Valeska Favoretti Serafim | Universidade Federal do Rio de Janeiro (UFRJ) (original) (raw)
Uploads
Papers by Valeska Favoretti Serafim
Práticas de Ensino de Inglês Vol. 3, 2022
English teaching and blended education: a proposal for station rotation model in the 6th grade
Livro "Práticas de ensino de inglês", 2021
REFLEXÕES SOBRE EXPERIÊNCIAS EM UMA DISCIPLINA DE INGLÊS INSTRUMENTAL DURANTE O PERÍODO LETIVO EXCEPCIONAL DA UFRJ NA PANDEMIA DE COVID-19, 2021
O objetivo do presente artigo é refletir sobre experiências na disciplina de Inglês Instrumental ... more O objetivo do presente artigo é refletir sobre experiências na disciplina de Inglês Instrumental 1, durante o período letivo excepcional (PLE) da Universidade Federal do Rio de Janeiro (UFRJ), em meio à pandemia de coronavírus (COVID-19), pela perspectiva de dezoito alunos participantes e da professora pesquisadora. Essa disciplina foi baseada nos pressupostos da teoria sócio-histórico-cultural (TSHC) e contou com três artefatos mediadores principais: a Google Classroom, o Telegram e o Google Meet. O método de pesquisa engloba tanto dados quantitativos quanto dados qualitativos gerados por um questionário com perguntas abertas e fechadas e por capturas de tela das tecnologias digitais da informação e da comunicação (TDIC) usadas na disciplina. Os resultados mostram, no geral, que a organização flexível, a valorização da heterogeneidade, a utilização das TDIC e a interação entre pares proporcionaram experiências educacionais positivas em meio ao caos da pandemia. No entanto, os dados também revelam que a flexibilidade e a confusão de espaços e tempos causada pelo ensino remoto podem ser empecilhos para a organização da rotina de estudos. Além disso, a mudança drástica do ensino presencial para o remoto com o uso das TDIC parece causar/intensificar problemas emocionais.
This study aims to analyze the affordances of Edmodo (https://www.edmodo.com), the leading k-12 S... more This study aims to analyze the affordances of Edmodo (https://www.edmodo.com), the leading k-12 Social Learning Network (Edmodo, 2018), for the flipping and expansion of foreign, second or additional language (L2 henceforth) classroom. To do so, we first had a brief review of literature on blended learning and selected one of its sub-models suggested by Horn and Staker (2014) – the flipped classroom – to focus on. Then, we considered ten out of the fifteen reasons Bergmann and Sams (2012) shared on why teachers should flip their classrooms and described Edmodo’s main features. Finally, we developed Bergmann and Sams’s ten reasons into four practical reasons on why teachers should consider flipping and expanding their classrooms with Edmodo and spoke about our experiences on this platform. This study showed that the various features of this free platform make it an excellent tool for such purposes and we recommend that teachers take advantage of it and adapt it to their contexts.
Thesis Chapters by Valeska Favoretti Serafim
PESQUISA-AÇÃO EM ENSINO HÍBRIDO: REFLEXÕES SOBRE UMA PROPOSTA DE SALA DE AULA DE INGLÊS INVERTIDA E EXPANDIDA ATRAVÉS DO EDMODO, 2020
The main objective of this research is to apprehend the possibilities and challenges of a flipped... more The main objective of this research is to apprehend the possibilities and challenges of a flipped and expanded English language classroom through Edmodo from the perspectives of the teacher researcher and her 27 participating students. This study was conducted in the Portuguese and English Languages course of a private higher education institution in the state of Espírito Santo, Brazil, and is characterized as an action research that follows two cycles of planning, action, observation and reflection. The first cycle refers to the preparation for flipping and expanding the English language classroom, and the second one refers to this process itself. Data were collected through annotations, Edmodo screenshots and an online questionnaire followed by a focus group interview. Regarding these last two collection instruments, they were applied to the participating students at the end of the second cycle – the 27 participating students answered an online questionnaire and nine of them were selected for a focus group interview that sought to broaden the data obtained in the questionnaire, therefore, following a mixed methodology for the completion of this study. Edmodo, a social learning network (SLN), became a fundamental tool to work with a heterogeneous group of students, especially with regard to their different levels of knowledge in English. From the teacher researcher's perspective, some of the possibilities found include expanding the classroom into cyberspace and connecting with other teachers and students of English through Edmodo. Some of her key challenges include giving attention to all participating students in face-to-face classes and spending more time planning. According to the participating students, some of the possibilities found include learning anytime and anywhere, the connection with people from other countries, and especially the division into groups according to their needs. Some of the challenges mentioned include lack of time and willingness to study in advance, technological and linguistic limitations, and the need for the teacher's physical presence to explain content.
Práticas de Ensino de Inglês Vol. 3, 2022
English teaching and blended education: a proposal for station rotation model in the 6th grade
Livro "Práticas de ensino de inglês", 2021
REFLEXÕES SOBRE EXPERIÊNCIAS EM UMA DISCIPLINA DE INGLÊS INSTRUMENTAL DURANTE O PERÍODO LETIVO EXCEPCIONAL DA UFRJ NA PANDEMIA DE COVID-19, 2021
O objetivo do presente artigo é refletir sobre experiências na disciplina de Inglês Instrumental ... more O objetivo do presente artigo é refletir sobre experiências na disciplina de Inglês Instrumental 1, durante o período letivo excepcional (PLE) da Universidade Federal do Rio de Janeiro (UFRJ), em meio à pandemia de coronavírus (COVID-19), pela perspectiva de dezoito alunos participantes e da professora pesquisadora. Essa disciplina foi baseada nos pressupostos da teoria sócio-histórico-cultural (TSHC) e contou com três artefatos mediadores principais: a Google Classroom, o Telegram e o Google Meet. O método de pesquisa engloba tanto dados quantitativos quanto dados qualitativos gerados por um questionário com perguntas abertas e fechadas e por capturas de tela das tecnologias digitais da informação e da comunicação (TDIC) usadas na disciplina. Os resultados mostram, no geral, que a organização flexível, a valorização da heterogeneidade, a utilização das TDIC e a interação entre pares proporcionaram experiências educacionais positivas em meio ao caos da pandemia. No entanto, os dados também revelam que a flexibilidade e a confusão de espaços e tempos causada pelo ensino remoto podem ser empecilhos para a organização da rotina de estudos. Além disso, a mudança drástica do ensino presencial para o remoto com o uso das TDIC parece causar/intensificar problemas emocionais.
This study aims to analyze the affordances of Edmodo (https://www.edmodo.com), the leading k-12 S... more This study aims to analyze the affordances of Edmodo (https://www.edmodo.com), the leading k-12 Social Learning Network (Edmodo, 2018), for the flipping and expansion of foreign, second or additional language (L2 henceforth) classroom. To do so, we first had a brief review of literature on blended learning and selected one of its sub-models suggested by Horn and Staker (2014) – the flipped classroom – to focus on. Then, we considered ten out of the fifteen reasons Bergmann and Sams (2012) shared on why teachers should flip their classrooms and described Edmodo’s main features. Finally, we developed Bergmann and Sams’s ten reasons into four practical reasons on why teachers should consider flipping and expanding their classrooms with Edmodo and spoke about our experiences on this platform. This study showed that the various features of this free platform make it an excellent tool for such purposes and we recommend that teachers take advantage of it and adapt it to their contexts.
PESQUISA-AÇÃO EM ENSINO HÍBRIDO: REFLEXÕES SOBRE UMA PROPOSTA DE SALA DE AULA DE INGLÊS INVERTIDA E EXPANDIDA ATRAVÉS DO EDMODO, 2020
The main objective of this research is to apprehend the possibilities and challenges of a flipped... more The main objective of this research is to apprehend the possibilities and challenges of a flipped and expanded English language classroom through Edmodo from the perspectives of the teacher researcher and her 27 participating students. This study was conducted in the Portuguese and English Languages course of a private higher education institution in the state of Espírito Santo, Brazil, and is characterized as an action research that follows two cycles of planning, action, observation and reflection. The first cycle refers to the preparation for flipping and expanding the English language classroom, and the second one refers to this process itself. Data were collected through annotations, Edmodo screenshots and an online questionnaire followed by a focus group interview. Regarding these last two collection instruments, they were applied to the participating students at the end of the second cycle – the 27 participating students answered an online questionnaire and nine of them were selected for a focus group interview that sought to broaden the data obtained in the questionnaire, therefore, following a mixed methodology for the completion of this study. Edmodo, a social learning network (SLN), became a fundamental tool to work with a heterogeneous group of students, especially with regard to their different levels of knowledge in English. From the teacher researcher's perspective, some of the possibilities found include expanding the classroom into cyberspace and connecting with other teachers and students of English through Edmodo. Some of her key challenges include giving attention to all participating students in face-to-face classes and spending more time planning. According to the participating students, some of the possibilities found include learning anytime and anywhere, the connection with people from other countries, and especially the division into groups according to their needs. Some of the challenges mentioned include lack of time and willingness to study in advance, technological and linguistic limitations, and the need for the teacher's physical presence to explain content.