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Autoria docente online, gamificação e multirreferencialidade: compromissos didáticos a partir da analogia teórica e do olhar discente
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Advisor(s)
Abstract(s)
No presente estudo reflete-se sobre as possibilidades de conjugar numa perspectiva didático- pedagógica a aproximação entre a produção autoral docente para espaços de educação online, gamificação e multirreferencialidade. Para constatar essa provável sinergia foi necessário contar com apoio de teóricos que discutem sobre os temas e, em seguida, analisar os dados gerados pelos sujeitos de pesquisa frequentadores de uma unidade curricular, planeada com estratégias metodológicas alinhadas ao perfil de games, inserida no repositório institucional público de Portugal que oferta cursos a distância em regime de eLearning. A abordagem da pesquisa qualitativa multirreferencial foi adotada, uma vez que permitiu subsidiar o trabalho de investigação por meio de um questionário online técnica que deu suporte para fazer a análise de conteúdo das contribuições dos participantes. Conclui-se a partir deste estudo que a harmonia epistemológica entre a tríade apresenta indícios de promover a ampliação de saberes discentes.
The present study reflects on the possibilities of combining in a didactic-pedagogical perspective the approximation between authorial teacher production for spaces of online education, gamification and multireferentiality. In order to verify this probable synergy, it was necessary to count on the support of theorists who discuss the themes and then analyze the data generated by the research subjects attending a curricular unit, planned with methodological strategies aligned with the games profile, inserted in the public institutional repository of Portugal that offers eLearning distance learning courses. The approach of the qualitative multireferencial research was adopted, since it allowed to subsidize the research work through an online questionnaire, a technique that gave support to making the content analysis of the contributions of the respondents. We can conclude from this study that the epistemological harmony between the triad shows signs of promoting the expansion of student knowledge.
The present study reflects on the possibilities of combining in a didactic-pedagogical perspective the approximation between authorial teacher production for spaces of online education, gamification and multireferentiality. In order to verify this probable synergy, it was necessary to count on the support of theorists who discuss the themes and then analyze the data generated by the research subjects attending a curricular unit, planned with methodological strategies aligned with the games profile, inserted in the public institutional repository of Portugal that offers eLearning distance learning courses. The approach of the qualitative multireferencial research was adopted, since it allowed to subsidize the research work through an online questionnaire, a technique that gave support to making the content analysis of the contributions of the respondents. We can conclude from this study that the epistemological harmony between the triad shows signs of promoting the expansion of student knowledge.
Description
Keywords
Tecnologias digitais de informação e comunicação Autoria online Gamificação Multirreferencialidade Digital information and communication technologies Online authorship Gamification Multireferentiality
Citation
Publisher
CIDTFF/Universidade de Aveiro