Use of educational design in the design of the Computer Programming teaching project in the Distance Education mode
DOI:
https://doi.org/10.17648/rsd-v4i3.84Keywords:
Educational design; Distance education; Web 2.0; PLE; Interactivity.Abstract
The objective of this article is to present the conception of a computer programming teaching project in Distance Education (EAD) for a group of students from a vocational course in the city of Novo Hamburgo (RS). The target audience is 25 young people with an average age of 20, who are preparing to work in the area of Information Technology as programmers. After a basic training of a semester, are introduced to the study of structured programming languages of computers, in this specific case the programming language C. After the face-to-face training, the students have a discipline in the EAD mode. This project is composed as Individual classes of two and a half hours, totaling 8 lessons and 24 hours total. Methodologically, this study presents a qualitative approach, using the case study category to analyze the question of learning in environments. The objective of this study is to demonstrate how educational design strategies can be used in practice to structure the Computer Programming discipline project in order to enhance learning in the EAD mode. The construction of this learning will be supported by the use of digital communication resources of Web 2.0, allowing the construction of the personal learning network (PLE) of the apprentices in an interactionist and collaborative perspective. It is hoped that the application of educational design methodologies and strategies, combined with Web 2.0 resources and PLE, will help young people to acquire the desired skills, preparing them to qualify their insertion in the job market.
References
ALEXANDER, B. Web 2.0: A new wave of innovation for teaching and learning? Educause Review, v. 41, n. 2, p. 34–34, March/April 2006. Disponível em: <http://net.educause.edu/ir/library/pdf/erm0621.pdf>.
ANDERSON, L. W. et al (Ed.). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Abridged edition. New York: Longman, 2001.
CASTAÑEDA, L.; ADELL, J. (Ed.). Entornos Personales de Aprendizaje: claves para el ecossistema educativo en red. Alcoy: Marfil, 2013.
COUTINHO, C. P.; BOTTENTUIT JUNIOR, J. B. Blog e Wiki: os futuros professores e as Ferramentas da Web 2.0. In: Simpósio Internacional de Informática Educativa 2007. Disponível em: <http://www.academia.edu/1230606/Blog_e_Wiki_os_futuros_professores_e_as_ferramentas_da_Web_2.0>.
DICK, W.; CAREY, L.; CAREY, J. O. The systematic design of instruction. Upper Saddle River, NJ: Pearson Prentice Hall, 2009.
FARIA, E. M. B.; SOUSA, H. M.; FERNANDES, A. (Org.). Educação a Distância: textos aplicados a situações práticas. Disponível em: <http://biblioteca.virtual.ufpb.br/files/educaaao_a_distancia_textos_aplicados_a_situaaaes_praticas_1386349271.pdf>. Acesso em: 14 jul. 2016.
HART, J. Top 100 Tools for Learning 2012. Disponível em: <http://c4lpt.co.uk/top100tools/top100-ppl/> Acesso em: 11 mar. 2013.
HIRUMI, A. Aplicando estratégias fundamentadas para projetar e sequenciar interações em e-learning. Tecnologia Educacional — Revista da ABT, n. 200, p. 7–41, jan./mar. 2013. Disponível em <http://abt-br.org.br/images/rte/200.pdf>.
HOFFMANN, J. Avaliação mito & desafio: uma perspectiva construtivista. 26. ed. Porto Alegre: Mediação, 1999.
MATTAR, J. Curso de Design Educacional. São Paulo: Artesanato Educacional, 2016
MATTAR, J. Interações em ambientes virtuais de aprendizagem: histórico e modelos. Revista TECCOGS, n. 9, p. 102, jan./jun. 2014. Disponível em: <http://www4.pucsp.br/pos/tidd/teccogs/artigos/2014/edicao_9/4-interacoes_ambientes_virtuais_aprendizagem-joao_mattar.pdf>.
MINAYO M. C. O desafio do conhecimento: pesquisa qualitativa. Rio de Janeiro: Abrasco, 2007
MOORE, M. G. Editorial: Three types of interaction. American Journal of Distance Education, v. 3, n. 2, p. 1–6, 1989.
MORRISON, G. R.; ROSS, S. M.; KEMP, J. E. Designing effective instruction. New York: Wiley, 2004.
O’REILLY, T. What is Web 2.0: design patterns and business models for the next generation of software. Communications & Strategies, v. 65, n. 1, p. 17–37, 2007. Disponível em: <http://oreilly.com/pub/a/web2/archive/what-is-web-20.html>.
SMITH, P. L.; RAGAN, T. J. Instructional design. Hiboken, NJ: John Wiley & Sons, 2005.
SOLIS, B.; JESS3. The conversation prism, 2013. Disponível em: <https://conversationprism.com/wp-content/uploads/2013/07/JESS3_BrianSolis_ConversationPrism4_WEB_2880x1800.jpg/>.
YIN, R.. Estudo de caso: planejamento e métodos. Porto Alegre: Bookman, 2010.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
