PEDAGOGICAL MEDIATION AND VIRTUAL TEACHINGLEARNING ENVIRONMENTS VTLEAVEA

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PEDAGOGICAL MEDIATION AND VIRTUAL
TEACHING-LEARNING ENVIRONMENTS (VTLE/AVEA)
Author Presenter Ingrid Kleist Clark Nunes
ingrid.clark_at_fabrico.com.br
AuthorsElena Maria Mallmann /
elena_at_ead.ufsc.brDoris Roncarelli /
doris_at_ead.ufsc.brAraci Hack Catapan /
hack_at_reitoria.ufsc.br
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Objectives of this study - The Proposals
analyze some of the aspects that differentiate
the pedagogical mediation in the on-line mode,
specifically in Virtual Environments of
Teaching-Learning (AVEA) and its implications in
the learning movement sustained by a pedagogical
concept.
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The Distance Education (DE)
scenarios
national
international

• is to reach individuals that do not have access
  to face-to-face courses (Peters, 2002).

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• 90s ? the investment in the DE modality at the
  universities has grown and spread all over Brazil
  (Rodrigues, 2004).
• 2005 ? Decree 5.622 ? establishment of this
  modality in this country. (Ministry of Education)

Public policies
Human resources
High cost

• In this study, two relevant points appear in
  the discussion

1- the question of pedagogical mediation in DE
2- the necessity of using Virtual
Teaching-Learning Environments (AVEA).
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Pedagogical Mediation in the DE Modality and
research

• Paulsen (2002), Mason (2001) and Bates (2002) ?
  influence of development of communication
  technologies.
• Berbel (1999) ? result of different
  methodologies.

• Rumble (2003) ? dealing with processes of
  academic administration.
• Anetta (2004) and Taylor (2005) ? financial
  sustenance.

• Tait (2003) and Moraes (2004) ? supervisory and
• tutorial systems.
• Filatro (2004) and Romiszowski and Romiszowski
• (2005) ? elaboration of didactic material.

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Not authorized
of credibility, evaluation, and evasion

• Very little research has been done with regard
  to the complexity of pedagogical mediation in
  this modality.

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Mediation is defined by statements, by means, by
conditions and possibilities under which
interaction takes place during the process of
teaching-learning (Catapan, Mallmann and
Roncarelli, 2005).
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Why this modality differentiates from
face-to-face teaching by pedagogical mediation?

• is no more centralized either in teacher or
  students.

• In pedagogical mediation the didactic time
  differenciates from the learning time!
• TCD and learning
  materials

decentralize, multirreferenciate and extend the
teaching action in a continual time-space.
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Pedagogical interference in a topological space
assynchronous
Oral / written
visual/esthetic
language modes
sound
Movement / webcam
synchronous
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Pedagogical interference in a topological space
DE learning situation is contemplated in their
majority by printed didactic material.
Important! The movement of teaching-learning
is more intense and complex, whenever pedagogic
mediation is transversalized by Digital
Communication Technology (TCD) and, specially, in
AVEA (Catapan et all, 2005, e Ardura e Ryan,
2001).
synchronous
visual/esthetic
written
language modes
sound
webcam
assynchronous
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Virtual Learning Environments (VLE)/ Ambientes
Virtuais de Aprendizagem (AVA)

• Virtual Learning Environment VLE
• Learning Management System LMS
• Virtual Learning Communities VLC.

Keegan et all (2002) and Valentini and Soares
(2005)
These are all Learning Platforms!
main objective is the promotion of learning.
these all have different tools for digital
communication
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Virtual Learning Communities

• electronic interactive auto-defined communication
  webs,
• They are not based on institutional places and
  affiliations.
• (Lévy, 1999 and Palloff and Pratt, 1999)

can be with
coordinated by some subject
free discussion
www.orkut.com
www.orkut.com
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Some examples! LMS
Web Ensino (www.webensino.com.br )
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Some examples! LMS
ILIAS (www.ilias.de )
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Some examples! LMS
Learn Loop ( www.learnloop.org )
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Some examples! LMS
Atutor (www.atutor.ca )
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Some examples! LMS
Moodle (www.moodle.org )
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We are focalizing in AVEA

• AVEA is developed under a congruent pedagogical
  methodological process. An AVEA is a system
  addressing an organized teaching-learning process
  intentionally presented in a formal way.

Digital Mode
theoretical-methodological aspects
(organization, supervision, evaluation and
certification)
congruence
between
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The arguments, the experiences

• AVEA
• may potentialize time and space,
• accelerating the movement of
• learning of the students.

fluid, dynamic, transversal and creative
assynchronous
its utilization and impact on the
teaching-learning process
synchronous
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LMS and VLC are both Virtual Learning
Environments (VLE)!

• VLE or VTLE (AVEA) ?
• operational, technological, or ergonomical ?
• NOT !
• AVEA
• Teaching
• the environment has to respond to a didactic
  process.

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The Atelier Project is focused on 3 different
experiences

• 1- Face-to-face course mediated by AVEA
• undergraduate and pos-graduate courses.

• 3- DE Corporative Courses
• Investigation of the instructional designers
  mediation in corporative courses.

• 2- DE courses of Natural Sciences teaching
  programs
• the training of teachers in the subject
  Technology and Pedagogy,
• and the offer and development of the academic
  subject Introduction to DE.

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In the Atelier Project...

• the research approach is the action-mode
• the object is the pedagogical mediation
• the reserach team comprehends 5 teachers, 3
  doctorates students e 3 master students and 13
  undergraduate students
• the fundamental subjects studied are philosophy,
  art, pedagogy and Digital Communication
  Technology.

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Clarifying a myth !

• One of the mistakes that have occured in DE
  projects
• to believe that only a sophisticated virtual
  environment can guarantee the quality of a
  course.

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Concluding Remark

• These experiences have demonstrated that the
  quality of a course in the DE modality becomes
  apparent whenever there is congruence between
• the purpose of the event,
• the pedagogical concept,
• the profile of the population to be reached and
  the
• offered teaching-learning conditions !

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Take a visit in our Virtual Teaching-Learning
Environments!
Enjoy! fabrico.webensino.com.br
Web Ensino Platform Login alunoicde Password22ic
de
Moodle Platform
Ingrid Kleist Clark Nunes / ingrid.clark_at_fabrico.c
om.br / www.eadsolucoes.com/ingridclark Elena
Maria Mallmann / elena_at_ead.ufsc.br Doris
Roncarelli / doris_at_ead.ufsc.brAraci Hack Catapan
/ hack_at_ead.ufsc.br
You have concluded this study seccion !!