Valorizar a autoria, a criatividade e a originalidade é objectivo principal do Concurso lançado pela Inspecção-Geral das Actividades Culturais (IGAC), no passado mês de Janeiro, sob o mote “Somos Todos Autores”, destinado a crianças dos 6 aos 12 anos.
Procurando contribuir para uma consciência crítica e mais esclarecida dos mais jovens em relação ao direito de autor e aos direitos conexos e, fundamentalmente, iniciar um processo de mudança dos comportamentos sociais, a IGAC lançou o
desafio a vários estabelecimentos de ensino, de modo a que as candidaturas sejam apresentadas por grupo de alunos ou por turma, sendo o concurso extensivo a todas as escolas do país.
Para o efeito está criado um site www.somostodosautores.igac.pt onde é possível obter toda a informação sobre o concurso, numa linguagem direccionada quer para os professores, quer para os alunos. Os Encarregados de Educação terão, igualmente,acesso aos conteúdos que servem de estímulo à participação.
Os conteúdos a desenvolver baseiam-se ou inspiram-se em três personagens: um músico, um escritor e uma realizadora, que são amigos e que estão na iminência de ver o seu direito de autor absorvido pelo “pirata” representado pela figura de um polvo. Assim, a proposta para o concurso consiste na criação de guião para a criação de um filme de animação de 3 a 4 minutos, a partir desta ideia.
Actualmente, a fruição dos conteúdos culturais digitais: filmes, musicas, jogos… é feita indiferenciadamente na Internet, não havendo a percepção de que tal prática constitui uma limitação à criação dos autores. É, precisamente, contribuir para essa interiorização que a IGAC pretende com este projecto de Responsabilidade Social.
Os trabalhos, a entregar até ao dia 31 de Maio, serão alvo de avaliação por parte de um júri composto por individualidades de reconhecido mérito no meio cultural e artístico português: André Sardet, Diogo Infante, José Jorge Letria e Leonor Silveira.
O 1º prémio consistirá na produção de um pequeno filme de animação, registado em nome dos seus autores e com divulgação nas salas de cinema do País.
Dez verdades surpreendentes acerca de videojogos e aprendizagem num artigo de Tina Barseghian.
Ten Surprising Truths about Video Games and Learning
By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and that’s what informs our learning process.
Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.
Gee, who spoke at the Learning and the Brain Conference last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:
- FEED THE LEARNING PROCESS. The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that’s another player or the computer. What’s more, the social aspect — sharing tactics, experiences, and explanations – helps cement what they’ve learned.
- OBVIATE TESTING. The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.”
- BUILD ON EXPERIENCE. With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.
- REDEFINE TEACHERS AS LEARNING DESIGNERS. Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.
- TEACH LANGUAGE THROUGH EXPERIENCE. The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.
- ENTICE KIDS TO LOVE CHALLENGES. The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”
- MOTIVATE LEARNING. If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.
- TEACH PROBLEM-SOLVING. When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.
- ENCOURAGE RISK-TAKING. If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning — risk taking — can’t happen if the cost of failure is too high.
- PROVIDE VALID LEARNING MODEL FOR SCHOOLS. “We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,” Gee wrote in Learning Theory, Video Games, and Popular Culture, published in The International Handbook of Children, Media and Culture.
Hear more of what Gee has to say in this video from the PBS Documentary Digital Media – New Learners Of The 21st Century.
Concordo com quase todas, e poderia acrescentar outras…
21 Things That Will Be Obsolete by 2020
The 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.
2. LANGUAGE LABS
Foreign language acquisition is only a smartphone away. Get rid of those clunky desktops and monitors and do something fun with that room.
Ok, so this is a trick answer. More precisely this one should read: ‘Our concept of what a computer is’. Because computing is going mobile and over the next decade we’re going to see the full fury of individualized computing via handhelds come to the fore. Can’t wait.
The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don’t need kids to ‘go to school’ more; we need them to ‘learn’ more. And this will be done 24/7 and on the move (see #3).
5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS
The AP Exam is on its last legs. The SAT isn’t far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.
6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER
The 21st century is customizable. In ten years, the teacher who hasn’t yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won’t make you ‘distinguished’; it’ll just be a natural part of your work.
7. FEAR OF WIKIPEDIA
Wikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it’s time you get over yourself.
Books were nice. In ten years’ time, all reading will be via digital means. And yes, I know, you like the ‘feel’ of paper. Well, in ten years’ time you’ll hardly tell the difference as ‘paper’ itself becomes digitized.
9. ATTENDANCE OFFICES
Bio scans. ‘Nuff said.
A coat-check, maybe.
11. I.T. DEPARTMENTS
Ok, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade’s worth of increased wifi and satellite access will make some of the traditional roles of IT — software, security, and connectivity — a thing of the past. What will IT professionals do with all their free time? Innovate. Look to tech departments to instigate real change in the function of schools over the next twenty years.
12. CENTRALIZED INSTITUTIONS
School buildings are going to become ‘homebases’ of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning.
13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE
Education over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered.
14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY
This is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21st century tech integration be modeled by the very professors who are supposed to be preparing our teachers.
15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT
No one knows your school as well as you. With the power of a PLN (professional learing networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. This is already happening.
16. CURRENT CURRICULAR NORMS
There is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.
17. PARENT-TEACHER CONFERENCE NIGHT
Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated.
18. TYPICAL CAFETERIA FOOD
Nutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.
19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN
You need a website/brochure/promo/etc.? Well, for goodness sake just let your kids do it. By the end of the decade — in the best of schools — they will be.
20. HIGH SCHOOL ALGEBRA 1
Within the decade, it will either become the norm to teach this course in middle school or we’ll have finally woken up to the fact that there’s no reason to give algebra weight over statistics and I.T. in high school for non-math majors (and they will have all taken it in middle school anyway).
In ten years’ time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.