O design instrucional como parte da metodologia de ensino em ambientes virtuais de aprendizagem
Miniatura indisponível
Data
2019
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Esta dissertação se iniciou considerando que a virtualização do ambiente de ensino é
parte da cibercultura. Depois de embasados os conceitos foram apontadas as boas
práticas em Ambientes Virtuais de Aprendizagem (AVAs) respaldadas por artigos que
contextualizam a prática da virtualização da educação no Brasil. Dentre estas práticas, o
Design Instrucional (DI) atua como uma metodologia possibilitadora da virtualização
do ambiente de ensino.O propósito deste estudo foi evidenciar a prática Design
Instrucional num ambiente virtual de aprendizagem. A questão principal que norteou a
investigação centrou-se na forma como os elementos de DI atuam na prática de ensino
midiatizado em educação à distância, num AVA.O estudo se desenvolveu numa
Instituição de Ensino Superior (IES) na modalidade EAD do Brasil. Foram
disponibilizadas cinco turmas, 5 professores que também atuam como tutores e 120
alunos, bem como o ambiente de aprendizagem utilizado.Foram utilizadas três formas
de coletas de dados: entrevistas aos professores, um questionário aos alunos e análise
heurística. Estes dados foram analisados individualmente e submetidos a análise vertical
onde foram devidamente interpretados.Como conclusão, foram levantados os elementos
caracterizadores da prática de DI no AVA e foram ressaltadas características de design
gráfico e planejamento como fundamentais para o entendimento de DI. Também foram
apontadas as diferentes atuações de designers gráficos, professores e tutores como
agentes promotores de DI em AVA.
This paper investigates the performance of instructional design as a teaching methodology applied to Virtual Learning Environments (VLEs). After giving some basic concepts, good practices were pointed out in VLEs supported by some articles that contextualize the practice of virtualized education in Brazil. Among these practices, Instructional Design (ID) acts as a methodology in which the virtualization enables teaching environment. The purpose of this study is to highlight the practice of instructional design in a virtual learning environment. The main question which guided the investigation was centered in the way ID elements act in the practice of mediated teaching. The study was developed in a Superior Educational Institution (SEI) in Brazil. Five groups were made available, 5 teachers who also act as tutors and 120 students, as well as the learning environment used. The study used three different forms of data collection: interviews with teachers, questionnaire applied to students and the heuristic analysis. These data were analyzed individually and then submitted to a vertical analysis in which they were duly interpreted. As conclusion, the characterized elements of ID in VLE practice were raised, as well as graphic design and planning characteristics were highlighted as fundamental for the understanding of ID. It was also pointed out different performances of graphic designers, teachers and tutors as agents promoting of ID in VLE.
This paper investigates the performance of instructional design as a teaching methodology applied to Virtual Learning Environments (VLEs). After giving some basic concepts, good practices were pointed out in VLEs supported by some articles that contextualize the practice of virtualized education in Brazil. Among these practices, Instructional Design (ID) acts as a methodology in which the virtualization enables teaching environment. The purpose of this study is to highlight the practice of instructional design in a virtual learning environment. The main question which guided the investigation was centered in the way ID elements act in the practice of mediated teaching. The study was developed in a Superior Educational Institution (SEI) in Brazil. Five groups were made available, 5 teachers who also act as tutors and 120 students, as well as the learning environment used. The study used three different forms of data collection: interviews with teachers, questionnaire applied to students and the heuristic analysis. These data were analyzed individually and then submitted to a vertical analysis in which they were duly interpreted. As conclusion, the characterized elements of ID in VLE practice were raised, as well as graphic design and planning characteristics were highlighted as fundamental for the understanding of ID. It was also pointed out different performances of graphic designers, teachers and tutors as agents promoting of ID in VLE.
Descrição
Orientação: Dulce Maria Franco
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO À DISTÂNCIA, E-LEARNING, APRENDIZAGEM, ENSINO SUPERIOR, PROCESSO DE ENSINO-APRENDIZAGEM, EDUCATION, DISTANCE LEARNING, E-LEARNING, LEARNING, HIGHER EDUCATION, TEACHING-LEARNING PROCESS