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MOOC “Competências digitais para professores”: uma prática formativa inovadora
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Advisor(s)
Abstract(s)
Os Massive Open Online Courses (MOOC) são cursos abertos disponibilizados online,
sem custos para o utilizador e desenhados de forma a poderem ser escalados, permitindo
um grande número de participantes. Neste âmbito, uma equipa de investigadores da UAb
desenvolveu um modelo pedagógico que tem vindo a ser testado, debatido e aprofundado,
o qual assenta em pressupostos socioconstrutivistas que combinam a dimensão da
autoaprendizagem com a dimensão social. Neste artigo analisa-se e discute-se em que medida a
aplicação e aprofundamento deste modelo pedagógico no MOOC Competências Digitais para
Professores promove a apropriação de conhecimento e partilha de experiências, bem como o
desenvolvimento de competências digitais. Considerando que a aprendizagem se desenvolve
através da interação com os materiais, os facilitadores e entre os participantes, procedeu-se à
análise das interações ocorridas no espaço virtual; numa segunda fase, realizou-se uma análise
de conteúdo das diferentes produções dos participantes. Em conclusão, o artigo evidencia a
contribuição deste modelo pedagógico inovador para a apropriação de novos conhecimentos
e a reflexão sobre as práticas, destacando a possibilidade destes cursos se constituírem como
um instrumento poderoso na formação de professores e outros profissionais, proporcionando
pontos de reflexão sobre as novas abordagens pedagógicas que emergem a partir dos MOOCs.
Massive Open Online Courses (MOOC) are open courses available online without costs for the user and designed in such a way as to be scalable, thus allowing for a large number of participants. In this framework, a team of researchers from Universidade Aberta (UAb.pt) has developed a specific pedagogical model which has being tested, discussed and improved. This model is based on a number of socio-constructivist principles which combine autonomous learning with a strong social dimension. This paper analyses and discussed to which extent the use and improvement of the model in the MOOC Digital Competencies for Teachers promotes knowledge appropriation and the sharing of experiences, as well as the development of digital competencies. Taking into consideration that learning is conducted through interaction with materials, facilitators and with fellow participants, the research starts by analyzing interactions which took place in the virtual learning environment. In a second phase, it is conducted a content analysis of the different digital artefacts produced by the participants. In conclusion, the paper shows how this innovative model contributes to the appropriation of new knowledge and reflection on practices, highlighting the possibility of these courses being powerful tools for the training of teachers and other professionals. The authors also discuss the new pedagogical approaches emerging from MOOCs.
Massive Open Online Courses (MOOC) are open courses available online without costs for the user and designed in such a way as to be scalable, thus allowing for a large number of participants. In this framework, a team of researchers from Universidade Aberta (UAb.pt) has developed a specific pedagogical model which has being tested, discussed and improved. This model is based on a number of socio-constructivist principles which combine autonomous learning with a strong social dimension. This paper analyses and discussed to which extent the use and improvement of the model in the MOOC Digital Competencies for Teachers promotes knowledge appropriation and the sharing of experiences, as well as the development of digital competencies. Taking into consideration that learning is conducted through interaction with materials, facilitators and with fellow participants, the research starts by analyzing interactions which took place in the virtual learning environment. In a second phase, it is conducted a content analysis of the different digital artefacts produced by the participants. In conclusion, the paper shows how this innovative model contributes to the appropriation of new knowledge and reflection on practices, highlighting the possibility of these courses being powerful tools for the training of teachers and other professionals. The authors also discuss the new pedagogical approaches emerging from MOOCs.
Description
Keywords
Competências digitais Elearning Interação virtual Modelo pedagógico MOOC Digital competencies Online interaction Pedagogical model
Citation
Teixeira, António [et al.] - MOOC “Competências digitais para professores”: uma prática formativa inovadora. "RIED [Em linha]: Revista Iberoamericana de Educación a Distancia". ISSN 1138-2783. Vol. 21, nº 2 (2018), p. 243-261
Publisher
AIESAD (Asociación Iberoamericana de Educação Superior a Distância)