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Abstract(s)
Nas atuais sociedades em rede, em constante transformação por via da evolução dos ambientes virtuais e das tecnologias digitais, as dimensões individuais e coletivas integram processos complexos, dinâmicos e inovadores. A complexidade remete aqui para um ecossistema de redes com elementos interconectados e interdependentes. Neste contexto, o paradigma mecanicista, racional e fragmentado tende a esgotar-se, emergindo uma abordagem que assenta na conexão e convergência de saberes antes fragmentados remetendo ao multidimensional, ao inter e transdisciplinar, ao global. No quadro da complexidade, a colaboração surge como promotora do desenvolvimento de uma visão crítica, reflexiva, transformadora. Os ambientes virtuais e as tecnologias digitais vêm ampliar as possibilidades de colaboração, os seus resultados e impactos. Mas acrescentam também complexidade. A investigação educacional não é alheia a estas dinâmicas, sendo propósito deste texto apresentar um contributo para a discussão desta problemática. Os novos ambientes virtuais de aprendizagem advêm destes cenários enriquecidos com o digital, têm em sua própria estrutura e dinâmica elementos que facilitam a intencionalidade pedagógica e interativa, promovendo a coaprendizagem e a coinvestigação. O objetivo deste capítulo é analisar os elementos pedagógicos que constituem uma investigação aberta e colaborativa nestes ambientes virtuais e em rede. Realizaremos essa análise pela abordagem qualitativa com foco em discussões originárias de cursos na área da formação online, comunidades de aprendizagem e interfaces inovadoras. Com esse referencial empírico é possível elucidar aspetos inovadores, mas complexos, que resultam em estratégias pedagógicas para a coinvestigação.
In today's network societies, constantly changing through the evolution of virtual environments and digital technologies, individual and collective dimensions integrate complex, dynamic, and innovative processes. Complexity here refers to an ecosystem of networks with interconnected and interdependent elements. In this context, the mechanistic, rational, and fragmented paradigm tends to run out, emerging an approach based on the connection and convergence of previously fragmented knowledge into a new multidimensional, transdisciplinary and global approach. In such context of complexity, collaboration emerges as a promoter of the development of a critical, reflective, transformative view. Virtual environments and digital technologies expand the possibilities of collaboration, its results, and impacts. But they also add complexity. Educational research is not outside of such dynamics. The purpose of this text is to present a contribution to the discussion of this issue. The new virtual learning environments come from these digital scenarios, do facilitate the pedagogical and interactive intentionality, as they promote co-learning and co-investigation. The objective of this chapter is to analyze the pedagogical elements that constitute an open and collaborative investigation in such virtual and networked environments. We will carry out this analysis using a qualitative approach, focusing on discussions coming from online training, learning communities and innovative interfaces. With this empirical framework, it is possible to highlight innovative and complex issues that pedagogical strategies for co-investigation require.
In today's network societies, constantly changing through the evolution of virtual environments and digital technologies, individual and collective dimensions integrate complex, dynamic, and innovative processes. Complexity here refers to an ecosystem of networks with interconnected and interdependent elements. In this context, the mechanistic, rational, and fragmented paradigm tends to run out, emerging an approach based on the connection and convergence of previously fragmented knowledge into a new multidimensional, transdisciplinary and global approach. In such context of complexity, collaboration emerges as a promoter of the development of a critical, reflective, transformative view. Virtual environments and digital technologies expand the possibilities of collaboration, its results, and impacts. But they also add complexity. Educational research is not outside of such dynamics. The purpose of this text is to present a contribution to the discussion of this issue. The new virtual learning environments come from these digital scenarios, do facilitate the pedagogical and interactive intentionality, as they promote co-learning and co-investigation. The objective of this chapter is to analyze the pedagogical elements that constitute an open and collaborative investigation in such virtual and networked environments. We will carry out this analysis using a qualitative approach, focusing on discussions coming from online training, learning communities and innovative interfaces. With this empirical framework, it is possible to highlight innovative and complex issues that pedagogical strategies for co-investigation require.
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Keywords
Ambientes virtuais Coaprendizagem Coinvestigação Cenários digitais Virtual environments Co-learning Co-investigation Digital scenarios
Pedagogical Context
Citation
Publisher
Universidade Aberta