Detalhes

TÓPICOS ESPECIAIS III - E-LEARNING, DIGITAL INCLUSION & DIVIDE, NETWORK SOCIETY, AND MAKER CULTURE

Nome da Disciplina: TÓPICOS ESPECIAIS III - E-LEARNING, DIGITAL INCLUSION & DIVIDE, NETWORK SOCIETY, AND MAKER CULTURE
Carga Horária: 60
Créditos: 3
Obrigatória: Não
EMENTA
A disciplina será conduzida individualmente, em inglês, remotamente, realizando pesquisas customizadas com cada aluno e nos dias e horários flexíveis combinados entre o respectivo aluno e o professor. This discipline seeks to encourage the students to study and to develop research studies, involving the e-learning, the digital inclusion & divide, the network society, and the maker culture. The disruptive technologies bring and accelerate the e-learning process and the network society. Many countries have discussed about to improve the digital inclusion and to reduce the digital divide. The universities, the schools, the industries, the professors, the teachers, the students, and the practitioners have received efforts to amplify the maker culture in order to stimulate and to connect the think, the action, the digital, and the new project for help the society. The main topics to be studied in this discipline involve:  the development and the improvement of the e-learning concepts;  the industry 4.0 applications in order to enhance the education, the digital inclusion, and the network society;  the concepts and the management of the sustainability;  the maker culture concepts, the analyses, and the implementations;  the impacts of the digital inclusion & divide;  the production in English of five top journal papers, one conference paper, and ten essays.
BIBLIOGRAFIA
Adam, I.O. and Dzang Alhassan, M. (2021) “Bridging the global digital divide through digital inclusion: the role of ICT access and ICT use,” Transforming government, 15(4), pp. 580–596. Baabdullah, A.M. et al. (2022) “Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience,” Computers and education, 177, p. 104383. Chadwick, D. et al. (2022) “Digital inclusion and participation of people with intellectual disabilities during COVID‐19: A rapid review and international bricolage,” Journal of policy and practice in intellectual disabilities, 19(3), pp. 242–256. C:\Formularios\FORMDISC.DOC Comunello, F. and Mulargia, S. (2022) “Does the ‘Platform Society’ Mean the End of the ‘Network Society?’ Reflections on Platforms and the Structure and Dynamics of Networks,” The American behavioral scientist (Beverly Hills), p. 276422210927. Jamil, S. (2021) “From digital divide to digital inclusion: Challenges for wide-ranging digitalization in Pakistan,” Telecommunications policy, 45(8), p. 102206. Niemeyer, D.J. and Gerber, H.R. (2015) “Maker culture and Minecraft: implications for the future of learning,” Educational media international, 52(3), pp. 216–226. Sanabria, J. et al. (2020) “Macro-dissemination of Maker Cultures: 21st century competencies through an Ideaton,” RED: revista de educación a distancia, 20(62), pp. RED: revista de educación a distancia, 2020, Vol.20 (62). Sieck, C.J. et al. (2021) “Digital inclusion as a social determinant of health,” NPJ digital medicine, 4(1), p. 52. Singh, P.K. (2021) “Toward an Anthropology of ‘Sustainable Network‐Society,’” Anthropology of consciousness, 32(2), pp. 208–224. Vaona, A. et al. (2018) “E‐learning for health professionals,” Cochrane database of systematic reviews, 2018(8), p. CD011736. And other papers.


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