Interações de professores com ferramentas virtuais de aprendizagem para construção coletiva de um jogo de controvérsia

• Ano de defesa: 2018
• Autor(a) principal: Alysson Feitosa Ramos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação a Distância; Jogos de Controvérsia; Formação de Professores; Inovações tecnologicas; Universidade aberta Brasil; Ensino à distância; Jogos educativos; Educação; Ensino superior; Professores Formação; Professores e alunos; Tecnologia educacional; Ensino à distância Métodos de ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-B2XNW6

In the last de.cades, the federal government has invested in a set of actions and public policies aimed at the expansion and democratization of higher education. One of these actions was the creation, in 2005, of the Open University System of Brazil (UAB), which made it possible to offer several courses in the distance modality by public universities. However, developing classes in a Distance Learning environment is still challenging for the teacher, even for those most experienced in teaching. This environment, besides involving technical knowledge of platform and virtual tools, demands a new look at the mediation of learning. It is within this context that the central objective of this work is inserted that is to analyze the mediations promoted between teachers and students during interactions with virtual tools for collective construction of a game. The data of this research were constructed along the interactions of the teachers and students in the forums, in the wikis and in the productions sent as tasks in an optional discipline offered to the course of Professional Masters in Teaching. The results highlight the potential of the use of virtual tools for the collective construction of a socio-scientific controversy. From this experience, a material directed to teachers was developed, which can be used as a support for the planning of group activities in a virtual learning environment. It is our expectation that teachers working in ODL courses will be encouraged to use virtual tools for collaborative productions more often.