Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.14/14623
Título: Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in Higher Education
Autor: Ferreira, Sérgio André
Castro, Cornélia
Andrade, António
Palavras-chave: Classroom
Cognitive communication
Micro blogging
Web 2.0
Data: 2011
Citação: FERREIRA, Sérgio André ; CASTRO, Cornélia ; ANDRADE, António - Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in Higher Education. In European Conference on e-Learning, 10th, Brigthon, Inglaterra, 10-11 November 2011. Proceedings. (CD-ROM) p. 246-254
Resumo: The communication in the classroom is often carried out on a one-to-many basis, with the teacher, before an audience of dozens of students, playing a traditional role. In this context, still commonly practiced, it is pertinent to introduce mechanisms of interaction mediated by technology, since research shows a significant correlation between the use of technology, the time spent in social media and the engagement of students. In fact, literature shows that social media has attracted the interest of academics more likely to use technology in education, who thereby seek new ways to motivate their students to a more active learning. The adoption of cognitive communication 2.0 morphology, in traditional contexts such in communication one-to-many, is a challenge to be overcome. We consider so of great importance creating and evaluating resources and pedagogical practices that are aligned with this new paradigm. In this study, we intend to make a contribution to understanding the problematic of the morphology of cognitive communication in the context of the classroom in Higher Education, with the integration of web 2.0 tools. On the approach to the problem, we have explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behaviour in the classroom; vi) negative behaviour in the classroom. The goals of this study are: i) to validate the instrument for data collection, ii) to assess the perceptions of students regarding the effects of the resource and pedagogical practices used in the classroom dynamics iii) to set in context and to relate the cognitive communication 2.0 in the classroom with other components of the Hybrid Institutional Personal Learning Environment. This is an exploratory type research, since it seeks to provide a greater familiarity with the problem and to identify dimensions and items to be included in the questionnaire. The data collected will be processed under a quantitative perspective. Considering, therefore, the nature of the study we did not seek to establish correlations between variables, but only to identify trends, using descriptive statistics. It is expected that the results obtained will contribute to the articulation of web 2.0 tools with traditional cognitive communication in the classroom, in such a manner that positive impacts will result in pedagogical and technological effectiveness and thus in students learning achievements.
URI: http://hdl.handle.net/10400.14/14623
Aparece nas colecções:FEG - Artigos em actas / Papers in proceedings
FEP - Artigos em actas / Papers in proceedings

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