Putting order into our universe: the concept of Blended Learning

Detalhes bibliográficos
Autor(a) principal: Costa, Rute
Data de Publicação: 2016
Outros Autores: Fernandes, Joana, Peres, Paula
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.3390/educsci6020015
Resumo: UID/LIN/03213/2013
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spelling Putting order into our universe: the concept of Blended LearningA methodology within the concept based Terminology frameworkConcept-based TerminologyCharacteristicConceptDomain expertDefinitionBlended learningUID/LIN/03213/2013This paper aims at discussing the advantages of a methodology design grounded on a concept-based approach to Terminology applied to the most prominent scenario of current Higher Education: blended learning. Terminology is a discipline that aims at representing, describing and defining specialized knowledge through language, putting order into our universe (Nuopponen, 2011). Concepts, as elements of the structure of knowledge (Sager, 1990) emerge as a complex research object. Can they be found in language? A concept-based approach to Terminology implies a clear-cut view of the role of language in terminological work: though language is postulated as being a fundamental tool to grasp, describe and organize knowledge, an isomorphic relationship between language and knowledge cannot be taken for granted. In other words, the foundational premise of a concept-based approach is that there is no one-to-one correspondence between atomic elements of knowledge and atomic elements of linguistic expression. This is why a methodological approach to Terminology merely based upon specialized text research is regarded as biased (Costa, 2013). As a consequence, we argue that interactional strategies between terminologist anddomain expert deserve particular research attention. To our mind, the key to concept-based terminological work is to carry out a concept analysis of data gathered from a specialised text corpora combined with an elicitation process of the tacit knowledge and concept-oriented discursive negotiation. Following such view, we put forward a methodology to answer the question: how is blended learning defined in the Post-Bologna scenario? Even though there are numerous high-quality models and practical descriptions for its implementation (similarly to other concepts related to distance learning),the need to understand, demarcate and harmonize the concept of blended learning against the current Higher Education background results from the premise that the theoretical reflection on this concept is still insufficient. Therefore, we believe it is vital to understand blended learning as the new normal in Higher Education (Norberg et al., 2011), or a negotiable third way (Peres, 2011; Norberg & Jahnke, 2014). Our methodological model is built in three phases: (1) exploratory phase in the area/ object of the study; (2) conceptual analysis phase of discourse and textual documents; (3) modeling and result validation phase. We support the thesis that the experimental nature of this approach discloses productivity in a cyclical sequence between the discursive and textual analysis with conceptual objectives, collaborative interaction and introspection. In other words, even though the nature of this study does not allow for a generalization (apart from a dual relation in the mediation between the terminologist and the specialist), we advocate the relevance of an action-reflection procedure, both introspective and collaborative, one in which the terminologist will become a conceptualizer, a decision-maker and an interventionist.Centro de Linguística da UNL (CLUNL)Departamento de Linguística (DL)RUNCosta, RuteFernandes, JoanaPeres, Paula2017-05-30T14:09:58Z20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article18application/pdfhttps://doi.org/10.3390/educsci6020015eng2227-7102PURE: 2338694http://www.mdpi.com/2227-7102/6/2/15https://doi.org/10.3390/educsci6020015info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:07:14Zoai:run.unl.pt:10362/21052Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:26:36.682591Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Putting order into our universe: the concept of Blended Learning
A methodology within the concept based Terminology framework
title Putting order into our universe: the concept of Blended Learning
spellingShingle Putting order into our universe: the concept of Blended Learning
Costa, Rute
Concept-based Terminology
Characteristic
Concept
Domain expert
Definition
Blended learning
title_short Putting order into our universe: the concept of Blended Learning
title_full Putting order into our universe: the concept of Blended Learning
title_fullStr Putting order into our universe: the concept of Blended Learning
title_full_unstemmed Putting order into our universe: the concept of Blended Learning
title_sort Putting order into our universe: the concept of Blended Learning
author Costa, Rute
author_facet Costa, Rute
Fernandes, Joana
Peres, Paula
author_role author
author2 Fernandes, Joana
Peres, Paula
author2_role author
author
dc.contributor.none.fl_str_mv Centro de Linguística da UNL (CLUNL)
Departamento de Linguística (DL)
RUN
dc.contributor.author.fl_str_mv Costa, Rute
Fernandes, Joana
Peres, Paula
dc.subject.por.fl_str_mv Concept-based Terminology
Characteristic
Concept
Domain expert
Definition
Blended learning
topic Concept-based Terminology
Characteristic
Concept
Domain expert
Definition
Blended learning
description UID/LIN/03213/2013
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-01-01T00:00:00Z
2017-05-30T14:09:58Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.3390/educsci6020015
url https://doi.org/10.3390/educsci6020015
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2227-7102
PURE: 2338694
http://www.mdpi.com/2227-7102/6/2/15
https://doi.org/10.3390/educsci6020015
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 18
application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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