Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
SILVA JÚNIOR, Geraldo Nunes da
 |
| Orientador(a): |
LIMA, Juliano Bandeira |
| Banca de defesa: |
SALAZAR, Domingos Sávio Pereira,
DINIZ, Juliana Regueira Basto,
BERNARDINO JUNIOR, Francisco Madeiro |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7959
|
Resumo: |
The Distance Education Census (2014) of the Brazilian Distance Education Association (Associação Brasileira de Educação a Distância – ABED) indicates that video lesson has become a widespread resource, being the second most used resource for dissemination of learning content in distance education. In this context, this dissertation presents as general objective to analyze how the didacticpedagogical contributions of the teacher are mobilized in the preparation of video lessons, considering the influence of the teaching dynamics. Therefore, the research uses a case study of an interpretative nature with a qualitative approach. In order to reach the research proposal, data were collected from three instruments: semistructured interview with teachers/ producers of video lessons, observation of observation of video lessons produced by the interviewees and, finally, a semistructured online questionnaire with distance education students. With the analysis of the data obtained, were verified the didactic-pedagogical contributions of the teacher in the preparation of video lessons; the main potentializers elements of the teachinglearning process in video lessons; and the formative needs of the teacher-trainers for the use of video lessons in Distance Education. The results of the interview analysis lead us to think that all teachers produce their own video lessons. However, there is a need for continuous training, since most of the teachers interviewed claimed to have no knowledge and / or have not undertaken some type of training to development of video lessons. In addition, it is detected the absence of communication between teachers and instructional designer, being that this communication is essential for the production of any didactic material. In the analysis obtained from the observation of video lessons it was verified that video lessons are produced in studio and/or with Camtasia application. In addition, it is noticed that teachers neglect didactic subsidies in video lessons such as: promotion of dialogism with students, construction of a review in the closure of video lessons and interaction between video lessons and didactic material. The findings obtained from the observation of video lessons were also detected in the data collected from the students through the online questionnaire. The results show that teachers do not elaborate the pre-production stage of a video lesson, specifically in the elaboration of the script, an important phase of the planning, one that is from this stage that the necessary inputs are pointed out so that the video lesson is produced. The research contributed to the development of a web application, called VideoScript, with the purpose of assisting the teacher, giving him general guidelines about aspects to be incorporated in the video lesson, such as: body language, slide construction, stages of a video lesson production and didactic subsidies. |
