Pedagogical scenarios enriched with audiovisual technologies and their impact on the promotion of the learning skills of inmate students in Portugal
Open accessAbstract
Over the last decades and largely due to changes taking place in labour markets, there has been a pressing need to rethink pedagogical processes. Today, educational institutions face the challenge of not only having to create learning environments conducive to the acquisition of knowledge, but also scenarios suited to the development of learning skills. Our analysis will focus precisely on one of such scenarios and will determine its impact on the learning skills of twenty inmate students, based on the qualitative analysis of their perceptions and narratives and using the Pedagogical Model developed by Author (2017) for the design of e-learning activities focused on the “deconstruction” of moving images as a reference. The findings show that the design of the environment, based on this model and on the use of audiovisual technologies, can have very positive effects on inmate students’ self-learning in the following dimensions: Active Learning, Initiative and Autonomy.
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Digital skills are a prerequisite to participate in 21st-century social life.
“Considering that Digital Technologies (DT) skills is a prerequisite to participate in 21st-century social life, it is also important to identify to what extent it is visible (Dias-Trindade & Moreira, 2019).”
From Learning with digital technologies in prison: a scoping review (2023) · cites this paper as Dias-Trindade & Moreira, 2019
The available Abstract discusses audiovisual technologies and the self-learning skills of inmate students, but does not address whether digital skills are necessary for participation in social life. Searches for that claim and for digital competence and social inclusion returned only the Abstract and References, with no passage stating the prerequisite. (LLM, conf=0.72)
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Learning with digital technologies in prison: a scoping review
Barros, R., Monteiro, A., & Leite, C. (2023) · Digital Education Review · doi:10.1344/der.2023.43.1-17 · Cited by 7 · see citing works
“Considering that Digital Technologies (DT) skills is a prerequisite to participate in 21st-century social life, it is also important to identify to what extent it is visible (Dias-Trindade & Moreira, 2019).”
Background
- Authors
- Dias-Trindade, S., & Moreira, J. A.
- Affiliations
- University of Coimbra (PT)
- Universidade Aberta (PT)
- Venue
- Digital Education Review
- Published
- 2019-06-25
- Pages
- 97-110
- ISSN
- 2013-9144 (ISSN-L)
- OpenAlex
- W2967232493
- Cited by
- 11
- References
- 0
- Citations by year
- 2024: 1 · 2023: 3 · 2022: 2 · 2021: 5
- FWCI
- 2.18
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Digital Education Review (publishedVersion, cc-by-nc-nd)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
- RACO (Revistes Catalanes amb Accés Obert) (Consorci de Serveis Universitaris de Catalunya) (submittedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- audiovisual technology, learning skills, prison education, e-learning design, self-learning, active learning, learner autonomy, initiative, teaching model, student perceptions
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