Student-Created Online Teaching Resources for Students.

Students have long been creating their own visualisations of concepts taught through presentations, posters, figures in essays etc. However, with the introduction of technology, the content created by students is now easily shared with future cohorts of students. This chapter explores the history and advantages of student-created resources for students, then describes the examples of e-tutorials and MOOCs in more detail. Finally, future challenges are identified and discussed.

A recepção da instrução programada como abordagem da análise do comportamento no Brasil nos anos 1960 e 1970 / The reception of programmed instruction as an approach to behavioral analysis in Brazil in the 1960s and 1970s

Resumo O artigo apresenta a recepção e circulação da instrução programada na Universidade Federal de Minas Gerais, como exemplo da apropriação da análise do comportamento no Brasil, e ilustra parte de tal apropriação nos anos 1960-1970, no contexto de reforma da educação superior e da influência sociointelectual estadunidense. Os resultados indicam que o recurso da instrução programada, para tornar-se autóctone, preconizou o protagonismo do aluno e sua autonomia do professor. As fontes indicam embates decorrentes de concepções preestabelecidas sobre o processo de ensino-aprendizagem e a influência estadunidense como elementos centrais para compreender a recepção e a circulação da instrução programada no Brasil.

Abstract The article discusses the reception and circulation of programmed instruction at the Universidade Federal de Minas Gerais as an example of the appropriation of behavioral analysis in Brazil and sheds light on part of this appropriation in the 1960s and 1970s in the context of Brazil's higher education reform and of US social and intellectual influence. Results indicate that the indigenization of programmed instruction involved its circulation as an educational resource that emphasized the student's role and his autonomy from the teacher. Sources point to clashes that derived from preconceptions about both the teaching-learning process and US influence, key elements to understand the reception and circulation of programmed instruction in Brazil.

Evolution of endoscopy simulators and their application.

Significant advances already have been made in the use of simulators for teaching and training in GI endoscopy. Indeed, during the past decade the evolution and improvement of these devices is readily apparent with each passing year. Doubtless, these advances have led to the increased availability and popularity of simulator-based hands-on workshops. Simulator-based skills assessment remains a relatively undeveloped field, awaiting increased realism and the development and validation of proper tests. Still, static models, ex vivo artificial models, ex vivo animal models, and computer simulators collectively represent a substantial and powerful tool for education and training in GI endoscopy. It is easy to foresee a day when hands-on training using simulators will be readily available outside the gastroenterology fellowship setting. With the progression of technology and the continuous introduction of new devices and procedures will come a parallel, compelling need for hands-on, simulator-based experience with all such new tools and techniques.

Las TIC (Tecnologías de la información y la comunicación) y los estudios biográficos / No disponible

Este trabajo aborda la utilidad de las TIC (Tecnologías de la información y la comunicación) para la investigación y difusión de los trabajos de tipo biográfico. Lo hemos dividido en tres partes: a) internet y el trabajo cooperativo para la elaboración de biografías; b) difusión de trabajos biográficos en internet; y c) espacios biográficos en internet

This paper is on usefulness of ICTs (information and communication technologies) for biographical research and its diffusion. Three different parts constitute the body of the paper: (a) internet and co-operative work in elaboration of biographies: (b) internet diffusion of biographical works, where a case study shows possibilities of diffusion and dissemination of biographical materials; and (c) internet biographical sites

The triad of science foundations, instructional technology, and organizational structure.

Over the centuries and across all societies educational achievement does not improve. The attempt to improve the instructional process has concentrated on instructional technology. But these attempts have overlooked the importance of two other factors: the science that should underlie the instructional technologies and the organization that must operate those technologies. A considerable step forward in handling the problems of instructional effectiveness has been the derivation of instructional technologies based on Skinnerian science. But the instructional technologies based on Skinner's analysis of behavior are promoted as if they were to operate in an organizational vacuum. The division of labor, and its necessary coordination and control, is taken for granted. But in any large scale enterprise, the organization of the division of labor must fit the technology through which that enterprise achieves its mission. Educational technology must tie directly to a pertinent science and to a proper organizational structure. To teach effectively requires an overhaul along three lines: 1) a relevant science that reflects and encapsulates an accurate understanding of behavior; 2) a contingency-based technology of instruction that directly derives its practices upon proper scientific principles; and 3) a suitable organization based on teaching teams that operate the new instructional technology.