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Visão integrada do ensino-aprendizagem: aplicação do modelo da Universidade Aberta
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A educação aberta e em rede da Universidade Aberta é composta por um conjunto de idiossincrasias que não são percetíveis de imediato pelos novos docentes vindos de universidades presenciais ou por avaliadores da A3ES (Agência de Avaliação e Acreditação do Ensino Superior). Neste trabalho apresentam-se os conceitos essenciais da Educação a Distância (EaD) com o menor de vocábulos e evitando sinónimos. No processo de ensino-aprendizagem o papel do professor em contexto digitais é detalhado e a noção de aprendizagem é discutida. Apresenta-se uma taxonomia do ensino com ênfase na prática em comunidades virtuais.
Open and networked education at Portuguese Open University is made up of a set of idiosyncrasies that are not immediately perceptible by new professors coming from face-to-face universities or by evaluators from A3ES (Agency for the Evaluation and Accreditation of Higher Education). This work presents the essential concepts of Distance Education with the fewest words and avoiding synonyms. In the teaching-learning process, the teacher’s role in digital contexts is detailed and the notion of learning is discussed. A teaching taxonomy is presented with an emphasis on practice in virtual communities
Open and networked education at Portuguese Open University is made up of a set of idiosyncrasies that are not immediately perceptible by new professors coming from face-to-face universities or by evaluators from A3ES (Agency for the Evaluation and Accreditation of Higher Education). This work presents the essential concepts of Distance Education with the fewest words and avoiding synonyms. In the teaching-learning process, the teacher’s role in digital contexts is detailed and the notion of learning is discussed. A teaching taxonomy is presented with an emphasis on practice in virtual communities
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Keywords
Educação aberta e em rede Comunidades virtuais de prática Papel do professor em contextos digitais Open and networked education Virtual communities of practice Teacher’s role in digital contexts