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O livro Práticas de ensino e tecnologias digitais reitera o compromisso de se fazer da docência um campo de reflexão científica e ressignificar o magistério, no âmbito superior ou na educação básica, a partir de metodologias ou de propostas de ensino diferenciadas. Nesse processo, ao lado de experiências de ensino relevantes no contexto da formação de professores, cumpre assinalar o diferencial deste volume: a inserção das tecnologias digitais como contraponto às práticas tradicionais de ensino e de formação docente e, consequentemente, como espaço que se sobressai no desenvolvimento de competências básicas (falar, ouvir, ler e escrever, não só em língua materna como também em língua estrangeira/adicional), a partir de textualizações próprias ao espaço digital a da valorização do protagonismo dos alunos.

Open learning, home learning, distance education --- Open learning, distance education

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"Educational Visions looks to future developments in educational technology by reviewing its history, covering themes such as learning analytics and design, inquiry learning, citizen science, inclusion, and learning at scale. The book shows how successful innovations can be built over time, informs readers about current practice and demonstrates how they can use this work themselves.The chapters show how one research group has worked persistently over 40 years with four visions in mind, of a future where:• learning is accessible for everyone• teaching is adapted to meet learners’ needs• teams can successfully teach any number of students at a distance• learners engage enthusiastically with STEM learning.Each vision is covered in a pair of chapters: the first brings together four decades of research in the area; the second introduces current work, showing how they are united by a consistent framework and a persistent vision."

Education --- History of education --- Open learning, home learning, distance education --- Educational material --- Educational: Sciences, general science --- Educational: Technology

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Inquiry-based learning (IBL) is a learner-centered and active learning environment where deep learning is cultivated by a process of inquiry owned by the learner. IBL has its roots in a constructivist educational philosophy and it is oriented around at least three components: 1) exploration and discovery (e.g., problem-based learning, open meaning-making), 2) authentic investigations using contextualized learning (e.g., field studies, case studies), and 3) research-based approach (e.g., research-based learning, project-based learning). IBL encourages more self-regulated learning because the primary responsibility is on the learners to determine the issues and research questions and the resources they need to address the questions. In this way, learning occurs across all learning domains (affective, cognitive, and social) because different types of knowledge are acquired though experience with complex, real-life problems. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.

Inquiry-based learning. --- Thought and thinking --- Critical thinking --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Active learning --- Study and teaching (Higher) --- Education --- Education. --- Open learning, home learning, distance education. --- General.

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"Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement."

Social issues & processes --- Psychology --- Higher & further education, tertiary education --- Open learning, home learning, distance education --- Impact of science & technology on society --- Information technology: general issues --- Open learning. --- Open access publishing. --- Internet in higher education. --- Electronic textbooks. --- Distance education --- Computer-assisted instruction. --- Digital textbooks --- E-textbooks --- Etextbooks --- Electronic publications --- Textbooks --- Education, Higher --- Open access to research --- Research, Open access to --- Electronic publishing --- Flexible learning --- Flexistudy --- Self-supported study --- Learning --- Adult education --- Independent study --- Self-culture

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This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

Philosophy --- teaching profession --- COVID-19 school closure --- online learning --- K–12 education --- public education --- distance education --- rural education --- educational technology --- learning barriers obstacles --- quality --- distance learning --- COVID-19 pandemic --- questionnaire --- professors and students --- emergency remote teaching --- COVID-19 --- special education --- teachers --- elementary school --- pedagogy --- sport science --- transdisciplinary --- childhood learning --- technologies --- relationship --- civil education approach --- education --- emergency --- low-resource settings --- engagement --- student perception --- survey --- Moore framework --- mathematics education --- online teaching --- parent attitudes --- primary education --- productive struggle --- remote learning --- teacher attitudes --- teaching and learning in emergencies --- science teachers --- qualitative research --- higher education --- evaluation --- parental involvement --- home-school relationships --- Twitter --- social media --- coronavirus disease --- EFL learners --- student course engagement questionnaire --- Madrasti --- platform --- stakeholders --- Facebook --- content analysis --- educational change --- school --- adaptation --- complex systems --- academic self-perceptions --- workload --- technical support --- course satisfaction --- digital technology --- home-learning --- Thirdspace --- primary teachers --- Scotland --- COVID-19 lockdown --- instructor readiness --- e-learning readiness --- pandemic --- e-learning --- students’ e-learning preparedness --- e-learning competency --- Rasch analysis --- web-based learning --- flipped classroom --- architecture-engineering and construction (AEC) --- blended learning --- lifelong learning --- meaningful learning --- COVID-19 instructional response --- instructional planning --- preservice teachers --- STEM integration --- in-service teachers --- undergraduate research --- flexible teaching --- COVID-19 lockdown education --- structure in education --- online education --- secondary education --- teacher knowledge --- mathematics --- online teaching materials --- distanced learning --- technology-mediated learning --- technology-mediated teaching --- engineering education --- entrepreneurship education --- face-to-face learning --- perceptions --- children’s learning --- accounting education --- internship --- n/a --- K-12 education --- students' e-learning preparedness --- children's learning