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TREM NOTURNO PARA LISBOA EBOOK

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ler Trem noturno para Lisboa Pascal Mercier EBook livre PDF/ePub/mobi/mp3/txt , Trem noturno para Lisboa se tornou fenômeno editorial na Europa, vendeu. Editions for Night Train to Lisbon: (Hardcover published in ), Trem Noturno para Lisboa Comboio Nocturno para Lisboa (Paperback). grove atlantic ltd, Night Train To Lisbon By Pascal Mercier Ebooks - Lult. - Trem Noturno Para Lisboa -. Nachtzug Nach. Pascal.


Trem Noturno Para Lisboa Ebook

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Format: Ebooks [ TXT, Audio Books & PDF, ePub, PDB, RTF, FB2 ]. Download Read Format, Ebook. Published Trem Noturno para Lisboa. Acreditamos, pois, que o e-book educação e tecnologias: reflexão, inovação e práticas .. trem que na Europa e também em muitas catedrais, estão os relógios quase doutoramento não publicada,Universidade Aberta, Lisboa Goulão Pedagogia – noturno de uma instituição federal pública, inserindo o Blog como. Ebook And, Lea By Pascal Mercier - Share. Book Recommendations With, Night Train To Lisbon - (, - Trem Noturno Para Lisboa -. 3 / 4.

But on foreign ground, trying new words for the first time, watching their effect on others, in a corner of your mind you think, with a sense of wonder: Wonderful first 80 pages though. It was too slow, and lots of unanswered questions at the end of it. This book started intriguingly, with a staid teacher abandoning everything on a whim when his boring life is interrupted by a mysterious Portuguese woman who writes a telephone number on his forehead.

Shortly after this he stumbles upon a Portuguese book which speaks to him and makes him decide to travel to Lisbon to find out more about the author. Unfortunately, it didn't live up This book started intriguingly, with a staid teacher abandoning everything on a whim when his boring life is interrupted by a mysterious Portuguese woman who writes a telephone number on his forehead.

Unfortunately, it didn't live up to my rather unrealistic expectations which had been raised by enthusiastic reviews a couple of years ago. My advice to you is not to read the book if you are expecting a love story or solutions to a mystery, because that is not what this book is about.

The part of the book which I enjoyed most was the main body of the book where Gregorius goes to Lisbon and contacts people to learn about Amadeu, the author of the old book. Of course, we have to suspend our disbelief here because a rather reclusive and dry man suddenly is able to charm complete strangers into opening up to him about events in the past, many of which have not been spoken of for years.

Nevertheless, as Gregorius delves deeper, it seems there are many parallels between his life and that of Amadeu, even though they are very different men. Both had been precocious overachievers, and both were attempting to impress parents who appeared indifferent.

Sadly, in both cases the parents were pushed away by the brilliance of their sons. Gregorius even seems to be taking on the symptoms of Amadeu's aneurism as he comes to identify with him more. Should somebody allow one individual to die to save many others? Should parents project their own ambitions on to their children?

Should we let other people's expectations mould our lives? Can we or should be leave the past behind, or can we recreate ourselves?

We leave something of ourselves behind when we leave a place, we stay there, even though we go away. And there are things in us that we can find again only by going back there. And yet, the story is inconclusive. It feels as if the author was rushed to finish the novel and didn't know how to bring it to a satisfactory end. Gregorius stirs up so much by investigating Amadeu's life, then abandons all those he has touched to readjust to a new reality. Does he have the right to do this?

Will he return? There are also other flaws in the English translation of the book which spoiled my enjoyment of it. I should have been alerted by the advent of Why did he have a Portuguese woman on his head? This was only the first of a large number of strange translations and typographical errors.

So much so that I decided to find out about the translator, Barbara Harshav. She is not only an experienced translator, but a lecturer at Yale, so I can only presume that she has spent too many years reading too many texts in her other languages German, French, Yiddish and Hebrew and has neglected English. Alternatively, I strongly suspect she employed some students to translate sections of the book, which would explain the patchiness of the translation and different styles used.

I was disappointed. Read in Strange book to characterise — ultimately worth reading and full of ideas and thoughts. However there are lots of issues with the book. At the time I had precisely the opposite view! Mercier has the Spanish novelist's obsessio Read in Strange book to characterise — ultimately worth reading and full of ideas and thoughts.

He even has to have his character take up smoking and live in an expansive aristocratic flat as everyone does in these books. He has the same pretention as Harry Mulisch in The Discovery of Heaven when the ideas of his characters which are of course the author's ideas mark them out as astonishing geniuses.

He also seems to have a problem with the modern world - book is set in yet apparently Google, Babel Fish, Amazon, Wikipedia don't exist so he has to haunt microfiche libraries of newspapers, buy grammars, and scour second hand bookshops for books on Portuguese history.

Possibly also one of the worse attempts at translation of all times at least I assume the German original is a lot less clumsy which is a little ironic. Almost did not finish this boring, self-conscious and pretentious book. Another title I most certainly would never have chosen for myself and read only as a bookclub selection, but the first paragraphs did intrigue me and at first I thought, this might not be too bad.

In the early writing there is an underlying softness, a sort of very European melancholia which attracted me and did manage to raise it above the obviously ridiculous, melodramatic plotting and characterization--older, overly-intel Almost did not finish this boring, self-conscious and pretentious book. In the early writing there is an underlying softness, a sort of very European melancholia which attracted me and did manage to raise it above the obviously ridiculous, melodramatic plotting and characterization--older, overly-intellectual hermit meets gorgeous, mysterious Latin woman on bridge!

Maybe she'll kill herself? Maybe it's a sordid love affair! She actually follows him all the way to his school! For what reason? The point is, from a narrative point of view all this mid-century absurdity--which is really impossible to defend in the 21st C--could have found its own inner logic insofar as the author would have given his protagonist's ridiculous encounter an actual point.

Teaching himself instant Portuguese. Traveling by train--now that IS romantic, I grant you! Ik weet het niet zo goed. Veel van wat Prado schreef of wat er over hem gezegd werd wordt herhaald en daar houd ik geloof ik niet zo van. Ik krijg daardoor het gevoel dat er voor me wordt gedacht of dat ik me zo in de hoofdpersoon moet verplaatsen, maar het wekt eerder irritatie bij me op ja dat heb ik net gelezen!

Andere delen vloog ik doorheen en soms wilde ik ook niet stoppen met lezen. Misschien heb ik iets gemist maar ik begreep het allemaal niet zo goed, maar vond het interessant genoeg Ik weet het niet zo goed.

Misschien heb ik iets gemist maar ik begreep het allemaal niet zo goed, maar vond het interessant genoeg om het snel uit te lezen. I started this book after finding the movie of the same name with Jeremy Irons and loving it. While I found the book to have the same overall feel as the movie unsurprisingly , I also found the book to be quite heavy on philosophizing and its unnecessary large number of characters confusing. All said I would still like to emphasize that there are more than a couple of beautifully descriptive and poignant moments that made me keep reading.

A turgid book, which has a few moments of interest at the beginning, when teacher Gregorius decides to change his life so radically that he abandons his classroom in mid-lesson.

Other books: CARP FISHING EBOOK

He meets a lot of people who make a large number of not-very-interesting and very long-winded declarations. Goodness, they do go on. The characterisation and plot gets entirely lost under a veritable barrage of words, and I abandoned all interest in the novel at a fairly early stage. Not a good combination. I also have no idea why all the women appear to be in love with Prado, as he strikes me as nothing more or less than a smug and pretentious egotist too wrapped up in his own perceived perfection to have any real time for anyone else.

My suggestion would be that she widens her reading material, hey ho. Oh well. Mensen zie je niet als huizen, bomen en sterren. Het inbeeldingsvermogen dwingt ze in een vorm waarin ze bij de eigen wensen en verlangens passen, maar maakt ze oo "De afstand tot de anderen waartoe dit bewustzijn ons brengt, wordt nog veel groter als we beseffen dat onze uiterlijke gestalte door de anderen anders wordt waargenomen dan door onze eigen ogen.

Het inbeeldingsvermogen dwingt ze in een vorm waarin ze bij de eigen wensen en verlangens passen, maar maakt ze ook zo dat in hen de eigen angsten en vooroordelen kunnen worden bevestigd. We kunnen zelfs niet met zekerheid en zonder vooringenomenheid de uiterlijke contouren van een ander waarnemen. Onderweg wordt de blik afgeleid en vertroebeld door alle wensen en drogbeelden die ons tot de bijzondere, unieke mens maken die we zijn.

Zelfs de buitenwereld van binnenwereld is een deel van onze binnenwereld, om maar niet te spreken van de gedachten die wij over die vreemde binnenwereld ontwikkelen en die zo onzeker en wankelbaar zijn dat ze meer over ons zelf zeggen dan over de ander. Zou een schilder ons moeten uitbeelden met wijd uitgestrekte armen, wanhopig in de vergeefse poging de ander te bereiken? Moeten we dankbaar zijn voor de bescherming van die vreemdheid voor elkaar?

En dankbaar voor de vrijheid die die vreemdheid mogelijk maakt? Hoe zou het zijn als wij, onbeschermd door de dubbele breking die het geduide lichaam inhoudt, tegenover elkaar zouden staan? Als we, omdat er niets wat scheidt en vertekent tussen ons in zou staan, als het ware totaal in elkaar op zouden gaan? Jan 09, Gowaart rated it it was ok. I have this feeling that sometimes bubbles up when I'm reading books in which the actual writer here Pascal Mercier describes a fictional writer's writings here Amadeu Prado as fantastic, as life-changing, as whatever, where I will start to wonder if the actual writer finds his own writings so good.

Is it some kind of megalomania? This book was perhaps the most strong I've ever had that feeling.

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Amadeu Prado is talked about as if he were some intellectual half-god, whom everybody admires, bu I have this feeling that sometimes bubbles up when I'm reading books in which the actual writer here Pascal Mercier describes a fictional writer's writings here Amadeu Prado as fantastic, as life-changing, as whatever, where I will start to wonder if the actual writer finds his own writings so good. Amadeu Prado is talked about as if he were some intellectual half-god, whom everybody admires, but when reading his musings I mostly got the impression that this so-called deep thinker didn't write anything that was even remotely original, non-second-hand philosophy, that could've been written by a somewhat intelligent high school kid with existential problems.

Also, the fact that this Prado guy actually didn't lead that interesting a life you already know very early what the most important events were doesn't warrant this book being as long and drawn out as it is. Also, the fact that the book starts off with a central theme the Portuguese woman in Bern , but then quickly goes on to something altogether different and much less exciting without ever really coming back to the first problem is quite frustrating.

So yeah, I don't really understand the hype at all. Ecco l'ho detto. Scrittura lenta e noiosissima e personaggi odiosi. I am strangely drawn to novels that feature a lone narrator uncovering secrets that were forged and buried during a time of authoritarian rule in a Latin American country it's a specialized genre, I know - see also Shadow of the Wind and The Ministry of Special Cases.

Ideally, the action will be set in a shabby-yet-chic ancient city populated with mysteriously-haunted-and-very-attractive people, handily allowing me to daydream of my life in a blue-shuttered, ivy-covered villa in which I sit at I am strangely drawn to novels that feature a lone narrator uncovering secrets that were forged and buried during a time of authoritarian rule in a Latin American country it's a specialized genre, I know - see also Shadow of the Wind and The Ministry of Special Cases.

Ideally, the action will be set in a shabby-yet-chic ancient city populated with mysteriously-haunted-and-very-attractive people, handily allowing me to daydream of my life in a blue-shuttered, ivy-covered villa in which I sit at my breakfast table in my locally-made robe, drinking fabulous espresso while conversing with passersby in fluent Spanish.

So far so good for Night Train to Lisbon. Unfortunately, Mercier is about two scoops too self-aware and -serious to actually follow through on his ponderously reiterated ideas about "self" and "inner life" to actually provide a resolution or, god forbid, even a climax.

After a slow start, I was completely involved by page , but the last few chapters were so plain LAME that I kind of hate myself now. I did not think I would love this novel, but I still had expectations of enjoying it Is it weird to say that the novel felt very masculine?

So much anger, and I wasn't always sure why it was directed at certain people or events. The female characters seemed very one-dimensional And was it I did not think I would love this novel, but I still had expectations of enjoying it And was it the translation, or were their elements of the story missing? Jorge says something about, " Perhaps the problem for me was that I couldn't relate to Mundus or many of the other characters. But, the themes of making a complete change in your life in search of more meaning, more fulfillment, more answers Mar 11, Esme rated it it was ok Shelves: Und leider war es das dann auch schon.

Drei Wochen lang habe ich mich Seiten lang mit diesem Buch auseinandergesetzt. View all 3 comments. Halfway in and I throw in the towel. It simply doesn't work for me. Interesting tidbits of true philosophical thoughts but as a work of fiction it was simply boring. In my opinion an interesting idea poorly executed.

Despite the fact that the author can write flowing sentences well enough. Quite strange. Most certainly a thought provoking and well written book with some really nice moments, but I struggled to really care about the character or about his personal quest.

Aug 03, Eule rated it it was ok Shelves: Since I've searched for it myself in the reviews, let me start with a bit of informatione: I read this book in German, not in translation. Raimundus, a switz teacher, meets a portugese woman on the way to school. She's about to commit suicide, he saves her, takes her with him to class. After she leaves, he does, too: Somehow he feels suffocated by his life. Since the woman's words were so beautiful to the ears of the philologist, he decides to learn Portugese, buys a book in a second hand store, b Since I've searched for it myself in the reviews, let me start with a bit of informatione: Since the woman's words were so beautiful to the ears of the philologist, he decides to learn Portugese, buys a book in a second hand store, becomes entranced by it and leaves.

He travels by train to Lissabon. On this tin, it says "A captivatin adventure. A wonderful novel. A newspaper describes this book as a crime of consciousness, so I made the mistake to expect something like a plot.

There is as good as none. Mundus, the guy who was called papyrus in school because he's so dry and brittle, tries to meet as many people that knew the author of the obscure book as possible. We have three parts: Or maybe truth is an onion.

Brave is the person who is able to speek the glorious truth, yadda, yadda. Everybody is helpful. Everybody has some memorabilia lying around and is willing to lend them to Mundus or even make him a gift of it.

Nobody has forgotten anything, 'cause it's the truth, and truth always stays. I probably would have loved this book if I had it ten years ago, and would have thought it bold and philosophical and touching on a deep emotional level, but now it only seems pretentious.

I know fancy words! I can dazzle you with a guy who knows languages! Then there is this fascination with depression. Look, how pure and intelligent and questioning! It's even deeper than melancholy, which once was so treasured because it speaks for artistic abilities!

It would have been an insult if it hadn't read like the author was caught in his own world constiting of an ivory tower. Mundus leaves his job, his life, everybody is okay with it. His students and fellow teachers are in awe, though they may not want to show it bluntly. Money is no problem: Eating at fancy hotels, travelling by train and plane, buying tons of books - and being able to carry them all!

Mundus is like Mickey Mouse: Everything works out just fine. Only one big problem occurs, and it's more interesting than the rest of the book together: He gets dizzy spells, suddenly has problems remembering certain words for days, gets black outs, his sight clouds until he is unable to find the shards of the plate he dropped.

Is it because of his new glasses? Has he had a stroke? Is it psychosomatic? It's the only thing that interested me, which is bad enough in itself, but then it doesn't even get solved.

The language somehow seems as if wanting to show how Mundus, as a person fluid in some ancient languages, thinks about the world. And then there's the 30 years old book by a person that was oldschool even then. To make this work, you need a kind of contrast, characters that speak differently, normally.

Or maybe it's just the difference between Bern and the place I am living in Germany, I don't know. It seems to me to be meant poetic, but it doesn't achieve it. I was constantly thinking about how great Mervyn Peake's works sound even in German translation. I've seen which actors got casted for the movie adaptation, so I want to watch that. I am not a person that's able to restist Sir Christopher Lees acting.

And I am rueing that I have another book by this author on my TBR; at least I got them cheaply at a book market or I would rue that purchase.

Not a recommended read. This review has been hidden because it contains spoilers. To view it, click here. Amedeu wills to be with Miss Espinhosa. Miss Espinhosa would somehow will to be Amedeu. Yet, in sum she wills to be with her being-alone much more than with Amedeu. Therefore, Amedeu's will is negated and he and she are not together.

Gregorius and Florence marry legally. As such, they are never together. That's why one, and two, sign a contract after all.

Nobody is with anybody, with the brief, odd exception of same-sex friendly relationships: A world where even the phone call one wants to make more than he will any other thing one does not truly will to make, and ends up by not making. It's a courageously accurately introspective narration, but it lacks artsiness and colour.

Perhaps colour is not what it lacks: Perhaps what is lacking is rapture. Yet at the same time: This book is language, its language; quite like Amedeu was language, his language. Language, and the grey colour. And the mourning of the only thing that would wash the grey away, being-together, being unachievable to humankind. Only, the execution reaches no lofty heights.

I guess it makes sense that a book about language would have so much of it. Philologist Raimund Gregorious discovers a mysterious Portuguese manuscript in a bookstore.

He becomes captivated with learning more about the author, and abruptly walks away from his job as a lecturer in ancient languages and travels to Lisbon to begin his page quest. A novel like this succeeds or fails on the reader sharing Gregorious's fascination and obsession with the absent figure of Amadeu de Prado, who exists I guess it makes sense that a book about language would have so much of it.

A novel like this succeeds or fails on the reader sharing Gregorious's fascination and obsession with the absent figure of Amadeu de Prado, who exists only through his manuscript and the memories of some still-living friends and family members. Unfortunately, for this reader, that fascination and obsession waned as the novel droned on joylessly, intermingling lengthy passages of Prado's turgid journals with Gregorious's interviews and his subjects' venerated recollections about Prado.

As things wore on, Prado began to come across less as a wise, introspective philosopher and more as a tiresome, conceited mope. El desarrollo de las Instituciones. Caspasso, F. La importancia de dar los primeros pasos, en Tecnonexo Buenos Aires: Ediciones Tecnonexo. Aprendizaje con Redes Sociales: Tejidos educativos para los nuevos entornos. Cobo, C. Alfabetismo del s.

Recuperado de http: Eduteka Marcelo, C. Competencias del Educador ante el reto de la Sociedad del Conocimiento cap. Mir, B. Las competencias e-digitales. Recuperado de https: Salina, J. Comportamientos interpersonales. Delors, J.

X Encuentro Internacional Virtual Educa.

Argentina Buenos Aires, noviembre Octaedro Moreno, F. La Rioja: Universidad de La Rioja. Schunk, D. Self-regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press. Tunning Project. General Brochure. Vermeersch, J. Coordinador del Proyecto Manual de aula de e-learning para docentes. Jenny Hughes Editora. Logros indispensables para los estudiantes del Siglo XXI. Febrero, Palabras claves: Referencial C2I nivel 2 docente C2i2e. Competencias generales vinculadas al ejercicio docente Dominios Competencias.

Elegir y utilizar los recursos y servicios disponibles en espacios digitales de trabajo; 4. Constituir y organizar los recursos utilizando fuentes correspondientes y fiables. Tener en cuenta las proyecciones y respetar las normas que se refieren Responsabilidad profesional en en particular a: Conducir situaciones de aprendizaje aprovechando el potencial del TIC: El dispositivo Pairform nce tiene por finalidad capacitar a los formadores de formadores para academias.

Este concepto se declina a partir de los siguientes objetivos:. Trabajar en equipo a distancia: Y a la vez, con el fin de desarrollar las competencias B2i para los alumnos. Figura 2 - El recorrido de acuerdo a las etapas. Los estilos de aprendizaje: Mensajero, Autonomie et Apprentissage l innovation dans la formation. Presses Universitaires de France, Eds Technologie et innovation en pedagogie: De Boeck, HERI, F.

Apprentissage collaborative a distance. Porto Alegre. Invitation au voyage. Cincel, Este estudo foi respaldado teoricamente por Barros ,, , Dudziak , , Belluzzo , , Dudziak- Belluzzo , Fleury Saracevic , entre outros. Os resultados mostraram que: Tais resultados. Uso de tecnologias.

Se o ser humano ocupa o centro do. Le Boterf , p. Este conceito, de acordo com Dudziak , p. Em , destaca-se o trabalho de Karol C. Pois o foco estava no ser humano e em seu aprendizado. Ainda nos anos , Patricia S. Breivik e E. Gordon Gee, citados por Dudziak , p.

American Library Association — Presidential Committee on information literacy, , p. Afirma Dudziak , p. De acordo com Hatschbach , p. Segundo Hatschbach , p. Ele denomina este conjunto de habilidades de Network Literacy.

Para Dudziak , p. Para Hatschbach , p. Para Miranda , p. Carvalho , p. Barros , p. Figura 1. Tela de Acesso ao curso Interagindo e Construindo na Rede.

SEC Modulo1 do curso Interagindo e Construindo. Compreender e Interpretar. Barros ,p. A Progress Report on Information Literacy: Final Report. Chicago, ALA, UNESP, The seven faces of information literacy.

O movimento da competencia informacional: Information Literacy in an Information Society: Syracuse University, Information literacy: New Brunswick, NJ: Rutgers University, Desenvolvendo a competencia dos profissionais.

ArtMed, Network literacy in an electronic society: Distance Learning Courses and Adult Education. Patricia Chittoni Ramos. O ideal de disseminar: ECOE, Eric Roland. Senac, Inovando e experimentando As novas formas de aprender com as tecnologias. As redes na Internet constituem uma nova forma de relacionamento na sociedade actual.

Como refere Siemens Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances.

Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency accurate, up-to-date knowledge is the intent of all connectivist learning activities.

Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. A Web 2. O uso de tecnologias da Web 2.

A diversidade de ferramentas e de potencialidades das ferramentas da Web. Estes ambientes proporcionam mais autonomia aos estudantes, mas implicam mais responsabilidade na aprendizagem Attwell, Estas plataformas podem ser orientadas aos contextos de trabalho ex. LinkedIn , para ligar pessoas com interesses comuns ex. MySpace ou para manter contacto entre colegas de escola, como por exemplo o Facebook Ellison et al.

Estas potencialidades podem ser importantes na medida em que os utilizadores se. Facebook, Youtube, Hi5, Twitter e Myspace.

O Hi5 foi durante muitos anos a rede social mais popular em Portugal. O Twitter pode ser caracterizado por possuir uma interface. Os alunos que constituem a amostra fazem parte de 11 licenciaturas. Dos alunos referidos frequentam o 1. A elevada percentagem de alunos que utiliza as redes sociais tem de ser levada em conta na descoberta de novas metodologias de ensino e aprendizagem que tenham em conta esta realidade.

Como exemplos, salientamos: Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and Higher Education. Attwell, G. Personal Learning Environments - the future of eLearning?. Ellison, N. The benefits of Facebook "friends": Social capital and college students' use of online social network sites.

Journal of Computer-Mediated Communication, vol. Gray, K. Students as Web 2.

Implications for assessment design and conduct. Australasian Journal of Educational Technology, vol. Lubensky, R. Mayer, A. The old boy and girl network: Social network formation on university campuses. Ofcom, Social Networking: A quantitative and qualitative research report into attitudes, behaviours and use. O'Reilly, T. What Is Web 2. Pempek, T. College students' social networking experiences on Facebook.

Prensky, M. Digital Natives, Digital Immigrants. On the Horizon, Vol. Siemens, G. A Learning Theory for the Digital Age http: Learning as Network-Creation http: Velasco, K. Making learning personal. Training Journal, February, pp. Apoio CNPq. Para Lynch et al. Os modelos de aprendizagem baseada em pesquisa geralmente contemplam seis etapas fundamentais op.

Jonassen et al. Segundo Jonassen et al. Existem diversos tipos de mapas cognitivos: Exemplo de mapa mental. Figura 2. Exemplo de mapa conceitual. Para Jonassen et al. Figura 3. Exemplo de mapa argumentativo.

Segundo Biagiotti , o uso de rubricas: O anexo, ao final deste texto mostra um exemplo de rubrica, utilizando uma escala com pesos diferenciados para cada categoria. Muitos professores utilizam ambientes como o Google Groups http: Dentre os mais utilizados atualmente destacamos o Moodle http: Figura 5.

As disciplinas eletivas previam uma carga 30 horas de sala de aula presencial e cerca de 40 horas de atividades de aprendizagem fora de sala de aula. O curso foi dividido em quatro unidades: Unidade 1: Unidade 2: Unidade 3: Ciberpsicologia e aspectos psicossociais das TICs.

Unidade 4: Uma vez que os temas eram bastante amplos e a quantidade de textos era grande, a bibliografia complementar de cada unidade foi dividida em subtemas. Na unidade 4, nenhum texto foi definido. Cada unidade era. Comparando os mapas criados na unidade 2 com os da unidade 4, constatamos melhorias nos seguintes aspectos: As figuras 6a e 6b correspondem aos mapas produzidos por um mesmo grupo na Unidade 2 e na Unidade 4, respectivamente.

Figura 6b. Mapa e seus submapas produzido pelo Grupo 1 na Unidade 4. Figura 6c. Figura 7. Possivelmente isso se.

I don't know!!!! We start making questions, and then I felt prepare to do other questions during the mind maps. I think, it helped and it will help us to improve our own judgement and our learning methodologies! We have been tauch to assimilate the contents in a linear way, and this new methology - to make questions and to answer them - give us more flexibility to our own learning!

Alguns alunos se sentiram sobrecarregados com a quantidade de mapas gerados. In fact, at the end of each map, I felt that I were prepared to respond to any question related to the theme, because i read so much about it. With the cognitive maps we could contact with a new way to present and to learn about topics! And, for me, this is a big advantage!

I think that for some topics it's possible to use other methodologies, so we can have different approaches to the themes We had some problems in the beginning of the course in the informatic room, and later problems with internet, etc It was necessary that everyone had access to a personal computer. We have to feel the difficulties, to feel the necessity to read more about the issues in order to become the knowledge more strong. And to do that we must use technologies. The effectiveness of inquiry-based technology enhanced collaborative learning environment.

International Journal of Technology in Teaching and Learning, v. Edwin Reilly, A. Encyclopedia of Computer Science. The mind map book: New York, NY: Plume, Web-based collaborative inquiry learning. Journal of Computer Assisted Learning, n. Cooperative Learning in Mathematics. Addison-Wesley, What do you mean by collaborative learning? Dillenbourg, P. Elsevier, Concept maps as hypermedia components. International Journal of Human-Computer Studies. Cooperative Learning Methods: The Cooperative Learning Center, Univ.

Technology as cognitive tools: IT Forum, Structural knowledge: Lawrence Erlbaum, Computers as mindtools for engaging learners in critical thinking. Techtrends, p. Concept mapping as cognitive learning and assessment tools. Journal of Interactive Learning Research, n. Pamplona, Spain, Defining ill-defined domains; a literature survey. Aleven, K. Ashley, C. Lynch, e N. Pinkwart Eds. National Central University , Semantic scoring rubric for concept maps: Tallinn, Estonia e Helsinki, Finland, Introduction to FLE2 Pedagogy.

How do we learn our lesson?: The Science Teacher, v. Learning, creating, and using knowledge. Building on new constructivist ideas and map tools to create a new model for education. Learning how to learn. Cambridge University Press, Okada, A. Cartografia cognitiva: KCM, Knowledge mapping with Compendium in academic research and online education.

Lessons learned from unstructured concept mapping tasks. Collaborative versus cooperative learning: Cooperative Learning and College Teaching, n. Ways to encourage collaborative teaching in higher education. University Teaching: International Perspectives. Garland Publishers, Concept mapping: A graphical system for understanding the relationship between concepts: An ERIC digest. ERIC No.: ED, Examining concept maps as an assessment tool.

Construction and validation of a rubric for scoring concept maps. What is collaborative learning? Collaborative learning: Penn State University, Cognitive mapping as a learning method in hypermedia design.

Journal of Interactive Learning Research, v. To a With Some- Concerning: Map provides: Map presentation: Presentation was: A cultura torna-se, portanto, mundializada. Santos , p. De acordo com Loiola e.

Vale destacar aqui o importante impulso inicial dado pelos estudos conduzidos por Granovetter Estes fluxos, que antes estavam circunscritos aos limites.

Estes movimentos ocorrem ainda, conforme ressalta Scherer-Warren , p. Scherer-Warren , p. YOUNG, Molina , p. Retomando os estudos de Garton et.

Com as novas. Recuero , p. No entanto, a autora ressalta que:. Essa assertiva. Nesse sentido, os autores evidenciam que. O ranking segue com: Em , a pesquisa conduzida por Golder et. Um dos exemplos mais marcantes que. As redes sociais apenas. Exploring the notion of presence in collaborative environments.

PUC-RS quadrimestral. Redes sociais e teoria social: Londrina — PR, v. Acesso em 01 out Class and Commitee in a Norwegian Island Parish. Humans Relations, n. The internet galaxy: Oxford University Press, Fina Flor, DIAS, L. Santa Cruz do Sul: Edunisc, Studying Online Social Networks. Journal of Computer Mediated Communication, V 3, issue 1 Studying Online Social.

Doing Internet research. Thousand Oaks, CA: Sage, Rhythms of social interaction: Acesso em 21 out New philosophy for new media. Bodies in code: Routledge, a. Electronic literature: University of Notre Dame Press, Dados gerais. Setembro de Code warriors. Sulina, Are social networks technologically embedded? How networks are changing today with changes in communication technology. Social Networks, n. La teoria de redes sociales.

Social Networks in Urban Settings. Manchester, England: Manchester University Press, La ciencia de las redes. The structure and function of complex networks. SIAM Review, 45, p.

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Where computers disappear, virtual humans appear. The Netherlands. The myth of the digital native. Anais da Intercom. Teoria das redes e redes sociais na internet: Acesso em 2 out Revista Veja. Hucitec, Redes sociais: Six Degrees.

The Science of a Connected Age. Manual do Twitter. Acesso em 1 out Teens and mobile phones. Abril, Os achados. Tais tecnologias proporcionam. Quando a. Vejamos a seguir o link de acesso ao curso ofertado em Curso Moodle para professores http: O que isso significa?

O ambiente se auto-organiza a partir das demandas e necessidades formativas do grupo. Estamos em rede! Rede de pessoas conectadas por objetivos comuns e tecnologias interativas. Eu mesma respondo.

Vai ter que dar! Onde eu me meti?

Daniela Melaré Vieira Barros (Professora Auxiliar UAb - [email protected])

Era pro Moodle cair em nossas vidas agora? Vamos nos contentar em colocar links bacaninhas e fazer chats de vez em quando? E vai nos sair caro!

Eu quero mais. Vamos precisar de ajuda Pedagogia do oprimido. Pedagogia da Autonomia: Campinas, SP: Edufba, , p. Acessado em maio de Educacional Politics and Pedagogical Principles.

Sala de aula interativa. Quartet, Palavras chave: Academicamente estruturado em duas partes: A teoria sobre a aprendizagem utilizada foi a teoria dos estilos de aprendizagem. Curso desenvolvido em um Blog: Os recursos e. Sobre interatividade e interfaces digitais. O desafio do conhecimento: Para Leite e Martins , p.

Pesquisas revelam que, ao retirar o professor do seu ambiente. Conforme apontam Alonso e Alegretti , p. Fazenda , p. Alonso e Alegretti , p. Quadro 1: A equipe foi composta por:. Infere-se, portanto, que a maior parte dos professores da. Avercamp, Decreto no. Qualitymark, Saraiva, DIAS, R. Campinas - SP: Autores Associados, Conversando sobre interdisciplinaridade a distancia. Needham Heights: Allyn and Bacon, Prentice-Hall, Vieira e Lent, LODI, A. Escrituras, Editora Unemat, O hipertexto: Ourinhos - SP: Faculdades Integradas de Ourinhos, UEL, MOTA, R.

Universidade Aberta do Brasil: Design instrucional. Design de Games. Nesse sentido, por exemplo, os. Para Otto Peters , esse modelo fordista estaria ultrapassado.

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A ideia do aututor. Solomon e Schrum , p. Raph Koster , p. Para Prensky , p. Podemos aprender dos designers de games, dentre outras coisas, a jogabilidade gameplay: Alunos, por sua vez, podem se conectar a outros professores na web. Murray , p. Deve-se pensar no.

Games and simulations: Games and simulations in online learning: Hershey, PA: Information Science Publishing, Getting the mix right again: Modes of interaction in Distance Education: Handbook of distance education. Mahwah, NJ: Lawrence Erlbaum, b. Automation chimera: Interactions in Distance Education: Paper presented at the Adult Education Research Conference. Stillwater, Oklahoma, Harper Perennial, The attack on ISD. Training Magazine, 37 4 , April , p. Learner- interface interaction in distance education: The American Journal of Distance Education, v.

A framework for analyzing, designing, and sequencing planned elearning interactions. Quarterly Review of Distance Education, v.

JUUL, Jesper. A clash between game and narrative: Copenhagen, abr. Theory of fun for game design. Scottsdale, AZ:A world where even the phone call one wants to make more than he will any other thing one does not truly will to make, and ends up by not making. But those passages are few and far between and cannot make up for the lengthy, overwritten, and meandering remainder. Petterson , p. Terceiro, o sistema deve ser consistente. Foi, portanto intencional tomar autores aparentemente conflitantes.

Pascal Mercier is the pseudonym of Peter Bieri , a Swiss writer and philosopher. This review has been hidden because it contains spoilers.

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