TéléFormation & Savoirs disponibiliza um vídeo sobre ”Qualidade na Formação” organizado em 4 temas:
- O que é a qualidade na formação?
- Quais são os instrumentos da qualidade?
- Quais são os efeitos da qualidade nas entidades formadoras?
- Que perspectivas?
“How generations change: my son, tonight, after seeing something new from Google told the team “I’m not like my dad, I don’t have a web site.”
It’s a statement from a 15 year old that I think captures how this generation sees the web. It’s not a place of static webpages or information, but rather a place to communicate, keep in touch, play, and create for your own. The discussion has some pretty good take aways.
Making websites is time consuming and, in my opinion, not necessary if you simply need a place to publish to the web, talk with friends and get yourself out there.”
“Desistir na altura certa é difícil. A maior parte de nós não tem coragem para desistir. Pior, quando confrontados com o Ponto Morto, por vezes não desistimos. Em vez disso, tornamo-nos medíocres.
O seu tempo, o seu esforço, a sua carreira e a sua reputação não são demasiado valiosos para serem desperdiçados ao ser apenas mediano? A média dá uma sensação de segurança, mas não é verdade. É invisível. É a última escolha – o caminho mais fácil. A tentação de ser mediano é apenas um outro tipo de desistência… o tipo que deve ser evitado. Você merece mais do que a média. A média é para os perdedores.”
In “O Ponto Morto”, Seth Godin
“The truly painful thing about the way mathematics is taught in school is not what is missing – the fact that there is no actual mathematics being done in our mathematics classes – but what is there in its place: the confused heap of destructive disinformation known as “the mathematics curriculum.”
This is intimately connected to what I call the “ladder myth”— the idea that mathematics can be arranged as a sequence of “subjects” each being in some way more advanced, or “higher” than the previous. The effect is to make school mathematics into a race – some students are “ahead” of others, and parents worry that their child is “falling behind.”
I think it’s simply that we as a culture don’t know what mathematics is. The impression we are given is of something very cold and highly technical, that no one could possibly understand – a self-fulfilling prophesy if there ever was one. Mathematics is viewed by the culture as some sort of tool for science and technology.
School boards do not understand what math is, neither do educators, textbook authors, publishing companies, and sadly, neither do most of our math teachers. We learn things because they interest us now, not because they might be useful later. But this is exactly what we are asking children to do with math.
Mathematics is the music of reason. To do mathematics is to engage in an act of discovery and conjecture, intuition and inspiration. Mathematics is and always has been about ideas. Math is not about following directions, it’s about making new directions. Mathematics is not a language, it’s an adventure.
In place of discovery and exploration, we have rules and regulations. The problem is not that the students can’t handle it, it’s that none of the teachers can. The point is you don’t start with definitions, you start with problems.”
In “A Mathematician’s Lament”, Paul Lockhart
“My last column in CLO called for the abolition of corporate training departments. Now some instructors and traditional instructional designers see me as a job threat. They needn’t worry. Enlightened e-learning requires more people, not fewer.
That first round of e-learning largely failed for precisely this reason. You can’t remove the humans from learning.
When my colleagues and I advocate cutting back on workshops and classes in favor of building “learnscapes,” we aren’t suggesting firing the instructors.”
In “The future is people, not technology”, Jay Cross
“The debate was already red hot before this video by Professor Daniel T Willingham from the University of Virginia (brought to my attention by Stephen Downes) added fuel to the fire. On the one side are the learning and development romantics, all voodoo and crystals, holding firm to their pseudo-psychological beliefs. On the other, the cold, clinical and calculating rationalists, trying to make sense of the multitude of interacting variables that impact on teaching and learning by resorting to the ultimate killjoy that is science. You can guess which side I’m on.”
Red River College publicou PLAR Practitioner Competency Profile and Skills Inventory uma ferramenta que permite aos profissionais de RVC fazerem o seu balanço de competências.
