Efeitos do ensino remoto de emparelhamento auditivo-visual com letras na nomeação de letras em crianças com Síndrome de Down e Autismo / Effects of remote teaching of auditory-visual matching with letters on letter naming in children with Down Syndrome and Autism / Efectos de enseñar a distancia del emparejamiento auditivo-visual com letras para nombrar las letras em niños con Síndrome de Down y Autismo

Este artigo realizou uma replicação sistemática do estudo de Hayashi et al. (2013) e teve como objetivo ava-liar a emergência de nomeação de letras a partir do ensino de emparelhamento auditivo-visual, no contexto do ensino remoto, diante da pandemia de Covid-19. Participaram da pesquisa quatro alunos, de ambos os gêneros, com idades entre 5 e 10 anos, três deles com síndrome de Down e uma participante com Transtorno do Espectro Autista. A coleta de dados realizou-se por meio da plataforma Zoom, individualmente, e utilizou um software específico para programação e registro das respostas. O ensino constituiu na seleção da letra maiúscula impressa, apresentada na tela do computador simultaneamente com as demais letras impressas do conjunto, diante do nome da letra ditado. Na avaliação, a criança deveria nomear a letra. Foi empregado um delineamento de múltiplas sondagens entre conjuntos de letras. Os resultados mostraram que os quatros participantes apresentaram aumento da nomeação correta das letras após as sessões de ensino para a maio-ria dos conjuntos. Os dados indicaram que o procedimento de ensino pode ser uma alternativa viável para estabelecer o reconhecimento e nomeação de letras com pessoas público-alvo da educação especial, suple-mentando o ensino da escola regular e podendo ser conduzido por professores e familiares

This study aimed to replicate the study of Hayashi et al. (2013) and to assess the emergence of letter naming from the teaching of auditory-visual pairing, in the context of remote teaching, in view of the Covid-19 pandemic. Four students, of both genders, aged five to ten years, three of them with Down syndrome and one participant with Autistic Spectrum Disorder participated in the research. Data collection was performed using the Zoom platform, individually. Teaching consisted of the selection of the printed capital letter, presented on the computer screen simultaneously the printed letters of the set, and the letter name dictated. In the evaluation, the child named the letter. A design of multiple probes between sets of letters was used. The results showed that all four participants showed an increase in correct letter naming after the teaching sessions for most letter sets. The data indicated that the teaching procedure can be a viable alternative to establish the recognition and naming of letters with people who are the target audience of Special Education, supplementing regular school teaching and can be conducted by teachers and family members

Esta investigación tuvo como objetivo replicar el estudio de Hayashi et al. (2013) y evaluar el surgimiento de la denominación de letras desde la enseñanza del binomio auditivo-visual, en el contexto de la enseñanza remota, frente a la pandemia del Covid-19. Participaron en la investigación cuatro estudiantes, de ambos sexos, con edades entre 5 y 10 años, tres de ellos con síndrome de Down y uno con Trastorno del Espectro Autista. La colecta de datos se realizó a través de la plataforma Zoom, de forma individual. El proceso de enseñanza consistió en la selección de la letra mayúscula impresa presentada en la pantalla de la compu-tadora simultáneamente a las letras impresas del conjunto frente al nombre de la letra dictada. En la eva-luación, el niño nombró la letra. Se utilizó un diseño de sonorización múltiple entre conjuntos de letras. Los resultados mostraron que los cuatro participantes tuvieron un aumento en la denominación correcta de las letras después de las sesiones de enseñanza para la mayoría de los conjuntos de letras. Los datos indicaron que el procedimiento de enseñanza puede ser una alternativa viable para las personas que requieren de educación especial al establecer el reconocimiento y el nombramiento de las letras, este método puede ser un suplemento de la escolarización y puede llevarse a cabo por profesores y familiares.

Diseño del Programa de Educación Intercultural a distancia, mención salud, de la Universidad Indígena de Venezuela / Design of the distance Intercultural Education Program, health mention, of the indigenous University of Venezuela

A pesar de la puesta en práctica de la Ley de Educación Intercultural Bilingüe para los Pueblos indígenas en América Latina, son pocos los países en los que se consideraron elementos de sus costumbres para construir una verdadera educación intercultural. Reconocer las características propias de cada Pueblo, admite abordar las culturas bajo una educación que incida de manera certera en cada individuo. Las culturas se identifican a través de códigos estructurados en años de historia, dando identidad a cada Pueblo. Construir la educación a través de esos códigos, permitirá bajo el espacio que los representa, diseñarlos en términos que identifican su etnicidad. Las poblaciones indígenas se encuentran esparcidas a través del territorio nacional, dificultando en gran medida el alcance de la educación para todos. La Universidad Indígena de Venezuela no escapa a esa realidad. Por tanto, se pretende con este trabajo realizar un modelo de educación a distancia utilizando los códigos que le dan identidad, diseñando el espacio que los representa, a través del aula virtual bajo el programa de formación de licenciados en salud intercultural(AU)

Despite the implementation of the Law on Intercultural Bilingual Education for Indigenous Peoples in Latin America, few countries have considered elements of their customs to build a true education in terms of interculturality. Recognizing the characteristics of each People, admits to approach the cultures under an education that affects in an accurate way in each individual. Each culture is identified through codes structured in years of history, giving identity to each People. Building education through these codes will allow under the space that represents them, to design it in terms that identify their ethnicity. Rural and indigenous populations in particular are scattered throughout the national territory, which greatly hinders the scope of education for all, and the Indigenous University of Venezuela does not escape that reality. Therefore, it is intended with this work to make a model of distance education using the codes that give it identity, designing the space that represents them, through the virtual classroom under the training program for graduates in intercultural health(AU)

Telemedicina: uma revisão da literatura / Telemedicine: a review of the literature

O crescimento das inovações tecnológicas na área da computação, nas imagens digitais de alta resolução, na robótica e na internet tiveram grande impacto na forma como a informação passou a ser disponibilizada na medicina. Apresentamos um enfoque sobre as várias formas e aplicações da telemedicina como tele-educação, tele-asssistência, custo-efetividade e como este modelo se apresenta dentro do Brasil. No Hospital de Clínicas de Porto Alegre (HCPA), o Serviço de Dermatologia visa a integrar a telemedicina no currículo da Faculdade de Medicina da Universidade Federal do Rio Grande do Sul através do projeto Cybertutor aplicado ao ensino da Dermatologia.

The growth of technological innovations in computer science, high-resolution digital image compression, robotics and Internet had a great impact in the process of delivering medical information. We present a report that focus on the wide range of types and applications of telemedicine, such as tele-education, tele-health care, cost-effectiveness e the way this model is present in Brazil. At Hospital de Clínicas de Porto Alegre, the Dermatology Department aims to integrate telemedicine in the educational curriculum of the Medical School, through the use of the Cybertutor plataform for teaching Dermatology.

Case Report on the Application of Tele -education Developed for the Anatomy Education / 체질인류학회지

The authors have made an anatomy CD titled Human Anatomy (Ministry of Culture & Tourism registration number 980052) for the self study by students and have used it in anatomy classes. For better student -centered and individual education, the introduction of remote education or interactive tutorial site was inevitable. In this study, amelioration report will be presented on the development and trials of this interactive tutorial site. Total hits for attending classes were 337.5 times, making 4.1 hits per student. About 76 messages were posted on the Q&A board, less than one per student. One assignment was given per lecture and all 82 students have submitted their report. Without delay after test, all students were able to check their grades and ranks between other students. Professors were able to evaluate the percentage of correct answers per question and the average of the score. An online discussion was held for 30 minutes after each lecture. On average, 37 students were participated in the discussion. After the term, evaluation survey in the remote education or interactive tutorial on the internet was made. Eighteen students (26%) have chosen 'good', 'bad' 13 students (19%), 'not much different' 38 students (55%). One the other side, 8 (12%)-'good', 19 (28%)-'not much different', 32 (46%)-'bad' figures were shown for remote examination. From this result, it is guessed that students who are not used to using computers have shown negative feeling from the burden that they had to use a computer to take exams, not demonstrating their full ability. To see all the results of this study, you can log in at http://anatomy. hallym.ac.kr as guest ID '000' and password '000'.

Development of Online Sex Education Programs Using Interactive Human-Computer Dialogue Technology / 대한의료정보학회지

Cyberspace be comes one of the most influential media for the formation of sexual identity, knowledge , and attitude of the adolesc ents. Online sex education program may help the adolescents the sexual development processes e fficiently and confidentially. Most of the online sex education programs are not truly interactive nor adaptive. Didactic education materials may not be sufficient to modify adolescents online sexual activities. Computer-patient dialogue programs can help to develop truly intera ctive online contents that adaptively a ccommoda te the persona lized needs of the adolescents. This paper describes the development and implementation technology of a Web-based dialogue system for the interactive online sex education. A threetiered database-backed Web system with browser-based dialogue editor, automatic script-code generator, automatic relationaldatabase schema genera tor, and integrated program development environment was produced and tested on the online sex education program. The Web dialogue system can also be used for online surveys, clinical trials, and electronic medical records. This approa ch can enhance collabor ation betwe en the consumer-or iented and the provider-oriented informa tion systems.