Fiz hoje, dia 13 de fevereiro de 2008 às 22h49min, uma pesquisas no site do IEEE.org e verifiquei que a expressão "teaching-learning" apareceu em 154 documentos, de um total de 1.743.858 armazenados no banco de dados.
Todos esses 154 documentos podem ser acessados diretamente no link listado abaixo:
- Todos Documentos sobre Teaching-Learning (154)
Porém, os documentos de interesse foram:
[1] Krishnamurthy, K.A.; Sahasranam, C., "Work in Progress: Ethics as an approach for Value Addition in Teaching -Learning Process," Frontiers in Education Conference, 36th Annual , vol., no., pp.19-20, Oct. 2006
URL: http://ieeexplore.ieee.org/iel5/4116829/4116830/04116918.pdf
"Abstract: Aim of education is to mould the character of pupils and to draw out the best in them. It is an endeavor to develop the latent talents in them. It is educating thewhole person, rather than concentrating on one. Teaching-learning is a process in this context. It is a highly moralactivity (Ethical) to create a learning environment in which education is just a means. It is the transmission of values such as: truthfulness, firmness, patience, kindness, dignity, diligence and other virtues. Indeed, education for life was the objective in the ancient Indian system through ‘Gurukula’. This education brought the pupils name and fame and thus in most of the cases, education for livelihood were dormant. This approach has been changing from generation to generation. The present need is to integrate (attach) the education for life and education for livelihood.
I. What is education? Education is training for the completeness of life. Its aim was at the manifestation of the divinity in man that touches the highest point of knowledge. Best teaching-learning process was in existence in ancient India. Education is an intimate relationship between the teachers and taught. To begin with oral means was a mode of transmission of ideas and ideals.Subsequently institutional form of imparting learning came into existence. Typically, it was the Gurukula system (taught resides in the house and with the family of the teacher). Student had to convince the teacher of his desire, determination and the required intelligence to pursue studies and undergo rigorous tests before he was taken as a student. Students were supposed to live in complete celibacy and in a very austere environment. Objectives of education were to develop his personality, his innate and latent capabilities. The guiding principles of education were satchit (true knowledge) ananda (bliss), satyam (truth), shivam (beauty) and sundaram (goodness) and are the supreme values of ancient indigenous culture. Education for life should lay the foundation of goodness from the beginning of one’s life. Child grows good if it sees good. This leads to the ability to appreciate values in life as it grows. In the ambit of ethics drawn from the gurukula system, a modern technology taught makes the education more purposeful education for livelihood.This paper discusses an ideal approach through amalgamating ethics with education."
[2] de Almeida Valiati, E.R.; Heineck, R., "Computers in teaching-learning of physics discipline: investigating different methodologies," Computers in Education, 2002. Proceedings. International Conference on , vol., no., pp. 1437-1438 vol.2, 3-6 Dec. 2002
URL: http://ieeexplore.ieee.org/iel5/8445/26602/01186285.pdf
"Abstract: Nowadays, the use of the computer science is an unquestionable fact in all sections of our society. In the last years, in Brazil, some public and private incentives have been permitting to take for some teaching institutions a little of this reality. Therefore what we can question today is not if the computer has out not to enter schools, since this is unavoidable but how technology has to be incorporated to the school context in order to provide the learning process and universalization of knowledge. In this sense, a great deal still needs to be developed and investigated in way to guarantee that the new technologies do not just arrive at schools, but that they are appropriately used in classroom. This article shows the results obtained in a research work that had for objective to evaluate the use of different methodologies and resources in teaching learning in physics discipline."
[3] Silveira, I.F.; Ferreira, M.A.G.V.; Araujo, C.F., Jr., "From Socrates to PIAGET: patterns for distance learning," Advanced Learning Technologies, 2003. Proceedings. The 3rd IEEE International Conference on , vol., no., pp. 402-403, 9-11 July 2003
URL: http://ieeexplore.ieee.org/iel5/8621/27318/01215144.pdf
"Abstract: Millenniums ago, Socrates established the basis for philosophy today, only by using criticism to set up concepts and rules discussing them with his disciples. This approach, named Socratic Method, has also proved to be a teaching-learning strategy. Nowadays, even though web-based, collaborative Distance Learning systems are becoming industry standards for representation and deployment of online content for courses, some features can be extracted from the Socratic Method in order to respond to recurrent questions about how technologies could be correctly applied for supporting different pedagogical strategies in order to provide massive, high-quality distance learning content. This paper shows a collection of patterns for developing fine granular, highly reusable learning objects over interactive tools like PIAGET."
[4] Santoro, F.M.; Borges, M.R.S.; dos Santos, N., "An infrastructure to support the development of collaborative project-based learning environments," Groupware, 2000. CRIWG 2000. Proceedings. Sixth International Workshop on , vol., no., pp.78-85, 2000
URL: http://ieeexplore.ieee.org/iel5/7106/19139/00885158.pdf
"Abstract: The area of CSCL is short of toolkits to support the construction of educational environments, since the developer of applications knows neither the education domain, nor the collaborative strategies applied to the teaching-learning process. The teacher needs a flexible environment supported by computing technology, and where he can configure different collaborative projects. In this paper, we present a conceptual and computational infrastructure for the domain of collaborative learning based on development of projects, whose first stage was the definition of a collaboration model in the format of conceptual patterns. The requirements and the conceptual patterns gave support for the development of this infrastructure, composed by a collaborative environment, a tool framework, U database ofprojects, and a library of references."
[5] Macias, M.E.; Dieck, G., "Redesign of an introductory electronics class," Frontiers in Education Conference, 1999. FIE '99. 29th Annual , vol.1, no., pp.11A4/1 vol.1-, 1999
URL: http://ieeexplore.ieee.org/iel5/6763/18076/00839095.pdf
"Abstract: In the summer of 1997, the ITESM initiated a project to reengineer the teaching-learning process at the 27 campuses of the system. The project incorporates the fundamental aspects written in the ITESM mission statement for the year 2005. In particular, to achieve the desired profile for the ITESM students, each course regardless of the discipline, must incorporate attitudes, values and abilities explicitly written on the mission statement. For instance, honesty, self-study, cooperative learning, autoevaluation, and critical thinking are, among others, some of the values and abilities distributed during the course."
[6] Giraffa, L.M.M.; Marczak, S.S.; Almeida, G., "Supporting learning activities using virtual tools," Frontiers in Education, 2003. FIE 2003. 33rd Annual , vol.3, no., pp. S1B-3-7 vol.3, 5-8 Nov. 2003
URL: http://ieeexplore.ieee.org/iel5/8925/28316/01265903.pdf
"Abstract: This paper intends to describe the design process related to an algorithms and programming environment to support the beginner's learning process. The system has a set of tools and functionalities, and agent named AMIGO to help the teacher to organize student's information. The agent's tasks are: collects student profile information, and to organize the tasks related to student's activities and evaluation process. The system framework has a uphold methodology that justify and gives support to the choice made during our design process. We do not intend to show experimental results. We claim that we can build educational environments taking advantages from agents technology, and a mixed methodology based on presential and virtual classes. We believe it is not possible to create good and helpful educational software without those premises."
[7] Kennedy, I.G., "Why not use digital media exclusively?," Engineering Education: Innovations in Teaching, Learning and Assessment (Ref. No. 2001/046), IEE International Symposium on , vol.Day1, no., pp.16/1-16/9, 2001
URL: http://ieeexplore.ieee.org/iel5/7472/20306/00938946.pdf
[8] Allan, G.W., "Student centred learning of computer project management," Engineering Education: Innovations in Teaching, Learning and Assessment (Ref. No. 2001/046), IEE International Symposium on , vol.2, no., pp.41/1-41/6, 2001
URL: http://ieeexplore.ieee.org/iel5/7472/20307/00938971.pdf
[9] Freeston, I., "What limits innovation ?," Engineering Education: Innovations in Teaching, Learning and Assessment (Ref. No. 2001/046), IEE International Symposium on , vol.Day1, no., pp.1/1-1/4, 2001
URL: http://ieeexplore.ieee.org/iel5/7472/20306/00938931.pdf
[10] Otung, I.E., "A minimal-mathematics approach in engineering education," Engineering Education: Innovations in Teaching, Learning and Assessment (Ref. No. 2001/046), IEE International Symposium on , vol.Day1, no., pp.4/1-4/6, 2001
URL: http://ieeexplore.ieee.org/iel5/7472/20306/00938934.pdf
