Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologias Educacionais em Rede
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/30354 |
Resumo: | The changes in the education system, caused by the COVID-19 pandemic, underline the need to expand investigations and seek solutions for online teaching, with a particular focus on the design of digital materials for distance language teaching. At UFSM, since 2020 the LabEOn project has involved students in initial and continuing education in the review and creation of content for virtual courses to foster learning through the design of the agents involved in this process (COPE; KALANTZIS, 2015). Because of this, the integration of dynamic elements, via the H5P plug-in on the Moodie platform (GERVASIO, 2019), provoked the need to investigate pedagogical and technological guidelines that would guide the adoption of innovative approaches in distance language teaching. However, a challenge arises: What strategies and/or resources can be used in the didactic material of an online course to generate student autonomy and engagement? Intending to seek an answer to this question, this research investigates how the redesign of the didactic material of the E-3D course, level 2, contributes to propose technological and pedagogical guidelines for language teaching in the EaD modality. For this, through exploratory, qualitative, descriptive and interpretive research, a case study was carried out, which followed the steps of a Design-Based Research and the MoDE Framework (REIS, 2021) to implement a design based on multiliteracy pedagogy (COPE; KALANTZIS, 2015; 2009). Therefore, in the literature review, studies on language teaching in the distance modality, the principles of learning through design, from the perspective of the pedagogy of multiliteracies (COPE; KALANTZIS, PINHEIRO, 2020) were discussed, given the need to enhance the processes of design, designing and redesign in distance language learning. In addition, studies on distance learning and the use of the H5P plug-in in online courses were discussed. The results discuss the evaluation made by the participants of two distinct groups on the implementations proposed in the E-3D course, level 2, which were carried out for the course in the distance learning modality. Participants highlighted how the developed digital material provided engagement and autonomy, considering the categories of Attention, Relevance, Confidence and Satisfaction (KELLER, 2009). Therefore, the implemented resources, through using activities with H5P on the Moodie platform, increased student engagement in the course under study. Both the digital materials and the synchronous activities drew attention, highlighted the relevance of the contents addressed, and demonstrated satisfaction with the activities and interactive exercises, which increased the students' confidence and sense of achievement in the course. As a contribution to this research, ten guidelines are presented to guide the practice of language teaching in distance learning, which guide the inclusion of topics of interest to students, the adoption of active methodologies in synchronous and asynchronous teaching; the importance of choosing a good platform and continuous evaluation of the proposed materials; the need for English teachers to act as designers and learning mediators, creating interactive content, providing feedback, collaborative activities and self-managed learning through the use of different resources. |
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2023-10-16T14:58:59Z2023-10-16T14:58:59Z2023-08-08http://repositorio.ufsm.br/handle/1/30354The changes in the education system, caused by the COVID-19 pandemic, underline the need to expand investigations and seek solutions for online teaching, with a particular focus on the design of digital materials for distance language teaching. At UFSM, since 2020 the LabEOn project has involved students in initial and continuing education in the review and creation of content for virtual courses to foster learning through the design of the agents involved in this process (COPE; KALANTZIS, 2015). Because of this, the integration of dynamic elements, via the H5P plug-in on the Moodie platform (GERVASIO, 2019), provoked the need to investigate pedagogical and technological guidelines that would guide the adoption of innovative approaches in distance language teaching. However, a challenge arises: What strategies and/or resources can be used in the didactic material of an online course to generate student autonomy and engagement? Intending to seek an answer to this question, this research investigates how the redesign of the didactic material of the E-3D course, level 2, contributes to propose technological and pedagogical guidelines for language teaching in the EaD modality. For this, through exploratory, qualitative, descriptive and interpretive research, a case study was carried out, which followed the steps of a Design-Based Research and the MoDE Framework (REIS, 2021) to implement a design based on multiliteracy pedagogy (COPE; KALANTZIS, 2015; 2009). Therefore, in the literature review, studies on language teaching in the distance modality, the principles of learning through design, from the perspective of the pedagogy of multiliteracies (COPE; KALANTZIS, PINHEIRO, 2020) were discussed, given the need to enhance the processes of design, designing and redesign in distance language learning. In addition, studies on distance learning and the use of the H5P plug-in in online courses were discussed. The results discuss the evaluation made by the participants of two distinct groups on the implementations proposed in the E-3D course, level 2, which were carried out for the course in the distance learning modality. Participants highlighted how the developed digital material provided engagement and autonomy, considering the categories of Attention, Relevance, Confidence and Satisfaction (KELLER, 2009). Therefore, the implemented resources, through using activities with H5P on the Moodie platform, increased student engagement in the course under study. Both the digital materials and the synchronous activities drew attention, highlighted the relevance of the contents addressed, and demonstrated satisfaction with the activities and interactive exercises, which increased the students' confidence and sense of achievement in the course. As a contribution to this research, ten guidelines are presented to guide the practice of language teaching in distance learning, which guide the inclusion of topics of interest to students, the adoption of active methodologies in synchronous and asynchronous teaching; the importance of choosing a good platform and continuous evaluation of the proposed materials; the need for English teachers to act as designers and learning mediators, creating interactive content, providing feedback, collaborative activities and self-managed learning through the use of different resources.As alterações no sistema educativo, provocadas pela pandemia da COVID-19, sublinham a necessidade de expandir investigações e procurar soluções para o ensino on-line, com especial enfoque no design de materiais digitais para ensino de línguas a distância. Na UFSM, desde 2020 o projeto LabEOn envolve alunos em formação inicial e continuada na revisão e criação de conteúdos para cursos virtuais com o objetivo de fomentar a aprendizagem pelo design dos agentes envolvidos nesse processo (COPE; KALANTZIS, 2015). Em vista disso, a integração de elementos dinâmicos, via plug-in H5P na plataforma Moodle (GERVÁSIO, 2019), provocou a necessidade de investigar diretrizes pedagógicas e tecnológicas que orientassem a adoção de abordagens inovadoras no ensino de idiomas a distância. No entanto, surge um desafio: quais estratégias e/ou recursos podem ser usados no material didático de um curso on-line para gerar a autonomia e o engajamento do aluno? Com a intenção de buscar resposta a essa pergunta, esta pesquisa investiga como o redesign do material didático do curso E-3D, nível 2, contribui para propor diretrizes tecnológicas e pedagógicas para o ensino de línguas na modalidade EaD. Para isso, por meio de uma pesquisa exploratória, de base qualitativa, descritiva e interpretativista, realizou-se um estudo de caso, o qual seguiu as etapas de uma Design Based Research e do Framework MoDE (REIS, 2021) para implementar um design baseado na pedagogia de multiletramentos (COPE; KALANTZIS, 2015; 2009). Portanto, na revisão de literatura foram discutidos estudos sobre o ensino de idiomas na modalidade a distância, os princípios da aprendizagem pelo design, na perspectiva da pedagogia dos multiletramentos (COPE; KALANTZIS, PINHEIRO, 2020), haja vista a necessidade de potencializar os processos de design, designing e redesign na aprendizagem de línguas na modalidade a distância. Além disso, foram abordados estudos sobre EAD e o uso do plug-in H5P em cursos on-line. Os resultados discutem a avaliação feita pelos participantes de dois grupos distintos sobre as implementações propostas no curso E-3D, nível 2, as quais foram realizadas para a oferta do curso na modalidade EAD. Os participantes salientaram como o material digital desenvolvido proporcionou engajamento e autonomia, considerando as categorias Atenção, Relevância, Confiança e Satisfação (KELLER, 2009). Portanto, os recursos implementados, pelo uso de atividades com H5P na plataforma Moodle, aumentou o engajamento do aluno no curso em estudo. Tanto os materiais digitais quanto as atividades síncronas chamaram a atenção, destacaram a relevância dos conteúdos abordados, demonstraram a satisfação pelas atividades e exercícios interativos, o que aumentou a confiança e o senso de realização dos alunos pelo curso. Como contribuição desta pesquisa são apresentadas dez diretrizes para orientar a prática de ensino de línguas na modalidade EAD, as quais orientam a inclusão de temáticas de interesses dos alunos, a adoção de metodologias ativas no ensino síncrono e assíncrono; a importância da escolha de uma boa plataforma e de avaliação continua dos materiais propostos; a necessidade da atuação professores de inglês como designers e mediadores de aprendizagens, elaborando conteúdos interativos, providenciando feedback, atividades colaborativas e aprendizagem autogerida pelo uso de diferentes recursos.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Tecnologias Educacionais em RedeUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessInglês como língua adicionalMaterial didático digitalDiretrizesEaDEnglish as aditional languageDigital didactic materialGuidelinesDistance educationCNPQ::CIENCIAS HUMANAS::EDUCACAOInvestigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3DInvestigation of pedagogic-technological guidelines to guide the redesign of distance language courses: the English online 3D caseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisReis, Susana Cristina doshttp://lattes.cnpq.br/3804571013104935Gomes Junior , Ronaldo CorreaBulla, Gabriela da Silvahttp://lattes.cnpq.br/3438290817660522Bock, Ricardo Rudolfo7008000000066006006006006002b2f4116-4fe7-439e-af6c-6e19cc913d7fea0c7da9-8260-4f50-86b9-7d03e950d3fa7aa4fc88-58b1-42f4-8637-b472bbd2836a1128a2a0-a7f5-480d-b1bc-4914bafe9c6areponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGTER_2023_BOCK_RICARDO.pdfDIS_PPGTER_2023_BOCK_RICARDO.pdfDissertação de mestradoapplication/pdf20669027http://repositorio.ufsm.br/bitstream/1/30354/1/DIS_PPGTER_2023_BOCK_RICARDO.pdf8f2e4d34d9a7d23cf1477e2334abbd9fMD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
dc.title.alternative.eng.fl_str_mv |
Investigation of pedagogic-technological guidelines to guide the redesign of distance language courses: the English online 3D case |
title |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
spellingShingle |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D Bock, Ricardo Rudolfo Inglês como língua adicional Material didático digital Diretrizes EaD English as aditional language Digital didactic material Guidelines Distance education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
title_full |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
title_fullStr |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
title_full_unstemmed |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
title_sort |
Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D |
author |
Bock, Ricardo Rudolfo |
author_facet |
Bock, Ricardo Rudolfo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Reis, Susana Cristina dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3804571013104935 |
dc.contributor.referee1.fl_str_mv |
Gomes Junior , Ronaldo Correa |
dc.contributor.referee2.fl_str_mv |
Bulla, Gabriela da Silva |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3438290817660522 |
dc.contributor.author.fl_str_mv |
Bock, Ricardo Rudolfo |
contributor_str_mv |
Reis, Susana Cristina dos Gomes Junior , Ronaldo Correa Bulla, Gabriela da Silva |
dc.subject.por.fl_str_mv |
Inglês como língua adicional Material didático digital Diretrizes EaD |
topic |
Inglês como língua adicional Material didático digital Diretrizes EaD English as aditional language Digital didactic material Guidelines Distance education CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
English as aditional language Digital didactic material Guidelines Distance education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The changes in the education system, caused by the COVID-19 pandemic, underline the need to expand investigations and seek solutions for online teaching, with a particular focus on the design of digital materials for distance language teaching. At UFSM, since 2020 the LabEOn project has involved students in initial and continuing education in the review and creation of content for virtual courses to foster learning through the design of the agents involved in this process (COPE; KALANTZIS, 2015). Because of this, the integration of dynamic elements, via the H5P plug-in on the Moodie platform (GERVASIO, 2019), provoked the need to investigate pedagogical and technological guidelines that would guide the adoption of innovative approaches in distance language teaching. However, a challenge arises: What strategies and/or resources can be used in the didactic material of an online course to generate student autonomy and engagement? Intending to seek an answer to this question, this research investigates how the redesign of the didactic material of the E-3D course, level 2, contributes to propose technological and pedagogical guidelines for language teaching in the EaD modality. For this, through exploratory, qualitative, descriptive and interpretive research, a case study was carried out, which followed the steps of a Design-Based Research and the MoDE Framework (REIS, 2021) to implement a design based on multiliteracy pedagogy (COPE; KALANTZIS, 2015; 2009). Therefore, in the literature review, studies on language teaching in the distance modality, the principles of learning through design, from the perspective of the pedagogy of multiliteracies (COPE; KALANTZIS, PINHEIRO, 2020) were discussed, given the need to enhance the processes of design, designing and redesign in distance language learning. In addition, studies on distance learning and the use of the H5P plug-in in online courses were discussed. The results discuss the evaluation made by the participants of two distinct groups on the implementations proposed in the E-3D course, level 2, which were carried out for the course in the distance learning modality. Participants highlighted how the developed digital material provided engagement and autonomy, considering the categories of Attention, Relevance, Confidence and Satisfaction (KELLER, 2009). Therefore, the implemented resources, through using activities with H5P on the Moodie platform, increased student engagement in the course under study. Both the digital materials and the synchronous activities drew attention, highlighted the relevance of the contents addressed, and demonstrated satisfaction with the activities and interactive exercises, which increased the students' confidence and sense of achievement in the course. As a contribution to this research, ten guidelines are presented to guide the practice of language teaching in distance learning, which guide the inclusion of topics of interest to students, the adoption of active methodologies in synchronous and asynchronous teaching; the importance of choosing a good platform and continuous evaluation of the proposed materials; the need for English teachers to act as designers and learning mediators, creating interactive content, providing feedback, collaborative activities and self-managed learning through the use of different resources. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-16T14:58:59Z |
dc.date.available.fl_str_mv |
2023-10-16T14:58:59Z |
dc.date.issued.fl_str_mv |
2023-08-08 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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http://repositorio.ufsm.br/handle/1/30354 |
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http://repositorio.ufsm.br/handle/1/30354 |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Tecnologias Educacionais em Rede |
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UFSM |
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Brasil |
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Educação |
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Universidade Federal de Santa Maria Centro de Educação |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1801485469383393280 |