ºÝºÝߣshows by User: fcosta / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: fcosta / Thu, 06 Jun 2019 20:56:16 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: fcosta Projeto LIDIA https://pt.slideshare.net/slideshow/projeto-lidia/149005386 lidiaautonoma2019-190606205616
Breve descxri??o do Projeto LIDIA - Literacia Digital de Adultos]]>
Breve descxri??o do Projeto LIDIA - Literacia Digital de Adultos]]> Thu, 06 Jun 2019 20:56:16 GMT https://pt.slideshare.net/slideshow/projeto-lidia/149005386 fcosta@slideshare.net(fcosta) Projeto LIDIA fcosta Breve descxri??o do Projeto LIDIA - Literacia Digital de Adultos <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lidiaautonoma2019-190606205616-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Breve descxri??o do Projeto LIDIA - Literacia Digital de Adultos
from Fernando Albuquerque Costa
]]> 422 1 https://cdn.slidesharecdn.com/ss_thumbnails/lidiaautonoma2019-190606205616-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Atividades dos alunos Com tecnologias https://pt.slideshare.net/slideshow/atividades-dos-alunos-com-tecnologias/87127703 afirse2018alunosamadora-180202164201
Atividades com tecnologias desenvolvidas pelos alunos durante o primeiro ano do Projeto Amadora Aprender Digital [1.?Ciclo]. Um projeto da C?mara Municipal da Amadora com suporte cient¨ªfico e pedag¨®gico do Instituto de Educa??o da Universidade de Lisboa ]]>
Atividades com tecnologias desenvolvidas pelos alunos durante o primeiro ano do Projeto Amadora Aprender Digital [1.?Ciclo]. Um projeto da C?mara Municipal da Amadora com suporte cient¨ªfico e pedag¨®gico do Instituto de Educa??o da Universidade de Lisboa ]]> Fri, 02 Feb 2018 16:42:00 GMT https://pt.slideshare.net/slideshow/atividades-dos-alunos-com-tecnologias/87127703 fcosta@slideshare.net(fcosta) Atividades dos alunos Com tecnologias fcosta Atividades com tecnologias ?desenvolvidas ?pelos alunos durante o ?primeiro ano do Projeto ?Amadora Aprender Digital [1.?Ciclo]. Um projeto da C?mara Municipal da Amadora com suporte cient¨ªfico e pedag¨®gico do Instituto de Educa??o da Universidade de Lisboa <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/afirse2018alunosamadora-180202164201-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Atividades com tecnologias ?desenvolvidas ?pelos alunos durante o ?primeiro ano do Projeto ?Amadora Aprender Digital [1.?Ciclo]. Um projeto da C?mara Municipal da Amadora com suporte cient¨ªfico e pedag¨®gico do Instituto de Educa??o da Universidade de Lisboa
from Fernando Albuquerque Costa
]]> 2991 3 https://cdn.slidesharecdn.com/ss_thumbnails/afirse2018alunosamadora-180202164201-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Entrando no mundo da forma??o a dist?ncia https://pt.slideshare.net/fcosta/entrando-no-mundo-da-formao-a-distncia afirse2018resultadosufcd-180202162537
Projeto de desenvolvimento de produtos formativos flex¨ªveis destinados a jovens e adultos desempregados (IEFP).]]>
Projeto de desenvolvimento de produtos formativos flex¨ªveis destinados a jovens e adultos desempregados (IEFP).]]> Fri, 02 Feb 2018 16:25:37 GMT https://pt.slideshare.net/fcosta/entrando-no-mundo-da-formao-a-distncia fcosta@slideshare.net(fcosta) Entrando no mundo da forma??o a dist?ncia fcosta Projeto de desenvolvimento de produtos formativos flex¨ªveis destinados a jovens e adultos desempregados (IEFP). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/afirse2018resultadosufcd-180202162537-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Projeto de desenvolvimento de produtos formativos flex¨ªveis destinados a jovens e adultos desempregados (IEFP).
from Fernando Albuquerque Costa
]]> 3028 1 https://cdn.slidesharecdn.com/ss_thumbnails/afirse2018resultadosufcd-180202162537-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Lidia alv 2017 /slideshow/lidia-alv-2017/82546460 lidiaalv2017-ppt-171122234136
Participa??o do Projeto LIDIA no painel sobre Educa??o de Adultos num Mundo Digital]]>
Participa??o do Projeto LIDIA no painel sobre Educa??o de Adultos num Mundo Digital]]> Wed, 22 Nov 2017 23:41:36 GMT /slideshow/lidia-alv-2017/82546460 fcosta@slideshare.net(fcosta) Lidia alv 2017 fcosta Participa??o do Projeto LIDIA no painel sobre Educa??o de Adultos num Mundo Digital <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/lidiaalv2017-ppt-171122234136-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Participa??o do Projeto LIDIA no painel sobre Educa??o de Adultos num Mundo Digital
Lidia alv 2017 from Fernando Albuquerque Costa
]]> 3057 1 https://cdn.slidesharecdn.com/ss_thumbnails/lidiaalv2017-ppt-171122234136-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Pensamento computacional e transdisciplinaridade https://pt.slideshare.net/slideshow/pensamento-computacional-e-transdisciplinaridade/82462347 pensamentocomputacionalt3-171121165207
Tema 3 - O curr¨ªculo do EB sob um ponto de vista transdisciplinar]]>
Tema 3 - O curr¨ªculo do EB sob um ponto de vista transdisciplinar]]> Tue, 21 Nov 2017 16:52:07 GMT https://pt.slideshare.net/slideshow/pensamento-computacional-e-transdisciplinaridade/82462347 fcosta@slideshare.net(fcosta) Pensamento computacional e transdisciplinaridade fcosta Tema 3 - O curr¨ªculo do EB sob um ponto de vista transdisciplinar <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/pensamentocomputacionalt3-171121165207-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Tema 3 - O curr¨ªculo do EB sob um ponto de vista transdisciplinar
from Fernando Albuquerque Costa
]]> 519 2 https://cdn.slidesharecdn.com/ss_thumbnails/pensamentocomputacionalt3-171121165207-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Aprender Digital: Metodologia de investiga??o https://pt.slideshare.net/slideshow/aprender-digital-metodologia-de-investigao/71741157 metodafirse2017-170203213149
Reflex?o sobre o processo de decis?o de uma metodologia de investiga??o que possa integrar-se com os objetivos de interven??o definidos para o Projeto Aprender Digital Amadora 1? ciclo]]>
Reflex?o sobre o processo de decis?o de uma metodologia de investiga??o que possa integrar-se com os objetivos de interven??o definidos para o Projeto Aprender Digital Amadora 1? ciclo]]> Fri, 03 Feb 2017 21:31:49 GMT https://pt.slideshare.net/slideshow/aprender-digital-metodologia-de-investigao/71741157 fcosta@slideshare.net(fcosta) Aprender Digital: Metodologia de investiga??o fcosta Reflex?o sobre o processo de decis?o de uma metodologia de investiga??o que possa integrar-se com os objetivos de interven??o definidos para o Projeto Aprender Digital Amadora 1? ciclo <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/metodafirse2017-170203213149-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Reflex?o sobre o processo de decis?o de uma metodologia de investiga??o que possa integrar-se com os objetivos de interven??o definidos para o Projeto Aprender Digital Amadora 1? ciclo
from Fernando Albuquerque Costa
]]> 473 3 https://cdn.slidesharecdn.com/ss_thumbnails/metodafirse2017-170203213149-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Tecnologias na Forma??o https://pt.slideshare.net/slideshow/tecnologias-na-formao/69247802 costa2016formadoresaveiro-161118122326
Apresenta??o no IV Encontro Nacional de Formadores, realizado na Reitoria da Universidade de Aveiro, em 18 de novembro de 2016]]>
Apresenta??o no IV Encontro Nacional de Formadores, realizado na Reitoria da Universidade de Aveiro, em 18 de novembro de 2016]]> Fri, 18 Nov 2016 12:23:26 GMT https://pt.slideshare.net/slideshow/tecnologias-na-formao/69247802 fcosta@slideshare.net(fcosta) Tecnologias na Forma??o fcosta Apresenta??o no IV Encontro Nacional de Formadores, realizado na Reitoria da Universidade de Aveiro, em 18 de novembro de 2016 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costa2016formadoresaveiro-161118122326-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o no IV Encontro Nacional de Formadores, realizado na Reitoria da Universidade de Aveiro, em 18 de novembro de 2016
from Fernando Albuquerque Costa
]]> 386 3 https://cdn.slidesharecdn.com/ss_thumbnails/costa2016formadoresaveiro-161118122326-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Escola Digital: expectativas de professores e educadores https://pt.slideshare.net/slideshow/escola-digital-expectativas-de-professores-e-educadores/48206231 challenges2015concecoesexpetativasprofessoresescoladigitalcostacruzvianabritorodriguez12maio-150515205434-lva1-app6892
O que pensam professores e educadores sobre o conceito de escola digital...]]>
O que pensam professores e educadores sobre o conceito de escola digital...]]> Fri, 15 May 2015 20:54:34 GMT https://pt.slideshare.net/slideshow/escola-digital-expectativas-de-professores-e-educadores/48206231 fcosta@slideshare.net(fcosta) Escola Digital: expectativas de professores e educadores fcosta O que pensam professores e educadores sobre o conceito de escola digital... <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/challenges2015concecoesexpetativasprofessoresescoladigitalcostacruzvianabritorodriguez12maio-150515205434-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> O que pensam professores e educadores sobre o conceito de escola digital...
from Fernando Albuquerque Costa
]]> 6752 2 https://cdn.slidesharecdn.com/ss_thumbnails/challenges2015concecoesexpetativasprofessoresescoladigitalcostacruzvianabritorodriguez12maio-150515205434-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ambiente pessoal de aprendizagem no ensino superior https://pt.slideshare.net/fcosta/costa-f-2015-tic-ensino-superior costaf2015ticensinosuperior-150424080116-conversion-gate02
Explorando o conceito de ambiente pessoal de aprendizagem no contexto do ensino superior.]]>
Explorando o conceito de ambiente pessoal de aprendizagem no contexto do ensino superior.]]> Fri, 24 Apr 2015 08:01:16 GMT https://pt.slideshare.net/fcosta/costa-f-2015-tic-ensino-superior fcosta@slideshare.net(fcosta) Ambiente pessoal de aprendizagem no ensino superior fcosta Explorando o conceito de ambiente pessoal de aprendizagem no contexto do ensino superior. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costaf2015ticensinosuperior-150424080116-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Explorando o conceito de ambiente pessoal de aprendizagem no contexto do ensino superior.
from Fernando Albuquerque Costa
]]> 1368 8 https://cdn.slidesharecdn.com/ss_thumbnails/costaf2015ticensinosuperior-150424080116-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TEA abril 2015 https://pt.slideshare.net/slideshow/tea-abril-2015/47330341 teaabril2015-150423074231-conversion-gate02
Acesso e Motiva??o versus Confian?a e Compet¨ºncia, condi??es chave para o uso efetivo das tecnologias digitais na escola. Conversa no TEA - Tablets no Ensino e naAprendizagem]]>
Acesso e Motiva??o versus Confian?a e Compet¨ºncia, condi??es chave para o uso efetivo das tecnologias digitais na escola. Conversa no TEA - Tablets no Ensino e naAprendizagem]]> Thu, 23 Apr 2015 07:42:31 GMT https://pt.slideshare.net/slideshow/tea-abril-2015/47330341 fcosta@slideshare.net(fcosta) TEA abril 2015 fcosta Acesso e Motiva??o versus Confian?a e Compet¨ºncia, condi??es chave para o uso efetivo das tecnologias digitais na escola. Conversa no TEA - Tablets no Ensino e naAprendizagem <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teaabril2015-150423074231-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Acesso e Motiva??o versus Confian?a e Compet¨ºncia, condi??es chave para o uso efetivo das tecnologias digitais na escola. Conversa no TEA - Tablets no Ensino e naAprendizagem
from Fernando Albuquerque Costa
]]> 2449 7 https://cdn.slidesharecdn.com/ss_thumbnails/teaabril2015-150423074231-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ePortfolio an educational tool /slideshow/eportfolio-an-educational-tool/42319565 eportfolioeducationtool-141203131155-conversion-gate02
ePortfolio workshop, Brussels, 2014]]>
ePortfolio workshop, Brussels, 2014]]> Wed, 03 Dec 2014 13:11:54 GMT /slideshow/eportfolio-an-educational-tool/42319565 fcosta@slideshare.net(fcosta) ePortfolio an educational tool fcosta ePortfolio workshop, Brussels, 2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/eportfolioeducationtool-141203131155-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ePortfolio workshop, Brussels, 2014
ePortfolio an educational tool from Fernando Albuquerque Costa
]]> 2198 5 https://cdn.slidesharecdn.com/ss_thumbnails/eportfolioeducationtool-141203131155-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teachers and the use of digital technologies /slideshow/costa-isatt-tartunov2014/42319461 costaisatttartunov2014-141203130834-conversion-gate02
Presentation in the ISATT conference in Tartu, Estonia, 2014 Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular. Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers¡¯ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training. This training on offer is usually non-systematised and does not take into account the teachers¡¯ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher¡¯s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature. Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the ¡°teacher¡¯s teaching model¡± (constructivist to traditional), and another represented by the continuum referring to the ¡°type of technology use¡± (teacher¡¯s technology to pupil¡¯s technology). This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.]]>
Presentation in the ISATT conference in Tartu, Estonia, 2014 Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular. Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers¡¯ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training. This training on offer is usually non-systematised and does not take into account the teachers¡¯ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher¡¯s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature. Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the ¡°teacher¡¯s teaching model¡± (constructivist to traditional), and another represented by the continuum referring to the ¡°type of technology use¡± (teacher¡¯s technology to pupil¡¯s technology). This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.]]> Wed, 03 Dec 2014 13:08:33 GMT /slideshow/costa-isatt-tartunov2014/42319461 fcosta@slideshare.net(fcosta) Teachers and the use of digital technologies fcosta Presentation in the ISATT conference in Tartu, Estonia, 2014 Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular. Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers¡¯ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training. This training on offer is usually non-systematised and does not take into account the teachers¡¯ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher¡¯s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature. Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the ¡°teacher¡¯s teaching model¡± (constructivist to traditional), and another represented by the continuum referring to the ¡°type of technology use¡± (teacher¡¯s technology to pupil¡¯s technology). This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costaisatttartunov2014-141203130834-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation in the ISATT conference in Tartu, Estonia, 2014 Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular. Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers¡¯ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training. This training on offer is usually non-systematised and does not take into account the teachers¡¯ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher¡¯s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature. Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the ¡°teacher¡¯s teaching model¡± (constructivist to traditional), and another represented by the continuum referring to the ¡°type of technology use¡± (teacher¡¯s technology to pupil¡¯s technology). This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Teachers and the use of digital technologies from Fernando Albuquerque Costa
]]> 720 3 https://cdn.slidesharecdn.com/ss_thumbnails/costaisatttartunov2014-141203130834-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Costa pdw corfu 2014 /slideshow/costa-pdw-corfu2014/39915475 costapdwcorfu2014-141006052035-conversion-gate01
Presentation supporting the Workshop 1: TACCLE2 project, a handbook for teachers of creative and performing arts.]]>
Presentation supporting the Workshop 1: TACCLE2 project, a handbook for teachers of creative and performing arts.]]> Mon, 06 Oct 2014 05:20:35 GMT /slideshow/costa-pdw-corfu2014/39915475 fcosta@slideshare.net(fcosta) Costa pdw corfu 2014 fcosta Presentation supporting the Workshop 1: TACCLE2 project, a handbook for teachers of creative and performing arts. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costapdwcorfu2014-141006052035-conversion-gate01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation supporting the Workshop 1: TACCLE2 project, a handbook for teachers of creative and performing arts.
Costa pdw corfu 2014 from Fernando Albuquerque Costa
]]> 6336 3 https://cdn.slidesharecdn.com/ss_thumbnails/costapdwcorfu2014-141006052035-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 escol@21 - um espa?o pessoal de aprendizagem https://pt.slideshare.net/slideshow/costaf2014esud2014/37799147 costaf2014esud2014-140808074028-phpapp01
Apresenta??o de suporte ¨¤ confer¨ºncia de encerramento realizada no 11? Congresso Brasileiro de Educa??o a Dist?ncia, ESUD 2014, Florian¨®polis, Brasil]]>
Apresenta??o de suporte ¨¤ confer¨ºncia de encerramento realizada no 11? Congresso Brasileiro de Educa??o a Dist?ncia, ESUD 2014, Florian¨®polis, Brasil]]> Fri, 08 Aug 2014 07:40:28 GMT https://pt.slideshare.net/slideshow/costaf2014esud2014/37799147 fcosta@slideshare.net(fcosta) escol@21 - um espa?o pessoal de aprendizagem fcosta Apresenta??o de suporte ¨¤ confer¨ºncia de encerramento realizada no 11? Congresso Brasileiro de Educa??o a Dist?ncia, ESUD 2014, Florian¨®polis, Brasil <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costaf2014esud2014-140808074028-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o de suporte ¨¤ confer¨ºncia de encerramento realizada no 11? Congresso Brasileiro de Educa??o a Dist?ncia, ESUD 2014, Florian¨®polis, Brasil
from Fernando Albuquerque Costa
]]> 6463 3 https://cdn.slidesharecdn.com/ss_thumbnails/costaf2014esud2014-140808074028-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Repensar as TIC na Educa??o https://pt.slideshare.net/slideshow/livro-palestrasalmadafev2014/32267900 livropalestrasalmadafev2014-140313070933-phpapp02
S¨ªntese de apoio ¨¤s palestras realizadas em diferentes escolas, por esse pa¨ªs fora, a prop¨®sito da publica??o do livro REPENSAR AS TIC NA EDUCA??O. COSTA, Fernando; RODRIGUEZ, Carla; CRUZ, Elisabete & FRAD?O, Sandra (2012). Repensar as TIC na Educa??o. O Professor como Agente Transformador. Lisboa: Santillana]]>
S¨ªntese de apoio ¨¤s palestras realizadas em diferentes escolas, por esse pa¨ªs fora, a prop¨®sito da publica??o do livro REPENSAR AS TIC NA EDUCA??O. COSTA, Fernando; RODRIGUEZ, Carla; CRUZ, Elisabete & FRAD?O, Sandra (2012). Repensar as TIC na Educa??o. O Professor como Agente Transformador. Lisboa: Santillana]]> Thu, 13 Mar 2014 07:09:33 GMT https://pt.slideshare.net/slideshow/livro-palestrasalmadafev2014/32267900 fcosta@slideshare.net(fcosta) Repensar as TIC na Educa??o fcosta S¨ªntese de apoio ¨¤s palestras realizadas em diferentes escolas, por esse pa¨ªs fora, a prop¨®sito da publica??o do livro REPENSAR AS TIC NA EDUCA??O. COSTA, Fernando; RODRIGUEZ, Carla; CRUZ, Elisabete & FRAD?O, Sandra (2012). Repensar as TIC na Educa??o. O Professor como Agente Transformador. Lisboa: Santillana <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/livropalestrasalmadafev2014-140313070933-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> S¨ªntese de apoio ¨¤s palestras realizadas em diferentes escolas, por esse pa¨ªs fora, a prop¨®sito da publica??o do livro REPENSAR AS TIC NA EDUCA??O. COSTA, Fernando; RODRIGUEZ, Carla; CRUZ, Elisabete &amp; FRAD?O, Sandra (2012). Repensar as TIC na Educa??o. O Professor como Agente Transformador. Lisboa: Santillana
from Fernando Albuquerque Costa
]]> 5688 5 https://cdn.slidesharecdn.com/ss_thumbnails/livropalestrasalmadafev2014-140313070933-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Projeto escola digital e transforma??o https://pt.slideshare.net/slideshow/projeto-escola-digital-e-transformao/30674010 projetoedtransformao-140131105305-phpapp01
Reflex?es a prop¨®sito de uma forma integrada de ver as tecnologias nas escolas. Mais informa??o em aprendercom.org/escoladigital]]>
Reflex?es a prop¨®sito de uma forma integrada de ver as tecnologias nas escolas. Mais informa??o em aprendercom.org/escoladigital]]> Fri, 31 Jan 2014 10:53:05 GMT https://pt.slideshare.net/slideshow/projeto-escola-digital-e-transformao/30674010 fcosta@slideshare.net(fcosta) Projeto escola digital e transforma??o fcosta Reflex?es a prop¨®sito de uma forma integrada de ver as tecnologias nas escolas. Mais informa??o em aprendercom.org/escoladigital <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/projetoedtransformao-140131105305-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Reflex?es a prop¨®sito de uma forma integrada de ver as tecnologias nas escolas. Mais informa??o em aprendercom.org/escoladigital
from Fernando Albuquerque Costa
]]> 4630 2 https://cdn.slidesharecdn.com/ss_thumbnails/projetoedtransformao-140131105305-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 escol@21 - aprender em ambiente personalizado https://pt.slideshare.net/slideshow/gestao-de-ple/28672220 gestaodeple-131127064625-phpapp02
Apresenta??o feita na Confer¨ºncia sobre Pr¨¢ticas de Qualidade promovida pela ULisboa e realizada no dia 27 de novembro de 2013.]]>
Apresenta??o feita na Confer¨ºncia sobre Pr¨¢ticas de Qualidade promovida pela ULisboa e realizada no dia 27 de novembro de 2013.]]> Wed, 27 Nov 2013 06:46:25 GMT https://pt.slideshare.net/slideshow/gestao-de-ple/28672220 fcosta@slideshare.net(fcosta) escol@21 - aprender em ambiente personalizado fcosta Apresenta??o feita na Confer¨ºncia sobre Pr¨¢ticas de Qualidade promovida pela ULisboa e realizada no dia 27 de novembro de 2013. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gestaodeple-131127064625-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o feita na Confer¨ºncia sobre Pr¨¢ticas de Qualidade promovida pela ULisboa e realizada no dia 27 de novembro de 2013.
from Fernando Albuquerque Costa
]]> 4355 42 https://cdn.slidesharecdn.com/ss_thumbnails/gestaodeple-131127064625-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Costa2013 Recursos Educativos Digitais https://pt.slideshare.net/slideshow/costa2013-recursos-educativos-digitais/28534333 costa2013recursosprofessores-131122131619-phpapp01
De que recursos precisam professores e educadores? Confer¨ºncia de Abertura do Encontro sobre Recursos Educativos Digitais, IE UMinho, Nov2013]]>
De que recursos precisam professores e educadores? Confer¨ºncia de Abertura do Encontro sobre Recursos Educativos Digitais, IE UMinho, Nov2013]]> Fri, 22 Nov 2013 13:16:19 GMT https://pt.slideshare.net/slideshow/costa2013-recursos-educativos-digitais/28534333 fcosta@slideshare.net(fcosta) Costa2013 Recursos Educativos Digitais fcosta De que recursos precisam professores e educadores? Confer¨ºncia de Abertura do Encontro sobre Recursos Educativos Digitais, IE UMinho, Nov2013 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costa2013recursosprofessores-131122131619-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> De que recursos precisam professores e educadores? Confer¨ºncia de Abertura do Encontro sobre Recursos Educativos Digitais, IE UMinho, Nov2013
from Fernando Albuquerque Costa
]]> 8055 4 https://cdn.slidesharecdn.com/ss_thumbnails/costa2013recursosprofessores-131122131619-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Digital activities for creative and performing arts /slideshow/digital-activities-for-creative-and-performing-arts/26837190 costarodriguezicem2012-131003141156-phpapp01
In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects. ]]>
In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects. ]]> Thu, 03 Oct 2013 14:11:56 GMT /slideshow/digital-activities-for-creative-and-performing-arts/26837190 fcosta@slideshare.net(fcosta) Digital activities for creative and performing arts fcosta In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/costarodriguezicem2012-131003141156-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In this paper we present the initial phase of a study in development under the project &quot;Teachers&#39; Aids on creating content for learning environments&quot; (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a &quot;creative project integrator&quot; as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects.
Digital activities for creative and performing arts from Fernando Albuquerque Costa
]]> 4533 2 https://cdn.slidesharecdn.com/ss_thumbnails/costarodriguezicem2012-131003141156-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 A utiliza??o das TIC em contexto educativo. https://pt.slideshare.net/slideshow/tese-costaf2008ti-cemcontextoeducativo/26178013 tesecostaf2008ticemcontextoeducativo-130913150535-phpapp01
Costa, F. (2008). A utiliza??o das TIC em contexto educativo. Representa??es e pr¨¢ticas de professores. Tese de doutoramento em Ci¨ºncias da Educa??o (documento policopiado). Universidade de Lisboa]]>
Costa, F. (2008). A utiliza??o das TIC em contexto educativo. Representa??es e pr¨¢ticas de professores. Tese de doutoramento em Ci¨ºncias da Educa??o (documento policopiado). Universidade de Lisboa]]> Fri, 13 Sep 2013 15:05:35 GMT https://pt.slideshare.net/slideshow/tese-costaf2008ti-cemcontextoeducativo/26178013 fcosta@slideshare.net(fcosta) A utiliza??o das TIC em contexto educativo. fcosta Costa, F. (2008). A utiliza??o das TIC em contexto educativo. Representa??es e pr¨¢ticas de professores. Tese de doutoramento em Ci¨ºncias da Educa??o (documento policopiado). Universidade de Lisboa <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tesecostaf2008ticemcontextoeducativo-130913150535-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Costa, F. (2008). A utiliza??o das TIC em contexto educativo. Representa??es e pr¨¢ticas de professores. Tese de doutoramento em Ci¨ºncias da Educa??o (documento policopiado). Universidade de Lisboa
from Fernando Albuquerque Costa
]]> 2486 6 https://cdn.slidesharecdn.com/ss_thumbnails/tesecostaf2008ticemcontextoeducativo-130913150535-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-fcosta-48x48.jpg?cb=1585523275 Prof. of Educational Technology subjects www.aprendercom.org https://cdn.slidesharecdn.com/ss_thumbnails/lidiaautonoma2019-190606205616-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/projeto-lidia/149005386 Projeto LIDIA https://cdn.slidesharecdn.com/ss_thumbnails/afirse2018alunosamadora-180202164201-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/atividades-dos-alunos-com-tecnologias/87127703 Atividades dos alunos ... https://cdn.slidesharecdn.com/ss_thumbnails/afirse2018resultadosufcd-180202162537-thumbnail.jpg?width=320&height=320&fit=bounds fcosta/entrando-no-mundo-da-formao-a-distncia Entrando no mundo da f...