Apropriação Tecnológica e Design Centrado no Aluno no Contexto de Ambientes Virtuais de Aprendizagem: aprofundando o tema pela perspectiva dos professores
Resumo
The search for improvements in the quality of education leads to interest in technological tools that support the teaching and learning activities in a student-centered design approach. The goal of this study is to explore AVAs activities and resources focusing on how they can improve technological appropriation and student-centered design. The subject is explored starting from studies on the literature, AVAs analysis, and teachers' researches highlighting the relationships between the semiotic affordance levels and technological appropriation ones as well as insights about the gap that exists between what is projected for an AVA and how it is really used.
Palavras-chave:
AVA, Design Centrado no Aluno, Apropriação Tecnológica
Referências
Baeten, M., Kyndt, E., Struyven, K., e Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3):243–260.
Cardoso, M. (2020). Apropriação tecnológica e design centrado no aluno no contexto de ambientes virtuais de aprendizagem. Dissertação de mestrado, Programa de Pós Graduação em Ciência da Computação, PUCRS, Porto Alegre, RS, Brasil.
Carroll, J. (2004). Completing design in use: closing the appropriation cycle. Em European Conference of Information Systems, page 44. Conole, G. e Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 2005(1):1–16.
De Souza, C. S. (2005). The semiotic engineering of human-computer interaction. MIT press. De Souza, C. S., Leitão, C. F., Prates, R. O., e Da Silva, E. J. (2006). The semiotic inspection method. Em Symposium on Human Factors in Computing Systems, pages 148–157. ACM.
De Souza, C.S., Prates, R.O., e Carey,T.(2000). Missing and declining affordances: Are these appropriate concepts? Journal of the Brazilian Computer Society, 7(1):26–34.
Derboven, J., Geerts, D., e De Grooff, D. (2017). Appropriating virtual learning environments: A study of teacher tactics. Journal of Visual Languages and Computing, 40:20–35.
DeSanctis, G. e Poole, M. S. (1994). Capturing the complexity in advanced technology use: Adaptive structuration theory. Organization Science, 5(2):121–147.
Habib, L. (2005). Finding a place and a space for online learning environments in an institutional setting: issues of objectification. Transactions on Internet Research, 1(2):7– 13.
Habib, L. e Sønneland, A. M. (2010). From alien to domestic? Virtual learning environment use from a domestication perspective. Journal of Online Learning and Teaching, 6(4):712–722.
Hannafin, M., Hannafin, K., e Gabbitas, B. (2009). Re-examining cognition during student-centered, Web-based learning. Educational Technology Research and Development, 57(6):767–785.
Iiyoshi, T., Hannafin, M. J., e Wang, F. (2005). Cognitive tools and student-centred learning: rethinking tools, functions and applications. Educational Media International, 42(4):281–296.
Jones, M. C. e Twidale, M. B. (2005). What’s in a name? Exploring the connections between abstraction and appropriation. International reports on socio-informatics, 2(2):43–47.
Land, S. M. e Hannafin, M. J. (1996). Student-Centered Learning Environments: Foundations, Assumptions, and Implications, chapter 1, pages 3–25. Taylor & Francis.
McCulloch, A.W., Hollebrands, K., Lee, H., Harrison,T., e Mutlu, A.(2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers & Education, 123:26–40.
Miles, M.B. e Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., e Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3):1321–1335.
Rubin, H.J. e Rubin, I. S. (2011). Qualitative interviewing: The art of hearing data. Sage Publications.
Sandtrø, T. A. (2012). How the domestication process of a VLE came to closure. The Online Educational Research Journal, 3:2–8.
Silveira, M. S., Barbosa, S.D.J., e Souza, C.S.d. (2004). Designing online help systems for reflective users. Journal of the Brazilian Computer Society, 9:25 – 38.
Valentini, C. B. e do Sacramento Soares, E. M. (2010). Aprendizagem em ambientes virtuais: compartilhando ideias e construindo cenários. EDUCS.
Cardoso, M. (2020). Apropriação tecnológica e design centrado no aluno no contexto de ambientes virtuais de aprendizagem. Dissertação de mestrado, Programa de Pós Graduação em Ciência da Computação, PUCRS, Porto Alegre, RS, Brasil.
Carroll, J. (2004). Completing design in use: closing the appropriation cycle. Em European Conference of Information Systems, page 44. Conole, G. e Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 2005(1):1–16.
De Souza, C. S. (2005). The semiotic engineering of human-computer interaction. MIT press. De Souza, C. S., Leitão, C. F., Prates, R. O., e Da Silva, E. J. (2006). The semiotic inspection method. Em Symposium on Human Factors in Computing Systems, pages 148–157. ACM.
De Souza, C.S., Prates, R.O., e Carey,T.(2000). Missing and declining affordances: Are these appropriate concepts? Journal of the Brazilian Computer Society, 7(1):26–34.
Derboven, J., Geerts, D., e De Grooff, D. (2017). Appropriating virtual learning environments: A study of teacher tactics. Journal of Visual Languages and Computing, 40:20–35.
DeSanctis, G. e Poole, M. S. (1994). Capturing the complexity in advanced technology use: Adaptive structuration theory. Organization Science, 5(2):121–147.
Habib, L. (2005). Finding a place and a space for online learning environments in an institutional setting: issues of objectification. Transactions on Internet Research, 1(2):7– 13.
Habib, L. e Sønneland, A. M. (2010). From alien to domestic? Virtual learning environment use from a domestication perspective. Journal of Online Learning and Teaching, 6(4):712–722.
Hannafin, M., Hannafin, K., e Gabbitas, B. (2009). Re-examining cognition during student-centered, Web-based learning. Educational Technology Research and Development, 57(6):767–785.
Iiyoshi, T., Hannafin, M. J., e Wang, F. (2005). Cognitive tools and student-centred learning: rethinking tools, functions and applications. Educational Media International, 42(4):281–296.
Jones, M. C. e Twidale, M. B. (2005). What’s in a name? Exploring the connections between abstraction and appropriation. International reports on socio-informatics, 2(2):43–47.
Land, S. M. e Hannafin, M. J. (1996). Student-Centered Learning Environments: Foundations, Assumptions, and Implications, chapter 1, pages 3–25. Taylor & Francis.
McCulloch, A.W., Hollebrands, K., Lee, H., Harrison,T., e Mutlu, A.(2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers & Education, 123:26–40.
Miles, M.B. e Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., e Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3):1321–1335.
Rubin, H.J. e Rubin, I. S. (2011). Qualitative interviewing: The art of hearing data. Sage Publications.
Sandtrø, T. A. (2012). How the domestication process of a VLE came to closure. The Online Educational Research Journal, 3:2–8.
Silveira, M. S., Barbosa, S.D.J., e Souza, C.S.d. (2004). Designing online help systems for reflective users. Journal of the Brazilian Computer Society, 9:25 – 38.
Valentini, C. B. e do Sacramento Soares, E. M. (2010). Aprendizagem em ambientes virtuais: compartilhando ideias e construindo cenários. EDUCS.
Publicado
24/11/2020
Como Citar
CARDOSO, Márcia Coelho; SILVEIRA, Milene Selbach.
Apropriação Tecnológica e Design Centrado no Aluno no Contexto de Ambientes Virtuais de Aprendizagem: aprofundando o tema pela perspectiva dos professores. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 712-721.
DOI: https://doi.org/10.5753/cbie.sbie.2020.712.
