Atividades de estudo hipermidiática mediadas por ambiente virtual de ensino-aprendizagem livre

• Ano de defesa: 2010
• Autor(a) principal: Fruet, Fabiane Sarmento Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Tecnologias da informação e da comunicação livres; Ambiente virtual de ensino-aprendizagem livre; Atividade de estudo; Hipermídia educacional; Teoria da flexibilidade cognitiva; Free information and communication technologies; Free virtual teaching and learning environment; Study activities; Educational hypermedia; Cognitive flexibility theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6904

We investigated the hypermediatic integration of free information and communication technology in study activities, mediated by Free Virtual Teaching and Learning Environment, more specifically Moodle, in a course at the Federal University of Santa Maria. Our goal was to identify the advances and challenges of this integration in teaching and learning mediated by Moodle, in order to bring contributions to the educational process. Thus, we use the concept of educational action research, which involved a retrospective movement (questioning and reflective understanding of practice) and prospective (planning of new actions guided by the results already shown). In this work, we have also taken the methodological guidance of three matrices: Problem-Dialog Matrix (PDM), Thematic-Organizing Matrix (TOM) and Thematic-Analytical Matrix (TAM), which were organized respectively in three stages of spiral-cycles: thematic concern, organization and analysis. Study activities, dialog applied to problem-searching, educational hypermedia and cognitive flexibility were concepts that guided the development of hypermediatic study activities. Then, we conclude that the study activities organized in hypermediatic mode, mediated by Moodle, from a socio-constructivist, problem-dialog and Cognitive Flexibility Theory perspective, present a great scholar potential for the critical appropriation of scientific knowledge in relation to different contexts of reality.