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Inven!RA: um contributo para plataformas alinhadas com a transformaĆ§Ć£o digital
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Advisor(s)
Abstract(s)
O desenvolvimento tecnolĆ³gico transforma a sociedade, alterando o viver e conviver humano. Na educaĆ§Ć£o, a presenƧa do digital foi impulsionada na pandemia da COVID-19, evidenciando barreiras Ć transformaĆ§Ć£o. Uma delas refere-se Ć circunstĆ¢ncia de as plataformas digitais atuais reproduzirem ou encorajarem processos prĆ©-digitais de ensino e de aprendizagem. Para potenciar transformaƧƵes na EducaĆ§Ć£o, precisamos de tecnologias nĆ£o reprodutoras dos processos atuais. Tecnologias que instiguem professores e estudantes, em vez de os condicionar. O desafio estĆ” na proposta de metodologias e prĆ”ticas; de arquiteturas e plataformas, fundamentadas em epistemologias reticulares que propiciem a conexĆ£o entre pessoas e tecnologias, por espaƧos digitais e fĆsicos, e outras dimensƵes de complexidade, encaradas por conceitos como inventividade, ato conectivo transorgĆ¢nico e ecologias inteligentes. Ou seja, a tecnologia precisa de estar alinhada com novas epistemologias, metodologias e prĆ”ticas pedagĆ³gicas. Apresentamos uma proposta de arquitetura tecnolĆ³gica alinhada a transformaĆ§Ć£o da educaĆ§Ć£o: a Inven!RA, que visa permitir a produĆ§Ć£o de plataformas capazes de propiciar transformaĆ§Ć£o do ensino e da aprendizagem. Fundamenta-se nas epistemologias reticulares-conectivas e nas metodologias inventivas, onde se entrelaƧam ecologias educativas de participantes humanos e nĆ£o humanos, reconhecendo o surgimento das novas formas atĆ³picas de habitar, bem como a virtualizaĆ§Ć£o da educaĆ§Ć£o numa perspectiva de ecossistema.
The social transformations empowered by technological development were further accelerated by the COVID-19 pandemic and the rapid expansion of generative artificial intelligence. In education, these drivers have highlighted barriers to the acknowledgment and embracing of such transformations. One such barrier is the circumstance that current digital platforms replicate or encourage pre-digital teaching and learning processes. To foster transformative changes in education, we need technologies that do not merely reproduce current processes, but rather inspire stakeholders (teachers, students, administrators, decision-makers) to change, rather than bind them. The challenge lies in designing technological platforms that support new pedagogical methodologies: strategies, practices, and concrete acts grounded in epistemologies that rely on mutual, networked interventions of people and technologies in both digital and physical spaces. Methodologies that aspire to cognitive complexity, acknowledging the hypercomplex nature of current contexts. Educational technologies must therefore be aligned with new epistemologies, with new pedagogical methodologies, and their implementations. In this work, we present a proposal for a technological architecture aligned with the digital transformation of education: Inven!RA, which aims to guide the production of ecological interaction platforms in cognitive ecosystems, within hypercomplex networks of human and non-human participants, where teaching and learning occur.
The social transformations empowered by technological development were further accelerated by the COVID-19 pandemic and the rapid expansion of generative artificial intelligence. In education, these drivers have highlighted barriers to the acknowledgment and embracing of such transformations. One such barrier is the circumstance that current digital platforms replicate or encourage pre-digital teaching and learning processes. To foster transformative changes in education, we need technologies that do not merely reproduce current processes, but rather inspire stakeholders (teachers, students, administrators, decision-makers) to change, rather than bind them. The challenge lies in designing technological platforms that support new pedagogical methodologies: strategies, practices, and concrete acts grounded in epistemologies that rely on mutual, networked interventions of people and technologies in both digital and physical spaces. Methodologies that aspire to cognitive complexity, acknowledging the hypercomplex nature of current contexts. Educational technologies must therefore be aligned with new epistemologies, with new pedagogical methodologies, and their implementations. In this work, we present a proposal for a technological architecture aligned with the digital transformation of education: Inven!RA, which aims to guide the production of ecological interaction platforms in cognitive ecosystems, within hypercomplex networks of human and non-human participants, where teaching and learning occur.
Description
Keywords
EducaĆ§Ć£o digital TransformaĆ§Ć£o digital Arquitetura de sistemas Plataforma digital Ecossistema cognitivo Digital education Digital transformation System architecture Digital platform Cognitive ecosystem
Citation
Schlemmer, Eliane; Morgado, Leonel - Inven!RA: um contributo para plataformas alinhadas com a transformaĆ§Ć£o digital. "RE@D ā Revista de EducaĆ§Ć£o a DistĆ¢ncia e eLearning" [Em linha]. ISSN 2182-4967. Vol. 7, nĀŗ 1 (jan.-junho 2024)
Publisher
Universidade Aberta. LE@D