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ICT and the impact of external evaluation on Higher Education Institutions

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Maria Carmen Tavares Cristovão, Master in Innovation Management, Educational Executive, and Consultant in Educational Innovation for the magazine “Linha Direta”

 

“The future of education will be deeply marked by information technology. But even more, how educators and students use ICT for lifelong learning. “(Stanley Williams)

At the end of December 2017, the new INEP / MEC External Evaluation instruments were published. Among the various indicators, a new indicator for ICT technologies in the learning teaching process has been widely studied by managers, since in the process of External Evaluation to obtain a maximum concept (5) in this indicator it will be necessary that HEI create technological solutions that allow permanent interaction with students, as can be found in the table of teaching/learning quality indicators for ICT published by the Ministry of Education (www.mec.gov.br)

If we understand the process of distance education as a process in which there is the transmission of knowledge (teaching); the capturing, internalization and reformulation by the individual, resulting in the construction of knowledge (learning); through the communication between teacher and student, it can be affirmed that there is no difference in value between “face-to-face teaching” and “distance learning”, since communication in the case of physical separation between authors is mediated through technological means.

 

The Pedagogical Project of the Course provides dynamic environments, integrated spaces of production, construction, storage, access and collaborative meetings between students and teachers, in the same points of the matrix. The main problem is in the operationalization of this process, where HEIs in interactive environments face great difficulties in provoking and maintaining the interactions between the participants involved in the teaching/learning process. Therefore, it is not enough to implement a virtual environment if it does not sensitize participants, – very complex in practice, so there must be a structure of well-structured methods to do so.

 

One of the advances pointed out by this indicator is the requirement that repositories of learning objects cease to function as content curation spaces and provide learning experiences where there is interactivity, which presupposes creating virtual spaces of convergence. A solution where the investment in innovation and new solutions is not small, since in the context of the production, access and reuse of the information the ICTs were modeled on prototypes, that is, static and do not provide functional requirements in the production processes of the knowledge in a way that provokes and amplifies interactions between people what is understood as a culture of collaborative production, where the students can experience the new technologies that arise, adapting to the new mental models of consumption of information and interactivity.

 

The process of acquiring knowledge must be understood as a result of the exchanges that the student establishes in the interaction with the environment (natural, social and cultural), and it is up to the teacher to mediate this process and articulate such exchanges, in view of the critical and active assimilation of meaningful contents, real and up-to-date.

 

Understanding the process of knowledge development requires overcoming the behavioralist approach to learning. Consequently, teaching methods start to be based on the principles of cognitive psychology, which privileges the activity and initiative of the students. The methods used, in addition to facilitating dialogue, interactivity and collaboration, are aimed at respecting the interests and the different stages of students’ cognitive development, favoring autonomy and the transfer of learning, aiming at both “learning to do”, ” learning to learn “and” learning to relate”.

 

Another aspect to be evaluated is digital and communicational accessibility. That is, how much do digital and communication resources comply with accessibility policies. I believe that this is the biggest challenge of the indicator in question. In this sense, communication must be characterized by the diversity of activities in the production, storage and distribution or diffusion of information and ideas through multimedia technological resources directed to the most distinct expressions and to the most diverse publics with a focus on inclusion.

The communication process should be based on the analysis of the design characteristics of the intended audience, as well as the different communicative proposals, so as to make competent use of inter-semiotic resources, enabling an efficient and effective aesthetic result from the application of sound languages, imagery or printed, alone or in combination.

Therefore, the indicator intends to effectively evaluate the aspects presented throughout the text, seeking the efficiency and effectiveness of the HEI for the full realization of the learning process in order to structure the bases that guarantees the development of skills and abilities for the development of the professional through his/her learning processes.