Utilização do moodle para auxiliar módulo de mestrado na Universidade Eduardo Mondlane
Barra lateral de artigos
Conteúdo do artigo principal
Resumo
Este artigo explora questões pedagógicas e práticas a serem consideradas quando se ensina utilizando um Sistema de Gestão de Aprendizagem (SGA) na Universidade Eduardo Mondlane em Moçambique. O estudo foi conduzido na forma de uma pesquisa desenvolvimento e reporta sobre o desenvolvimento, avaliação e implementação do módulo Sistemas de Gestão de Informação em Educação. O módulo online foi construído utilizando Moodle e o estudo realizado na Faculdade de Educação. Um questionário de avaliação com perguntas abertas foi desenvolvido para avaliar a componente online do módulo. O questionário foi preenchido por sete estudantes adultos que foram inscritos para o módulo e seu professor. Observações sobre o Moodle também foram realizadas. Dois conceitos fundamentais, o construtivismo e objectivismo, serviram de pontos de partida para criar o quadro conceptual do estudo. O modelo de Cronjé (2006) dos quatro quadrantes do ensino e aprendizagem foi adaptado e utilizado para desenvolver o quadro conceptual. Através da análise interpretativa, as respostas as perguntas foram apresentadas e enquadradas no modelo de Cronjé. Os resultados indicaram que a utilização de um módulo online desenvolvido e transmitido através do Moodle é recomendado por causa de quatro razões principais. Primeiro, Moodle pode ser acedido a qualquer hora e em qualquer lugar. Segundo, Moodle oferece oportunidades para colaborar com os outros virtualmente. Terceiro, Moodle é um pacote educativo útil que pode ser adoptado por professores para complementar o processo de ensino e aprendizagem nas escolas. Por último, Moodle pode melhorar as possibilidades de comunicação.
Downloads
Detalhes do artigo
Edição
Secção
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
Como Citar
Referências
ADENDORFF, D. E. An investigation into roles and competencies of an online facilitator. Pretoria: University of Pretoria, 2004. (PhD Thesis, University of Pretoria, 2004).
ALESSI, S. M.; TROLLIP, S. R. Multimedia for learning: methods and development. 3. ed. Boston: ALLYN and BACON, 2001.
ALLY, M. Foundations of educational theory for online learning. In: ANDERSON, T. and ELLOUMI, F. (ed). Theory and Practice of Online Learning. Athabasca: Athabasca University, 2004. Chapter 1. Available online from: http://www.cde.athabascau.ca/online_book.
BERGGREN, A. Theoretical and practical implications for ICT-supported learning communication. Uppsala: Uppsala University, 2006. (Master’s Dissertation, Uppsala University, 2006).
BROOKS, J. G.; BROOKS, M. G. In Searching of Understanding: The case for constructivist classrooms. Alexandria: ASCD Publications, 1993.
CRONJÉ, J. Paradigms Regained: Toward Integrating Objectivism and Constructivism in Instructional Design and the Learning Sciences. Educational Technology Research and Development, v. 54, n. 4, p. 387-416, 2006.
CRONJÉ, J. C. Real learning in virtual environments. In: MARTIN, A. and MADIGAN, D. (eds). Digital Literacies for Learning. London: Facet Publishing, 2006. p. 34 – 41.
CRONJÉ, J. C.; BURGER, D. Learning from a free-access digital information Kiosk in Africa: An Objectivist-Constructivist investigation. Aslib Proceedings: New Information Perspectives, v. 58, n. 3, p. 218-236, 2006.
DOUGIAMAS, M. Improving the effectiveness of tools for Internet based education. In: HERRMANN, A.; KULSKI, M. M. (ed). Flexible futures in Tertiary Teaching. ANNUAL TEACHING LEARNING FORUM, 9, 2000. Proceedings… Perth: Curtin University of Technology, February, 2000. Available from: http://lsn.curtin.edu.au/tlf/tlf2000/dougiamas.html. Retrieved on March, 14, 2006.
DOUGIAMAS, M.; TAYLOR, P. C. Interpretative analysis of an internet-based course constructed using a new courseware tool called Moodle. Perth: Curtin University of Technology, 2002.
DUGGLEBY, F. How to be an online tutor. Sheffield: The Sheffield College, 2000. (Gower Publishing Limited).
FACED/UEM. Programas de Mestrado em: Educação em Ciências Naturais e Matemática; Desenvolvimento Curricular e Instrucional; Educação de Adultos. Maputo, Moçambique, 2001.
FAHY, P. J. Media Characteristics and Online Learning Technology. In: ANDERSON, T. and ELLOUMI, F. (ed). Theory and Practice of Online Learning. Athabasca: Athabasca University, 2004. Available online from: http://www.cde.athabascau.ca/online_book
FOSNOT, C. T. Constructivism: theory, perspectives and practice. New York: Teachers College Press, 1996.
JAFFEE, D. Virtual Transformation: Web-Based Technology and Pedagogical Change. Teaching Sociology, v. 31, n. 2, p. 227-236, 2003.
JENSEN, J. White Paper: is this the best way to develop, deliver and manage online training? a discussion of lessons learned while integrating DVD video and PowerPoint lessons into a free open-source web-based management system. 2004. Available online from: http://www.americastrainingpartners.com/projects/ATP/addtl_files/best_way_html/. Retrieved on April 14, 2006.
JOLLIFFE, A.; RITTER, J.; STEVENS, D. The Online Learning Handbook: Developing and Using Web – Based Learning. London: KOGAN PAGE, 2001.
JONASSEN, D. H. Objectivism versus constructivism: do we need a new philosophical paradigm? Educational Technology Research and Development, v. 39, n. 3, p. 5-14, 1991.
KEARSLEY, G.; BLOMEYER, R. Preparing K–12 teachers to teach online. Educational Technology: the magazine for managers of change in education, v. 44, n. 1, p. 49-55, 2004.
LAWLER III, E. E. From job-based to competency-based organizations. Journal of Organizational Behaviour, v.15, p.3-15, 1994.
MAYES, T. Learning technology and learning relationships. In: STEPHENSON, J. (ed). Teaching and Learning Online: Pedagogies for new Technologies. London: KOGAN PAGE, 2001.
MBAMBO, B.; CRONJÈ, J. C. Learning with a Website for the Textile Industry in Botswana. Educational Technology & Society, v. 10, n. 1, p. 157-170, 2007.
MCDONALD, R.; VAN DER HORST, H. Outcomes-based education: Theory and Practice. [Pretoria], 2005.
MCKENNA, P. and LAYCOCK, B. Constructivist or Instructivist: Pedagogical Concepts Practically Applied to a Computer Learning Environment. Annual Joint Conference Integrating Technology into Computer Science Education. p. 166-170, 2004.
MEGÍAS, M. G.; ITMAZI, J. A. Survey: comparison and Evaluation Studies of Learning Content Management Systems. Granada: University of Granada, 2004. (PhD Thesis. University of Granada, 2004).
MOODLE-WIKIPEDIA. Background: Moodle Features. Retrieved on April 12, 2006, from: http://en.wikipedia.org/ wiki/Moodle.
NAVARRO, J. R.; GALLARDO, F. O. A model of strategic change: universities and dynamic capabilities. Higher Education Policy, v. 16, p. 199 – 212, 2003.
PAPERT, S. The children’s machine: rethinking school in the age of the computer. New York: Basic Books, 1993.
REEVES, T. C. Enhancing the worth of instructional technology research through “design experiments” and other development research strategies. In: INTERNATIONAL PERSPECTIVES ON INSTRUCTIONAL TECHNOLOGY RESEARCH FOR THE 21ST CENTURY, 2000. New Orleans, 2000. (session 41.29) Available online from: http://it.coe.uga.edu/~treeves/AERA2000Reeves.pdf. Retrieve on March 23, 2006.
SNOOKS, G. D. The dynamic society: exploring the sources of global change. London: Graeme Donald Snooks, 1996.
STEPHANIDIS, C. Challenges towards universal access in the information age. Research and Development, ERCIM News, n. 40, 2000. Available online from: http://www.ercim.org/publication/prosp/UI/ . Retrieved on December 5, 2006.
STEPHENSON, J. (ed.). Teaching and learning online: pedagogies for new Technologies. London: Kogan Page, 2001.
TEICHLER, U. Higher education policy and the world of work: changing conditions and challenges. Higher Education Policy, v. 12, p. 285-312, 1999.
VAN DEN BERG, K. Finding open options: an open source software evaluation model with a case study on Course Management Systems. Tilburg: Tilburg University, 2005. (Master’s Thesis, Tilburg University, 2005).
VAN MERRIËNBOER, J. J. G. Cognition and Multimedia Design. Nederlaand: Open Universiteit Nederland, 1999.
WESTERA, W. Competences in Education: a confusion of tongues. Journal of Curriculum Studies, v. 33, n. 1, p. 75-88, 2001.
WOODS, D.; DEKKER, S. Anticipating the effects of technological change: a new era of dynamics for human factors. Theoretical Issues in Ergonomics Science, v. 1, n. 3, p. 272-282, 2000.
YORDANOVA, L. et al. Development of a Web–based Course on Informatics via Open-source Softwae Package MOODLE. INTERNATIONAL CONFERENCE ON COMPUTER SYSTEMS AND TECHNOLOG-COMPSYSTECH’. 2003. Available online from: http://ecet.ecs.ru.acad.bg/cst/Docs/proceedings/S4/IV-15.pdf. Retrieved on February 14, 2006.
ZHAO, F. Enhancing the quality of online higher education through measurement. Quality Assurance in Education, v. 11, n. 4, p. 214-221, 2003.