Detalhes
E-LEARNING, DIGITAL INCLUSION & DIVIDE, NETWORK SOCIETY, AND MAKER CULTURE
Nome da Disciplina: 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.
VOLTAR

Nome da Disciplina: 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.