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O primeiro MOOC em língua portuguesa : análise crítica do seu modelo pedagógico
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Advisor(s)
Abstract(s)
A presente dissertação tem como escopo principal uma análise crítica do modelo pedagógico adotado no primeiro MOOC (Massive Open Online Course) em Língua Portuguesa – MOOC EaD, curso desenvolvido com base prática na experiência dos seus organizadores com aprendizagem formal e informal e respaldo teórico da perspectiva do Conectivismo, defendido por Siemens e Downes (2008). A investigação realizada é de natureza qualitativa (exploratório-descritiva), tendo em consideração o fato de o fenómeno investigado ser novo e as pesquisas sobre o fenómeno dos MOOCs se encontrarem numa fase inicial. Não obstante, pode-se descrever e explorar o seu contexto de maneira crítica. Esta é a razão pela qual o tipo de pesquisa guiou a decisão por uma abordagem qualitativa e, consequentemente, a escolha dos procedimentos metodológicos. Realizou-se o estudo com base em dados quantitativos e qualitativos, levantados mediante quatro preocedimentos: 1) observação participante durante o período do curso MOOC EaD; 2) aplicação de entrevista semiestruturada aos organizadores do curso, 3) aplicação de questionário aos participantes do curso e 4) seleção deposts/comentários publicados nas mídias sociais e informações sobre compartilhamento nas ferramentas da web 2.0. Realizou-se uma triangulação dos dados, procedimento que imprime fidedignidade à análise do material, bem como cientificidade à pesquisa. Os resultados obtidos revelam, por um lado, que este curso MOOC constitui um espaço favorável para experimentações pedagógicas, bem como, para a aquisição de novos conhecimentos e competências e, por outro, que a convergência das ferramentas da web 2.0 pode auxiliar no processo de aprendizagem, uma vez que a interação e a colaboração a distância, contribuem para a aprendizagem. Mas nesse contexto, o papel do professor ainda não está claro. Soma-se a isso, o fato de a aquisição de conhecimento informal ser cada vez mais valorizada e que nem sempre precisa ser validada por uma instituição. Mas a falta de controle de tempo para uma dedicação ao estudo por parte dos participantes continua a ser uma das barreiras para o aprendizado. Os resultados alcançados no presente trabalho significam uma forma de contribuição para trabalhos futuros voltados para a aprendizagem em rede.
This dissertation has as its main scope a critical analysis of the pedagogical model adopted in the first MOOC (Massive Open Online Course) in Portuguese language – MOOC ODL, which was conceived and developed by means of the expertise of its organizers in formal and informal learning settings in accordance with the Connectivism model proposed by Siemens and Downes (2008). A qualitative approach (descriptive-exploratory) was adopted due to the novelty of the phenomenon under investigation and the lack of research on MOOCs. This justifies the usage of a qualitatively oriented approach and the choice of the methodological procedures. The study was conducted under quantitative and qualitative data divided into four parts: 1) active observation during the course period; 2) focused interview with course organizers; 3) questionnaires with course participants; and 4) selection of post/comments published in the social media as well as information exchange on the Web 2.0 tools. Such procedure allowed the triangulation of the data, bringing reliability to the material analysis as well as scientific endorsement to the research. On the one hand, the results obtained suggest that a MOOC-like course constitutes an open space to pedagogical experiments and the acquisition of new knowledge and competences. On the other hand, the convergence of web 2.0 tools can assist the learning process even at distance, given the fact that interaction and collaboration contribute to knowledge acquisition. However, it can be said that in this scenario, the role of the educator is not clear. Furthermore, it is a fact that informal instruction has been really valued though it not always needs accreditation from an institution. Also, the lack of time monitoring on the part of the participants to dedicate themselves to study still brings out another drawback to the learning process. The results obtained in this study suggest a new contribution to future works on online learning.
This dissertation has as its main scope a critical analysis of the pedagogical model adopted in the first MOOC (Massive Open Online Course) in Portuguese language – MOOC ODL, which was conceived and developed by means of the expertise of its organizers in formal and informal learning settings in accordance with the Connectivism model proposed by Siemens and Downes (2008). A qualitative approach (descriptive-exploratory) was adopted due to the novelty of the phenomenon under investigation and the lack of research on MOOCs. This justifies the usage of a qualitatively oriented approach and the choice of the methodological procedures. The study was conducted under quantitative and qualitative data divided into four parts: 1) active observation during the course period; 2) focused interview with course organizers; 3) questionnaires with course participants; and 4) selection of post/comments published in the social media as well as information exchange on the Web 2.0 tools. Such procedure allowed the triangulation of the data, bringing reliability to the material analysis as well as scientific endorsement to the research. On the one hand, the results obtained suggest that a MOOC-like course constitutes an open space to pedagogical experiments and the acquisition of new knowledge and competences. On the other hand, the convergence of web 2.0 tools can assist the learning process even at distance, given the fact that interaction and collaboration contribute to knowledge acquisition. However, it can be said that in this scenario, the role of the educator is not clear. Furthermore, it is a fact that informal instruction has been really valued though it not always needs accreditation from an institution. Also, the lack of time monitoring on the part of the participants to dedicate themselves to study still brings out another drawback to the learning process. The results obtained in this study suggest a new contribution to future works on online learning.
Description
Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta
Keywords
Ensino a distância Elearning MOOCs Cursos Conetivismo Modelos educativos Língua portuguesa Avaliação da educação Connectivism MOOC cMOOC Online learning Portuguese language
Citation
Albuquerque, Rita de Cássia da Silva Pedroso de - O primeiro MOOC em língua portuguesa [Em linha] : análise crítica do seu modelo pedagógico. Lisboa : [s.n.], 2013. 191 p.