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Definindo ecossistema de aprendizagem digital em rede: perceções de professores envolvidos em processos de formação
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Abstract(s)
Numa nova era digital, móvel, leve e líquida, num mundo estruturado de uma forma complexa, ubíquo e híbrido, onde coabitam o analógico e o digital, o real e o virtual, o humano e a máquina, o offline e o online, do reconhecimento de que vivemos numa nova ordem social, cultural, econômica, política e da vertiginosa evolução das tecnologias, deparamo-nos com a necessidade de focar a discussão na construção de novos ecossistemas de aprendizagem digitais em rede. É precisamente, um desses ecossistemas de aprendizagem que pretendemos analisar, a partir da metodologia de Design Based Research e da análise qualitativa das perceções dos formandos envolvidos, tendo como referencial o Modelo Pedagógico Virtual® da Universidade Aberta, Portugal. Os resultados mostram que o design deste ecossistema de aprendizagem, ancorado nos princípios do construtivismo, da autonomia, da flexibilidade, da inclusão e da interação, podem favorecer a criação de comunidades virtuais de aprendizagem robustas e um consequente engajamento dos estudantes no processo académico.
In a new digital, mobile, light and liquid age, in a complex, ubiquitous and hybrid structured world, where analog and digital, real and virtual, human and machine, offline and online, coexist, we acknowledge that we live in a new social, cultural, economic and political order and the dizzying evolution of technologies, we are faced with the need to focus the discussion on the construction of new learning spaces, such as digital network ecosystems. It is precisely one of these learning ecosystems that we intend to analyze, based on the Design Based Research methodology and the qualitative analysis of the perceptions of the teachers involved, having as reference the Open University Virtual Pedagogical Model of Portugal. The results show that the design of this learning ecosystem, anchored in the principles of constructivism, autonomy, flexibility, inclusion and interaction, can contribute to the creation of robust virtual learning communities and a consequent engagement of students in the academic process.
In a new digital, mobile, light and liquid age, in a complex, ubiquitous and hybrid structured world, where analog and digital, real and virtual, human and machine, offline and online, coexist, we acknowledge that we live in a new social, cultural, economic and political order and the dizzying evolution of technologies, we are faced with the need to focus the discussion on the construction of new learning spaces, such as digital network ecosystems. It is precisely one of these learning ecosystems that we intend to analyze, based on the Design Based Research methodology and the qualitative analysis of the perceptions of the teachers involved, having as reference the Open University Virtual Pedagogical Model of Portugal. The results show that the design of this learning ecosystem, anchored in the principles of constructivism, autonomy, flexibility, inclusion and interaction, can contribute to the creation of robust virtual learning communities and a consequent engagement of students in the academic process.
Description
Keywords
Ecossistemas digitais Tecnologias Pedagogia Digital ecosystems Technologies Pedagogy
Citation
MOREIRA, J. António, & RIGO, Rosa (2018). Definindo Ecossistema de Aprendizagem Digital em Rede: perceções de professores envolvidos em processos de formação. Debates em Educação, vol. 10, n.º 22, set-dez, 2018, 107-120