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Práticas educacionais abertas na universidade: um caso de integração curricular da Wikipédia
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Advisor(s)
Abstract(s)
Indubitavelmente a Wikipédia é um recurso que é acedido em todo o mundo, mas quando surgiu em 2001, pela mão de Jimmy Wales e Larry Sanger, o seu valor não foi logo reconhecido. Na atualidade, embora ainda não de forma explícita, nem generalizada, identificamos docentes e instituições que a promovem enquanto ferramenta para estimular o processo de ensino-aprendizagem. A integração curricular da Wikipédia, em contexto educativo, tem sido essencialmente concretizada no ensino superior, embora também ocorra noutros níveis de ensino, dependendo da função que lhe é atribuída. No caso de que damos conta na presente comunicação, tal integração está circunscrita ao Mestrado em Gestão da Informação e Bibliotecas Escolares da Universidade Aberta, mais concretamente à Unidade Curricular de Investigação em Educação. Relativamente à contextualização teórica, está suportada tanto nos conceitos fundadores (motivações) quanto nas práticas e desafios (concretizações) do fenómeno designado por Educação Aberta – das motivações destacamos o movimento “Open Access Education”, a “Web 2.0 Culture” e o movimento “Open Source Software”; das concretizações destacamos fenómenos como o “Open Access”, a “Open Scholarship” e os “Open Educational Resources”. Dada a abrangência do conceito de Educação Aberta, e dos fenómenos evidenciados, começamos por perspetivar o já referido movimento “Open Access Education”, cujo produto mais visível foi a emergência das universidades abertas no mundo, incluindo em Portugal, na qual o mestrado mencionado faz parte da respetiva oferta formativa. Por sua vez, tanto a “Web 2.0 Culture” como o movimento “Open Source Software” fizeram surgir diferentes tipos de software, nomeadamente os Wikis, em particular o MediaWiki (suporte dos artigos da Wikipédia). Uma das características dos Wikis é permitir, de forma fácil, a edição de texto e o trabalho cooperativo e colaborativo online. Além disso, o MediaWiki, por possuir uma licença aberta, assume-se como Recurso Educacional Aberto. Dos restantes movimentos e fenómenos, enfatizamos ainda quer os Recursos Educacionais Abertos, quer as Práticas Educacionais Abertas. Quanto ao Recursos Educacionais Abertos, estes traduzem-se em materiais de ensino, aprendizagem e investigação independentemente do meio, seja digital ou outro, que estejam em domínio público ou possuam uma licença
aberta que possibilite o acesso, utilização, adaptação e partilha por terceiros sem restrições ou com restrições limitadas. Já as Práticas Educacionais Abertas traduzem-se na integração dos Recursos Educacionais Abertos nas práticas letivas. Considerando que o foco da nossa comunicação se circunscreve ao desenho curricular das referidas práticas, no caso antes explicitado, estamos em presença de uma integração curricular da Wikipédia que, sob o ponto de vista do contexto, se refere ao Ensino Superior, a que subjaz a criação/edição de artigos da Wikipédia. À luz da tipologia de práticas educacionais abertas que adotamos, no que se refere ao eixo “de centrado no conteúdo a centrado no processo”, estamos em presença de uma implementação centrada no conteúdo e no processo. No que respeita ao eixo “de centrado no professor a centrado no aluno/estudante”, apresenta-se centrada no estudante. Quanto ao último eixo, “de principalmente focado no
pedagógico a focado na justiça social”, prevalece a dimensão pedagógica, apesar de se reconhecer a dimensão da justiça social, esta associada sobretudo a aspetos económicos, em virtude do interesse partilhado pelos estudantes no facto de os artigos da Wikipédia consubstanciarem conteúdo que fica acessível para o mundo.
Wikipedia is now a resource that is accessed all over the world, but when it was developed in 2001, by Jimmy Wales and Larry Sanger, its value was not immediately recognized. Currently, although not yet explicitly nor generally, we identify professors and institutions that promote it as a tool to stimulate the teaching-learning process. The curricular integration of Wikipedia, in an educational context, has essentially been carried out in Higher Education, although it also occurs at other levels of education, depending on the function assigned to it. In the case that we report in this presentation, such integration is restricted to the Master's in Information Management and School Libraries at the Universidade Aberta, Portugal, more specifically to the Curricular Unit of Research in Education. With regard to the theoretical framework, it is sustained both by the founding concepts (motivations) and in the practices and challenges (implementations) of the phenomenon called Open Education – among the motivations we highlight the “Open Access Education” movement, the “Web 2.0 Culture” and the “Open Source Software” movement; among the implementations, we highlight phenomena such as “Open Access”, “Open Scholarship” and “Open Educational Resources”. Given the wide scope of the Open Education concept, and the evidenced phenomena, we start by putting into perspective the already mentioned “Open Access Education” movement, of which the most visible output was the emergence of open universities in the world, including in Portugal, in which the aforementioned master’s degree is part of its training offer. Besides, both the “Web 2.0 Culture” and the “Open Source Software” movement gave rise to different types of software, namely Wikis, namely MediaWiki (the support for Wikipedia articles). One of the characteristics of Wikis is to allow, in an easy way, the edition of text and the cooperative and collaborative work online. In addition, MediaWiki, as it has an open license, is an Open Educational Resource. Of the remaining movements and phenomena, we emphasize both Open Educational Resources and Open Educational Practices. As for Open Educational Resources, these translate into teaching, learning and research materials regardless of the medium, whether digital or otherwise, which are in the public domain or have an open license that allows access, use, adaptation and sharing by third parties without restrictions or with limited restrictions. On the other hand, Open Educational Practices translate into the integration of Open Educational Resources in teaching practices. Considering that the focus of our presentation is limited to the curricular design of the aforementioned practices, in the case explained above, we are in the presence of a curricular integration of Wikipedia that, from the point of view of the context, refers to Higher Education, underlining the creation/edition of Wikipedia articles. In light of the typology of open educational practices that we have adopted, with regard to the axis “from centered on the content to centered on the process”, we are in the presence of an implementation centered on the content and the process. With regard to the axis “from centered on the teacher to centered on the student/student”, it is centered on the student. As for the last axis, “from mainly focused on pedagogy to focused on social justice”, the pedagogical dimension prevails, despite recognizing the dimension of social justice, which is mainly associated with economic aspects, due to the interest shared by students in the fact that Wikipedia articles embody content that is accessible to the world.
Wikipedia is now a resource that is accessed all over the world, but when it was developed in 2001, by Jimmy Wales and Larry Sanger, its value was not immediately recognized. Currently, although not yet explicitly nor generally, we identify professors and institutions that promote it as a tool to stimulate the teaching-learning process. The curricular integration of Wikipedia, in an educational context, has essentially been carried out in Higher Education, although it also occurs at other levels of education, depending on the function assigned to it. In the case that we report in this presentation, such integration is restricted to the Master's in Information Management and School Libraries at the Universidade Aberta, Portugal, more specifically to the Curricular Unit of Research in Education. With regard to the theoretical framework, it is sustained both by the founding concepts (motivations) and in the practices and challenges (implementations) of the phenomenon called Open Education – among the motivations we highlight the “Open Access Education” movement, the “Web 2.0 Culture” and the “Open Source Software” movement; among the implementations, we highlight phenomena such as “Open Access”, “Open Scholarship” and “Open Educational Resources”. Given the wide scope of the Open Education concept, and the evidenced phenomena, we start by putting into perspective the already mentioned “Open Access Education” movement, of which the most visible output was the emergence of open universities in the world, including in Portugal, in which the aforementioned master’s degree is part of its training offer. Besides, both the “Web 2.0 Culture” and the “Open Source Software” movement gave rise to different types of software, namely Wikis, namely MediaWiki (the support for Wikipedia articles). One of the characteristics of Wikis is to allow, in an easy way, the edition of text and the cooperative and collaborative work online. In addition, MediaWiki, as it has an open license, is an Open Educational Resource. Of the remaining movements and phenomena, we emphasize both Open Educational Resources and Open Educational Practices. As for Open Educational Resources, these translate into teaching, learning and research materials regardless of the medium, whether digital or otherwise, which are in the public domain or have an open license that allows access, use, adaptation and sharing by third parties without restrictions or with limited restrictions. On the other hand, Open Educational Practices translate into the integration of Open Educational Resources in teaching practices. Considering that the focus of our presentation is limited to the curricular design of the aforementioned practices, in the case explained above, we are in the presence of a curricular integration of Wikipedia that, from the point of view of the context, refers to Higher Education, underlining the creation/edition of Wikipedia articles. In light of the typology of open educational practices that we have adopted, with regard to the axis “from centered on the content to centered on the process”, we are in the presence of an implementation centered on the content and the process. With regard to the axis “from centered on the teacher to centered on the student/student”, it is centered on the student. As for the last axis, “from mainly focused on pedagogy to focused on social justice”, the pedagogical dimension prevails, despite recognizing the dimension of social justice, which is mainly associated with economic aspects, due to the interest shared by students in the fact that Wikipedia articles embody content that is accessible to the world.
Description
Produção científica Integrada no âmbito da Rede Académica Internacional WEIWER®, UID4372/FCT Laboratório de Educação a Distância e Elearning, Universidade Aberta.
Keywords
Educação aberta Recursos educacionais abertos Práticas educacionais abertas Ensino superior universitário Integração curricular da Wikipédia Open education Open educational resources Open educational practices University higher education Wikipedia curriculum integration
Pedagogical Context
Citation
Cardoso, T. M. L. & Pestana, F. (2023). Práticas educacionais abertas na universidade: um caso de integração curricular da Wikipédia. García-Valcárcel, Ana; Gonçalves, Vitor; Moreira, José António; Gutiez Cuevas, Pilar; Cabezas-González, Marcos; Casillas-Martín, Sonia; García-Hernández, Alién (Edits.). IX Conferência Ibérica de Inovação na Educação com TIC - ieTIC2023: libro de resúmenes, 180-182. Instituto Politécnico de Bragança.
Publisher
Instituto Politécnico de Bragança