Learning design: conceitos, métodos e ferramentas

• Ano de defesa: 2011
• Autor(a) principal: Assis, Maria Paulina de
• Orientador(a): Almeida, Maria Elizabeth Bianconcini Trindade Morato Pinto de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Prática pedagógica; Inovação; Ciclo Iterativo de Learning Design
• Palavras-chave em Inglês: Learning design; Pedagogical practice; Innovation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9573

This thesis raises the question of the challenges faced by university lecturers in integrating information and communications technology (ICT) with their pedagogical practice. It is argued that these challenges can be addressed if they are aided by other educators and it is suggested that this can be achieved by means of collaborative work in which the lecturers share their pedagogical practices with their colleagues and analyse, refine and recontextualise them so that they can be used again in different teaching and learning environments. The general aim of the thesis is to seek a theoretical-practical rationale to support the argument and this is undertaken through a bibliographical review and research in the field. It is also argued that the collaborative work involved in the process of formulating a learning design can lead to innovations in pedagogical practice. The field research was carried out in an Exploratory Study in the United Kingdom and an Empirical Research Study in Brazil. The results of both these researches corroborate the findings of the literature and show the following: in general terms, the university lecturers who were researched, plan in an empirical and asystematic manner; they make little use of ICT in their planning; they share their pedagogical methods and resources with their colleagues; and they would make use of the support provided by the learning design tools if they had the opportunity. There are two benefits to academic research which have emerged from this study: the ability to draw up a plan and develop a tool prototype to support teachers in preparing a learning design, and the concept of the Iterative Cycle of Learning Design (a construct devised by the author, who has put forward the argument of this thesis)