Podcasts in education and Mouse scanner...

This morning I could learn a little more about podcast (POD = personal on demand) and thought some possibilities in educational context thanks to Damione who show us a good proposal...

In the afternoon, the attempt to form our work groups was totally lost...task for the teachers now...frustrating...the best in the afternoon was see the knews brought by Giselda and that I had never seen before...a mouse with a scanner...and that's all...

Visit to HAMK Agriculture Campus Leepa

Some pictures from our visit today...In the tomato culture, I was watchful in the mechanical process..

  

It's a pity that this picture wasn't exactly front, so we could evaluate better the real angle...

Trumman Show

In the same week that I presented my proposal (or it changes), I had thought a lot about our conditions here...In class, everything seems so perfect but we hadn't already chances to stay in contact with a school in fact...so I decided do this from my own and this week (actually was in 26.03, but I am rewriting in this post) I visited a school, talked with a math teacher I was surprised to see that the traditional model is super revered too... in fact, there is a cultural issue (not only reduce the economic issue member) favors a lot and make it seem like every miracle must be attributed to the "model" adopted ...

Just to add, I liked a lot the name of the Deise's Project, Sabores e Saberes da Ciência, because it's like a good invitation to the students narrow their contact with the difference kind of learning...

Sometimes can be important to miss the class...

Today I decided to miss the class to try some contact with math professor/teacher in Helsinki...unfortunately the only answered that I (just) received was negative :( ...

...but as the time is usually fair, when I was still in Tallinn I went to a bookshop and look that I found by chance  :) :) :)

Who don't know, the project that bring me to Finland was "Reconstructing Da Vinci under the PBL perspective - A proposal developed in IFRS-BG to be reflected, discussed and restructured with a focus on Technical and Technological teaching practice."

Even that is only a started point (my proposal is being changed), I couldn't resist to buy these prototypes...surely it will be much useful in my return to IF...

Anyway I hope to connect math teachers here in another oportunity.... while this doesn't happens I'm continuing with my self studies (now in the Nordiskt Bibliotek, here in Helsinki)...In fact there are a lot to do...

 

!!!!! RECHARGED BATTERIES!!!!! 

Last week summary...

Some summarize up by Fabricio Sobrosa (from IFRS-Caxias do Sul and studing in TAMK):

"We have started, in first day, with a seminar related to education methods, like student centered approaches, constructivism, types of student's learning styles and project based learning approaches. Tiia Ruutmann has presented us an initial lecture about curricula structure needs and the importance of developing strategies to STEM (Science, Technology, Engineering and Mathematics) teaching. It was possible to understand the importance to define a good curricula, to link companies to university and students and to use active methods of teaching and learning. The interaction between students in active approaches and in courses that are related to their professional life can motivate and attract them, as well as keep them studying and developing their careers."

Another exciting moment was the Estonian President's speech. He made a so enthusiastic discourse in defense the math  teaching and compared it with the any musical instrument learning process...you can learn to do this any time, but as later it happens as harder will be.

Here I share some moments... 

ARDUÍNO

Niels Bohr was in our class

Yesterday we discussed about dialogical method again and when Julio (IFRJ-Duque de Caxias) brought some his class example - we are talking about open question in this moment - I remembered a good story that would have been carried out by Niels Bohr (actually is a myth)...so I share here this episode...is an example in Science but could be applied in any other educational context also....

e-learning class and VET in fact

Another class with poster dynamical about e-learnig...actually, the best moment was in the meeting cordinated by Sheylla Chediak (IFRO) - she is developing her proposal about Colaborative Learnig Platform with Damione Damito (IFSP) and Rodrigo Calhau (IFES) - when we really can discuss about our problems and identify our identity (or the lack of it)...

some definitions constructed by our group:

...two phrases from colegues that I liked:

Rodrigo Calhau (IFES): "Eu acho que este é o verdadeiro VET" (sobre o debate entre professores de diferenters IF's a fim de diagnosticar as dificuldades comuns e pensar coletivamente em diferentes estratégias)

Vico Mendes (IF Norte de MG): "Se você acha que sua pesquisa termina quando você manda seu artigo para revista, isto não está legal. A pesquisa termina quando do retorno dos resultados à sociedade."

Yes, brains can be fly...

We started comparing 

Philosophy and the Poincaré Conjecture

Rodrigo Calhau's draw

Difficult philosophy classes in the last two days...understand the different philosophical trends was not  the problem exactly, but related with the education applied sometimes is not so trivial...I shared here some productions. I drew the frog (the characters created was an attempt to summarize the study conducted), but was a original metaphora pruposed by Gyovanni Ribeiro (IFAM) and improved by the others components of our group. I don't try explain here and let you imagine about as exercise...

 

In the same sense, for the math lovers, I put a cup's draw that I did...I'm not sure if is something sense, but was so good exercise to me thought in this...If you like try (I doubt anyone do it), you can see the Essentialism's summary in the Prezi Presentation and...go ahead!!! In fact, I don't know if this task leads to somewhere, but would appreciate knowing some philosophy or math professor their opinion...

On Friday was the time to present the Learning Theories, by different groups...I liked so much the group that explored the Social Learning Theory, who chose a good theme and envolved all class, beyond explain the theory very well. Actually, I think this could be a part of a good PBL!!!

Visiting Haaga-Helia University

Glass instead of walls for almost all campus was maybe the most outstanding of our visit today. Beyond that, a few bureaucratic presentation over the structure and operation of the university and a sightseeing around the little city.

Logical x Imagination

I 'm going start my post with a significant Einstein's quote, that I like so much:

Logic will get you from A to B. Imagination will take you everywhere.

In most of the times the logical way is not enough to achieve our real goals. Good outcomes used come when we get together creativity with willingness to do whatever it is. But to do this sometimes is necessary to extrapolate predictable ways. 

Here we are all connected by several contact links and the relationship between any two is not directly for an obvious identification, I'm sure it will be for a alternative aspect. Anyway is essential to start from that some point, and Rodrigo Calhau (IFES) did this very well:

PBL and the end of honey moon

PBL (Project Based Lerning), of course, was the most important concept today...Indeed this concept should be one of the pillars of our course, as many of us predicted in our projects. 

The question asked by Alexandre (IFPR - Foz do Iguaçu) about open-ended questions reminded me of the times AMORA Project, developed in UFRGS Application School during my graduation, when we discussing with students on temporary doubts, in contrast to provisional certainties that they had ... one of the essences of the proposed strategy. Was a so interesting discussion about.

But as not all flowers we had a moment of divergence also..occurs that the anxiety that many (including myself) for "get your hands dirty" effectively caused some program behaviors, developed here, were questioned. Mainly by too much information and materials received and the difficulty in dealing with it. Another point raised was about some proposed actions whose technical character of feedback would not have been as expected. 

Without making any defense program (even because I think early to conclusions), on this last point, I believe that we may have to try to take the lessons of this: even try to understand how our culture is so ingrained in need of feedback we sometimes prevents them from taking the step forward until we know that ties the laces of our shoes are well made. While agreeing that it is sometimes necessary (in mathematics, for example, is difficult to understand the concept of polynomials if the functions is not enough clear), I think this might be an opportunity to mature on these aspects.

For the first question, I turn again to mental metaphors that have developed eventually (according to the insights) as anchors for some more recurrent discussions. It was a carnival that I spent in Köln, Germany, in 2009. It seemed really organized, but this is not the point. The point is that as attractive, the floats passing, and beyond very well decorated, had a huge amount of chocolates and sweets in general and threw for viewers who followed the parade, positioned in place chosen to contemplate the party. 

       

In fact, there was sweet for everyone, but there is no doubt that what each caught was different from the others. I understand that this can be a teaching proposal. Of course that is supported by one of the largest foundations we have seen here in Finland ... the trust based education.