de trabalhos pelos alunos, ...