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Educação e ambientes híbridos de aprendizagem: um processo de inovação sustentada
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Advisor(s)
Abstract(s)
A evolução das tecnologias digitais e de uma consciência de mundialização em rede têm provocado mudanças acentuadas na sociedade, impulsionando o nascimento de novos paradigmas, modelos, processos de comunicação educacional, bem como no- vos cenários de ensino e de aprendizagem. É, pois, impossível imaginar uma educação “unblended” – e não é se devemos combinar, mas como combinar, o que exige uma reengenharia dos processos de ensino e mudanças culturais, nas instituições e nos atores. Esta é a visão híbrida, uma visão de inovação sustentada, que projeta a realidade de um caminho nem sempre fácil de percorrer. É neste contexto de uma educação blended e híbrida, compreendida quanto à presença (física e digital), quanto às tecnologias (analógicas e digitais), quanto à cultura (pré-digital e digital) e, sobretudo, quanto aos ambientes e espaços (analógicos e digitais), que este texto encontra o seu espaço. O seu principal objetivo é, por um lado, analisar modelos híbridos que permitem articular e combinar diferentes ambientes de aprendizagem e, por outro, apresentar alguns conceitos a ter em consideração na planificação e gestão de atividades de aprendizagem nesses ambientes.
The evolution of digital technologies and the growing awareness of a global network have caused marked changes in society, driving the birth of new paradigms, models, educational communication processes, as well as new teaching and learning scenarios. Therefore, it is impossible to imagine an “unblended” education system - hence it is not whether we should combine, but how to combine, which requires a reengineering of teaching processes and cultural changes in institutions and actors. This is the hybrid vision, a vision of sustained innovation, which projects the reality of a path that is not always easy to follow. It is in this context of a blended and hybrid education, comprehended as to the presence (physical and digital), as to the technologies (analogue and digital), as to the culture (pre-digital and digital) and, above all, as to the environments and spaces (analogue and digital), that this text finds its place. Its main goal is, on the one hand, to analyse hybrid models that allow the articulation and combining of different learning environments and, on the other, to introduce concepts to be considered in the planning and management of learning activities in these environments.
The evolution of digital technologies and the growing awareness of a global network have caused marked changes in society, driving the birth of new paradigms, models, educational communication processes, as well as new teaching and learning scenarios. Therefore, it is impossible to imagine an “unblended” education system - hence it is not whether we should combine, but how to combine, which requires a reengineering of teaching processes and cultural changes in institutions and actors. This is the hybrid vision, a vision of sustained innovation, which projects the reality of a path that is not always easy to follow. It is in this context of a blended and hybrid education, comprehended as to the presence (physical and digital), as to the technologies (analogue and digital), as to the culture (pre-digital and digital) and, above all, as to the environments and spaces (analogue and digital), that this text finds its place. Its main goal is, on the one hand, to analyse hybrid models that allow the articulation and combining of different learning environments and, on the other, to introduce concepts to be considered in the planning and management of learning activities in these environments.
Description
Keywords
Educação híbrida Ambientes de aprendizagem Blended learning Hybrid education Learning environments Blended learning
Citation
MOREIRA, J. António, & HORTA, Maria João (2020). Educação e Ambientes Híbridos de Aprendizagem. Um Processo de Inovação Sustentada. Revista UFG. v.20: e66027, 1-29
