Desafios do processo de autoria em EAD aos professores do projeto TICs/IFSul

• Ano de defesa: 2012
• Autor(a) principal: Anjos, Mauro Hallal dos
• Orientador(a): Sperotto, Rosária Ilgenfritz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: TIC; Educação a distância; Autoria; Material didático
• Palavras-chave em Inglês: ICT; Distance education; Authoring; Teaching material
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1626

This dissertation is constituted from an investigation that aims to better train teachers to work in the authoring process in Distance Education (EAD). It was aimed to investigate the challenges faced by teachers when developing subjects that are part of the "STRUCTURING PROJECT AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN UNDERGRADUATE COURSES OF IFSUL", developed at the Open University of Brazil (UAB ) of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFSUL), and which covered 28 subjects of the curriculum framework of the classroom-based model undergraduate courses and that were designed to be offered to distance education students, featuring a convergence in the teaching methods in what is called hybrid or blended learning model. In this study it was considered their need to acquire specific skills for EAD in three major dimensions: technological, pedagogical and collective work. The technological dimension sought to show that the evolution of the information and communications technologies (ICTs) enables changes in the teaching practices, allowing the shift of distributive learning processes to interactive and collaborative ones, taking off the emphasis on content and putting it on the student. In regard to the dimension collective work, it questioned the teaching practice which is paradoxically collaborative and fragmented. On the other hand, the pedagogical dimension seeks to show that although the methodological and epistemological knowledge are the same, when mediated by technology, they require different procedures constituting a theory of EAD in which the focus shifts from the teacher to the student, from the teaching to the learning, but requiring advance and detailed planning. In order to identify the challenges faced by teachers in these three dimensions, a qualitative study is performed, using as tools a multiple choice form, interviews and the analysis of papers made by the authoring-teachers for the subjects. To identify the challenges concerning the teaching practices that are revealed in the authoring process in the design of teaching materials, it was necessary to identify the elements that indicated a quality material for EAD. Then an instrument that guided the analysis of the materials produced was designed, and it constituted four subcategories of the pedagogical dimension: the structure, the content, the language and the activities. It was noticed that teachers exploit ICT very little because the work is still lonely, but with the help of a multidisciplinary team, and consequently transfer their classroom practices to the distance learning. It was found that teachers have difficulties in writing in dialogic language, making summaries and structuring the content that will be present in different media, which was aggravated by the great research work and planning necessary as well as the short time that teachers have to design it due to other teaching commitments in the classroom-based environment and the lack of training to perform the authoring of the teaching-learning process for EAD.