Os programas de educaÃÃo a distÃncia que utilizam tecnologias digitais constituem possibilidades pedagÃgicas cada vez mais recorrentes no contexto educacional. Evidencia-se grande expansÃo de experiÃncias de ensino a distÃncia que complementam os sistemas convencionais, bem como o surgimento de formas hÃbridas de educaÃÃo que combinam atividades presenciais e a distÃncia que promovem o intercÃmbio e a integraÃÃo dos dois tipos de sistemas. As mÃdias digitais e as ferramentas da Web 2.0, por meio de plataformas colaborativas como o Moodle, possibilitam a comunicaÃÃo, interaÃÃo, colaboraÃÃo e formulaÃÃo coletiva dos conhecimentos, transformando os tradicionais papÃis de professores e alunos. Com base nesse cenÃrio, a pesquisa procurou identificar como as tecnologias digitais e as mediaÃÃes pedagÃgicas baseadas na co-autoria potencializam os saberes colaborativos - conhecimentos, habilidades e atitudes relacionadas à colaboraÃÃo - fundamentais para a aprendizagem ao longo da vida. A abordagem teÃrica procurou explorar teorias e pesquisas sobre colaboraÃÃo e aprendizagem colaborativa; definir o conceito de saberes colaborativos e eleger, entre estes, cinco mais fortemente aplicÃveis à dinÃmica colaborativa em programas de EAD: autonomia, comunicaÃÃo e compartilhamento, exploraÃÃo e resoluÃÃo de conflitos, engajamento colaborativo e verificaÃÃo e sÃntese. Buscou ainda reaver aspectos centrais da utilizaÃÃo das tecnologias digitais na EAD, como as caracterÃsticas das mÃdias digitais, integraÃÃo multimÃdia, hipertexto, interatividade, interfaces e Web 2.0. A pesquisa teÃrica destacou os aspectos teÃricos que norteiam o conceito de mediaÃÃo pedagÃgica como diÃlogo, elaboraÃÃo simbÃlica e cultural e possibilidade de comunicaÃÃo e crÃtica. A investigaÃÃo abordou os modelos de comunicaÃÃo relativos ao uso das tecnologias na educaÃÃo, com destaque para o modelo EMEREC e os conceitos de autoria e co-autoria nos processos de ensino e aprendizagem. A pesquisa de campo foi realizada na disciplina EducaÃÃo a DistÃncia, da FACED- UFC, de agosto a dezembro de 2007, utilizando a metodologia da etnografia virtual. A anÃlise de dados està organizada em trÃs categorias: saberes colaborativos, tecnologias digitais e mediaÃÃes pedagÃgicas esteadas na autoria e co-autoria. Os resultados indicam que os saberes colaborativos sÃo vivenciados e aprimorados em contexto de utilizaÃÃo de tecnologias digitais e de mediaÃÃes pedagÃgica baseadas na autoria e na co-autoria, que precisam ser aprimoradas. Indicam, tambÃm, que as ferramentas da web 2.0, ainda que insuficientemente exploradas, favorecem e induzem Ãs prÃticas colaborativas e que as mediaÃÃes pedagÃgicas baseadas na autoria e co-autoria requerem grande investimento na formaÃÃo docente. A pesquisa sugere a definiÃÃo de polÃticas pÃblicas em gestÃo e financiamento, acesso à internet das diversas camadas sociais e formaÃÃo docente voltada para aÃÃes crÃticas e autÃnomas. / The programs of distance learning that use digital technologies constitute pedagogical possibilities more and more frequent on the educational context. It is verified great expansion of experiences in distance learning that complement conventional systems, as well as the upcoming of hybrid forms of education that combine presence activities and distance activities, which promote the interchange e the integration of both systems. The digital media and the Web 2.0 tools, by collaborative platforms such as Moodle, possibilitate the communication, interactivity, collaboration and collective formulation of knowledge, transforming the traditional roles of teachers and students. Having this scenario as basis, the research tried to identify how the digital technologies and the pedagogical mediations based on co-authorship increases the collaborative knowledges - knowledge, abilities and attitudes related to collaboration - fundamental to life long learning. The theoretical approach tried to explore theories and researches about collaboration and collaborative learning; tried to define the concept of collaborative knowledge and to elect, among these, the five concepts most applicable to the collaborative dynamic in distance learning programs (EAD): autonomy, communication and sharing, exploration and resolution of conflicts, collaborative engagement and verification and synthesis. This study searched yet to retrieve central aspects of the use of digital technologies in EAD, such as digital media characteristics, hypertext, interactivity, interfaces and Web 2.0. The theoretical research highlighted the theoretic aspects that guide the concept of pedagogic mediation such as dialogue, symbolic and cultural elaboration and possibility of communication and critic. The investigation approached the relative communication models to the use of technologies in education, highlighting the EMEREC model and the concepts of authorship and co-authorship in the processes of distance teaching and learning. The field research was done in the discipline of Distance Education, of FACED-UFC, from august to December 2007, using the methodology of virtual ethnography. The data analysis is organized in three categories: collaborative knowledges, digital technologies and pedagogical mediations supported by authorship and co-authorship. The results indicate that the collaborative knowledges are lived and improved in context of use of digital technologies and pedagogical mediations based in authorship and co-authorship, which need to be improved. Indicate also that the Web 2.0 tools, although insufficiently explored, favors and induces collaborative practices and that pedagogical mediations based in authorship and co-authorship require great investment in docent formation. The research proposes the definition of public politics in management and financing, access to internet to different social segments and teacher formation towards critic and autonomy actions.

No description available.

La collaboration et le contenu généré par les usagers, aussi appelé « Web 2. 0 », sont des phénomènes nouveaux, qui bâtissent sur l'ouverture et le foisonnement d'Internet. Les environnements numériques qui emploient ces moyens mettent à contribution la communauté qui gravite autour d'une présence virtuelle afin d'en enrichir l’expérience. Suivant une approche constructiviste, nous explorons commnent la collaboration peut servir les usagers d'une banque de donnée de jugements en accès libre par Internet, comme le site de l'Institut canadien d'information juridique (www.CanLIT.org). La collaboration s'articule grâce à un gabarit d'analyse que nous nommons «Cadre de diffusion de la collaboration». Il comporte deux classes d'objets, les usagers et les documents, qui interagissent selon quatre relations : les liens documentaires, les échanges entre usagers, l'écriture (de l'usager vers le document) et la consommation (du document vers l'usager). Le Cadre de diffusion de la collaboration met en lumière les modalités de la collaboration comme mécanisme de création de contenu dans un contexte numérique, au profit d'une classe de documents. Suite à une analyse les modalités de la jurisprudence comme système documentaire et d'un exposé illustratif des besoins des usagers de la société civile, le Cadre de diffusion de la collaboration est employé pour explorer les mécanismes à retenir pour enrichir le contenu d'un système diffusant des jugements par Internet. / User generated content and collaboration, also called « Web 2.0 », offer new possibilities in the context of a thriving and open Internet. Digital environments that employ these production mecanisms allow user communities to enrich a virtual space. Using a constructivist approach, we explore how collaboration can serve the users of an open access database of court rulings, namely the Canadian Legal Information Institute's website (www.CanLU.org). Collaboration is set within a framework that we name the « Collaboration Framework ». There are two classes of objects, users and documents, that interact following four relationships: links between documents, exchanges between users, writing (from users to documents) and consumption (from documents to users). In turn, we can better understand how collaboration functions, given a specific class of documents. Following an analysis of court rulings as a system of documents and an illustration of user needs in civil society, the Collaboration Framework is applied to an open access database of court rulings in order to determine how users can enrich the system's content.

La collaboration et le contenu généré par les usagers, aussi appelé « Web 2. 0 », sont des phénomènes nouveaux, qui bâtissent sur l'ouverture et le foisonnement d'Internet. Les environnements numériques qui emploient ces moyens mettent à contribution la communauté qui gravite autour d'une présence virtuelle afin d'en enrichir l’expérience. Suivant une approche constructiviste, nous explorons commnent la collaboration peut servir les usagers d'une banque de donnée de jugements en accès libre par Internet, comme le site de l'Institut canadien d'information juridique (www.CanLIT.org). La collaboration s'articule grâce à un gabarit d'analyse que nous nommons «Cadre de diffusion de la collaboration». Il comporte deux classes d'objets, les usagers et les documents, qui interagissent selon quatre relations : les liens documentaires, les échanges entre usagers, l'écriture (de l'usager vers le document) et la consommation (du document vers l'usager). Le Cadre de diffusion de la collaboration met en lumière les modalités de la collaboration comme mécanisme de création de contenu dans un contexte numérique, au profit d'une classe de documents. Suite à une analyse les modalités de la jurisprudence comme système documentaire et d'un exposé illustratif des besoins des usagers de la société civile, le Cadre de diffusion de la collaboration est employé pour explorer les mécanismes à retenir pour enrichir le contenu d'un système diffusant des jugements par Internet. / User generated content and collaboration, also called « Web 2.0 », offer new possibilities in the context of a thriving and open Internet. Digital environments that employ these production mecanisms allow user communities to enrich a virtual space. Using a constructivist approach, we explore how collaboration can serve the users of an open access database of court rulings, namely the Canadian Legal Information Institute's website (www.CanLU.org). Collaboration is set within a framework that we name the « Collaboration Framework ». There are two classes of objects, users and documents, that interact following four relationships: links between documents, exchanges between users, writing (from users to documents) and consumption (from documents to users). In turn, we can better understand how collaboration functions, given a specific class of documents. Following an analysis of court rulings as a system of documents and an illustration of user needs in civil society, the Collaboration Framework is applied to an open access database of court rulings in order to determine how users can enrich the system's content.

LIMA, Tereza Cristina Batista de. Ação educativa e tecnologias digitais: análise sobre os saberes colaborativos. 2006. 224 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-07-17T13:49:14Z No. of bitstreams: 1 2008_tese_TCBLima.pdf: 2568880 bytes, checksum: 1cb52cf4eca59d915679f37a630bab16 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T14:29:45Z (GMT) No. of bitstreams: 1 2008_tese_TCBLima.pdf: 2568880 bytes, checksum: 1cb52cf4eca59d915679f37a630bab16 (MD5) / Made available in DSpace on 2012-07-17T14:29:45Z (GMT). No. of bitstreams: 1 2008_tese_TCBLima.pdf: 2568880 bytes, checksum: 1cb52cf4eca59d915679f37a630bab16 (MD5) Previous issue date: 2006 / The programs of distance learning that use digital technologies constitute pedagogical possibilities more and more frequent on the educational context. It is verified great expansion of experiences in distance learning that complement conventional systems, as well as the upcoming of hybrid forms of education that combine presence activities and distance activities, which promote the interchange e the integration of both systems. The digital media and the Web 2.0 tools, by collaborative platforms such as Moodle, possibilitate the communication, interactivity, collaboration and collective formulation of knowledge, transforming the traditional roles of teachers and students. Having this scenario as basis, the research tried to identify how the digital technologies and the pedagogical mediations based on co-authorship increases the collaborative knowledges - knowledge, abilities and attitudes related to collaboration - fundamental to life long learning. The theoretical approach tried to explore theories and researches about collaboration and collaborative learning; tried to define the concept of collaborative knowledge and to elect, among these, the five concepts most applicable to the collaborative dynamic in distance learning programs (EAD): autonomy, communication and sharing, exploration and resolution of conflicts, collaborative engagement and verification and synthesis. This study searched yet to retrieve central aspects of the use of digital technologies in EAD, such as digital media characteristics, hypertext, interactivity, interfaces and Web 2.0. The theoretical research highlighted the theoretic aspects that guide the concept of pedagogic mediation such as dialogue, symbolic and cultural elaboration and possibility of communication and critic. The investigation approached the relative communication models to the use of technologies in education, highlighting the EMEREC model and the concepts of authorship and co-authorship in the processes of distance teaching and learning. The field research was done in the discipline of Distance Education, of FACED-UFC, from august to December 2007, using the methodology of virtual ethnography. The data analysis is organized in three categories: collaborative knowledges, digital technologies and pedagogical mediations supported by authorship and co-authorship. The results indicate that the collaborative knowledges are lived and improved in context of use of digital technologies and pedagogical mediations based in authorship and co-authorship, which need to be improved. Indicate also that the Web 2.0 tools, although insufficiently explored, favors and induces collaborative practices and that pedagogical mediations based in authorship and co-authorship require great investment in docent formation. The research proposes the definition of public politics in management and financing, access to internet to different social segments and teacher formation towards critic and autonomy actions. / Os programas de educação a distância que utilizam tecnologias digitais constituem possibilidades pedagógicas cada vez mais recorrentes no contexto educacional. Evidencia-se grande expansão de experiências de ensino a distância que complementam os sistemas convencionais, bem como o surgimento de formas híbridas de educação que combinam atividades presenciais e a distância que promovem o intercâmbio e a integração dos dois tipos de sistemas. As mídias digitais e as ferramentas da Web 2.0, por meio de plataformas colaborativas como o Moodle, possibilitam a comunicação, interação, colaboração e formulação coletiva dos conhecimentos, transformando os tradicionais papéis de professores e alunos. Com base nesse cenário, a pesquisa procurou identificar como as tecnologias digitais e as mediações pedagógicas baseadas na co-autoria potencializam os saberes colaborativos - conhecimentos, habilidades e atitudes relacionadas à colaboração - fundamentais para a aprendizagem ao longo da vida. A abordagem teórica procurou explorar teorias e pesquisas sobre colaboração e aprendizagem colaborativa; definir o conceito de saberes colaborativos e eleger, entre estes, cinco mais fortemente aplicáveis à dinâmica colaborativa em programas de EAD: autonomia, comunicação e compartilhamento, exploração e resolução de conflitos, engajamento colaborativo e verificação e síntese. Buscou ainda reaver aspectos centrais da utilização das tecnologias digitais na EAD, como as características das mídias digitais, integração multimídia, hipertexto, interatividade, interfaces e Web 2.0. A pesquisa teórica destacou os aspectos teóricos que norteiam o conceito de mediação pedagógica como diálogo, elaboração simbólica e cultural e possibilidade de comunicação e crítica. A investigação abordou os modelos de comunicação relativos ao uso das tecnologias na educação, com destaque para o modelo EMEREC e os conceitos de autoria e co-autoria nos processos de ensino e aprendizagem. A pesquisa de campo foi realizada na disciplina Educação a Distância, da FACED- UFC, de agosto a dezembro de 2007, utilizando a metodologia da etnografia virtual. A análise de dados está organizada em três categorias: saberes colaborativos, tecnologias digitais e mediações pedagógicas esteadas na autoria e co-autoria. Os resultados indicam que os saberes colaborativos são vivenciados e aprimorados em contexto de utilização de tecnologias digitais e de mediações pedagógica baseadas na autoria e na co-autoria, que precisam ser aprimoradas. Indicam, também, que as ferramentas da web 2.0, ainda que insuficientemente exploradas, favorecem e induzem às práticas colaborativas e que as mediações pedagógicas baseadas na autoria e co-autoria requerem grande investimento na formação docente. A pesquisa sugere a definição de políticas públicas em gestão e financiamento, acesso à internet das diversas camadas sociais e formação docente voltada para ações críticas e autônomas.