Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/16665 |
Resumo: | The Internet has been a channel for easy access to information. In it we find an infinity of content: educational, professional, recreational, etc. With the advent of Web 2.0 (O'Reilly, T, 2004), technology has been an ally in learning in the various educational spheres. In contrast, the traditional learning model with expository and teacher-centered classes is still in place. Therefore, a reformulation of the traditional model to the lecture room, decentralizing the teacher's attention and bringing the student to the center of the educational process, is that the inverted classroom is proposed (JONATHAN; BERGMANN, 2016; VALENTE, 2011; BOTTENTUIT JUNIOR et al BACICH et al., 2015). At the Center for Research, Teaching and Learning of Distance Languages (NUPEAD), we identified the need to fill a gap regarding the practice of oral production in courses already offered in the laboratory. Therefore, in this study, conducted in the Professional Program in Educational Technology Network (PPGTER), with the line of Educational Technology Development Research Network, we propose to develop a digital pilot course of English language in the hybrid mode in view of the inverted classroom, pre-intermediate level, which was named as ResPOnD - Read and Speak Online Dinamically. Adopted for the current language teaching view as a social practice (ROTH, 2006, 2008, ROSE; MARTIN, 2012) which provides stage as the language of instruction by allowing students to carry out activities in MDD that purport to deconstruction and collaborative construction of genres for a later individualized construction, aiming to effect the learning in the target language solving problems and to practice the language reconstructing the proposed gender, having the teacher as mediator of this practice. For this, a case study was carried out in order to ascertain the necessary data for the elaboration of digital didactic material through a questionnaire applied to the academic community of UFSM. The data from the pilot application were analyzed qualitatively through the application of a diagnostic and evaluative questionnaire to the final participants of the course. The results indicate that the course in the format of the inverted classroom was satisfactory, although in its pilot version, there is a need for adaptations to work, mainly orality in an integrated way to other skills. In addition, this experience showed positive results regarding the proposed on-site activities, as they helped students to practice English when inserted into collaborative activities. The proposed MDD was adequate and according to the course proposal because the Before Class, During Class and After Class moments were added to the teaching of language adopted in the course. The tools linked to the course such as Online Voice Recorder, WeVideo, Google Drive as well as the activities proposed for the development of orality in an integrated way were catalysts of the teaching and learning processes showing satisfactory production in English language. |
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2019-05-27T14:22:04Z2019-05-27T14:22:04Z2018-08-15http://repositorio.ufsm.br/handle/1/16665The Internet has been a channel for easy access to information. In it we find an infinity of content: educational, professional, recreational, etc. With the advent of Web 2.0 (O'Reilly, T, 2004), technology has been an ally in learning in the various educational spheres. In contrast, the traditional learning model with expository and teacher-centered classes is still in place. Therefore, a reformulation of the traditional model to the lecture room, decentralizing the teacher's attention and bringing the student to the center of the educational process, is that the inverted classroom is proposed (JONATHAN; BERGMANN, 2016; VALENTE, 2011; BOTTENTUIT JUNIOR et al BACICH et al., 2015). At the Center for Research, Teaching and Learning of Distance Languages (NUPEAD), we identified the need to fill a gap regarding the practice of oral production in courses already offered in the laboratory. Therefore, in this study, conducted in the Professional Program in Educational Technology Network (PPGTER), with the line of Educational Technology Development Research Network, we propose to develop a digital pilot course of English language in the hybrid mode in view of the inverted classroom, pre-intermediate level, which was named as ResPOnD - Read and Speak Online Dinamically. Adopted for the current language teaching view as a social practice (ROTH, 2006, 2008, ROSE; MARTIN, 2012) which provides stage as the language of instruction by allowing students to carry out activities in MDD that purport to deconstruction and collaborative construction of genres for a later individualized construction, aiming to effect the learning in the target language solving problems and to practice the language reconstructing the proposed gender, having the teacher as mediator of this practice. For this, a case study was carried out in order to ascertain the necessary data for the elaboration of digital didactic material through a questionnaire applied to the academic community of UFSM. The data from the pilot application were analyzed qualitatively through the application of a diagnostic and evaluative questionnaire to the final participants of the course. The results indicate that the course in the format of the inverted classroom was satisfactory, although in its pilot version, there is a need for adaptations to work, mainly orality in an integrated way to other skills. In addition, this experience showed positive results regarding the proposed on-site activities, as they helped students to practice English when inserted into collaborative activities. The proposed MDD was adequate and according to the course proposal because the Before Class, During Class and After Class moments were added to the teaching of language adopted in the course. The tools linked to the course such as Online Voice Recorder, WeVideo, Google Drive as well as the activities proposed for the development of orality in an integrated way were catalysts of the teaching and learning processes showing satisfactory production in English language.A Internet tem sido um canal de fácil acesso à informação. Nela encontramos uma infinidade de conteúdo: educacional, profissional, recreacional, etc. Com o advento da Web 2.0 (O’ REILLY. T, 2004), a tecnologia tem sido uma aliada na aprendizagem nas diversas esferas educacionais. Em oposição, o modelo de aprendizagem tradicional com aulas expositivas e centradas no professor, ainda vigora. Portanto, uma reformulação do modelo tradicional à aula expositiva, descentralizando do professor a atenção e trazendo o aluno ao centro do processo educativo, é que se propõe a sala de aula invertida (JONATHAN; BERGMANN, 2016; VALENTE, 2011; BOTTENTUIT JUNIOR et al., 2017; BACICH et al., 2015). No Núcleo de Pesquisa, Ensino e Aprendizagem de Línguas a Distância (NUPEAD), identificamos a necessidade de suprir uma lacuna quanto a prática de produção oral nos cursos já ofertados no laboratório. Sendo assim, neste estudo, realizado no Programa Profissional em Tecnologias Educacionais em Rede (PPGTER), tendo como linha de pesquisa Desenvolvimento de Tecnologias Educacionais em Rede, propomos elaborar um curso piloto digital de Língua Inglesa na modalidade híbrida na perspectiva da sala de aula invertida, nível pré-intermediário, o qual foi nomeado como ResPOnD - Read and Speak Online Dinamically. Adotamos para orientar o desenvolvimento do curso uma visão de ensino de linguagem como prática social (ROTH, 2006, 2008; ROSE; MARTIN, 2012) que prevê estágios quanto ao ensino de língua ao possibilitar ao aluno realizar atividades no MDD que se propõem a desconstrução, a construção colaborativa de gêneros para uma posterior construção individualizada, visando efetivar a aprendizagem na língua alvo resolvendo problemas e praticar a língua reconstruindo o gênero proposto, tendo o professor como mediador dessa prática. Para isso, foi realizado um estudo de caso a fim de averiguar os dados necessários para a elaboração do material didático digital mediante questionário aplicado à comunidade acadêmica da UFSM. Para coletar dados para a aplicação piloto foram coletados a partir de questionário diagnóstico e avaliativo junto aos participantes selecionados. Os resultados apontam que o curso no formato de sala de aula invertida mostrou-se satisfatório, ainda que na sua versão piloto, havendo necessidade de redesign de algumas atividades para trabalhar efetivamente, principalmente a leitura e a oralidade de forma integrada às outras habilidades. Além disso, essa experiência evidenciou resultados positivos quanto às atividades presenciais propostas pois ajudaram os alunos a praticar a língua inglesa quando inseridos em atividades colaborativas. O MDD proposto mostrou-se adequado e consoante à proposta do curso pois os momentos Before Class, During Class e After Class somaram-se à visão de ensino de linguagem adotada no curso. As ferramentas vinculadas ao curso como Online Voice Recorder, WeVideo, Google Drive, bem como as atividades propostas para a o desenvolvimento da oralidade de forma integrada foram catalisadoras dos processos de ensino e de aprendizagem mostrando produção satisfatória em língua inglesa.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Tecnologias Educacionais em RedeUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessSala de aula invertidaMetodologia de aprendizagemMaterial didático digitalInverted classroomLearning methodologyDigital didatic materialCNPQ::CIENCIAS HUMANAS::EDUCACAODesenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertidaDevelopment of digital language teaching material in the perspective of an inverted classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisReis, Susana Cristina doshttp://lattes.cnpq.br/3804571013104935Nascimento, Roséli Gonçalves dohttp://lattes.cnpq.br/3171221356507465Gomes Junior, Ronaldo Corrêahttp://lattes.cnpq.br/6357439967840461http://lattes.cnpq.br/9373187651544148Pletsch, Edoardo7008000000066002b2f4116-4fe7-439e-af6c-6e19cc913d7f5c9b7f3e-d392-4073-a4a2-ab4019670e7e2579ffc4-b90b-4399-b576-3279af4970fcfbb8fd67-b141-436b-a255-b15e97887a10reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGTER_2018_PLETSCH_EDOARDO.pdfDIS_PPGTER_2018_PLETSCH_EDOARDO.pdfDissertação de Mestradoapplication/pdf3557766http://repositorio.ufsm.br/bitstream/1/16665/1/DIS_PPGTER_2018_PLETSCH_EDOARDO.pdf88aa4b26f9ab495186117742f093486bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
dc.title.alternative.eng.fl_str_mv |
Development of digital language teaching material in the perspective of an inverted classroom |
title |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
spellingShingle |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida Pletsch, Edoardo Sala de aula invertida Metodologia de aprendizagem Material didático digital Inverted classroom Learning methodology Digital didatic material CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
title_full |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
title_fullStr |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
title_full_unstemmed |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
title_sort |
Desenvolvimento de material didático digital de língua inglesa na perspectiva de sala de aula invertida |
author |
Pletsch, Edoardo |
author_facet |
Pletsch, Edoardo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Reis, Susana Cristina dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3804571013104935 |
dc.contributor.referee1.fl_str_mv |
Nascimento, Roséli Gonçalves do |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3171221356507465 |
dc.contributor.referee2.fl_str_mv |
Gomes Junior, Ronaldo Corrêa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6357439967840461 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9373187651544148 |
dc.contributor.author.fl_str_mv |
Pletsch, Edoardo |
contributor_str_mv |
Reis, Susana Cristina dos Nascimento, Roséli Gonçalves do Gomes Junior, Ronaldo Corrêa |
dc.subject.por.fl_str_mv |
Sala de aula invertida Metodologia de aprendizagem Material didático digital |
topic |
Sala de aula invertida Metodologia de aprendizagem Material didático digital Inverted classroom Learning methodology Digital didatic material CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Inverted classroom Learning methodology Digital didatic material |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The Internet has been a channel for easy access to information. In it we find an infinity of content: educational, professional, recreational, etc. With the advent of Web 2.0 (O'Reilly, T, 2004), technology has been an ally in learning in the various educational spheres. In contrast, the traditional learning model with expository and teacher-centered classes is still in place. Therefore, a reformulation of the traditional model to the lecture room, decentralizing the teacher's attention and bringing the student to the center of the educational process, is that the inverted classroom is proposed (JONATHAN; BERGMANN, 2016; VALENTE, 2011; BOTTENTUIT JUNIOR et al BACICH et al., 2015). At the Center for Research, Teaching and Learning of Distance Languages (NUPEAD), we identified the need to fill a gap regarding the practice of oral production in courses already offered in the laboratory. Therefore, in this study, conducted in the Professional Program in Educational Technology Network (PPGTER), with the line of Educational Technology Development Research Network, we propose to develop a digital pilot course of English language in the hybrid mode in view of the inverted classroom, pre-intermediate level, which was named as ResPOnD - Read and Speak Online Dinamically. Adopted for the current language teaching view as a social practice (ROTH, 2006, 2008, ROSE; MARTIN, 2012) which provides stage as the language of instruction by allowing students to carry out activities in MDD that purport to deconstruction and collaborative construction of genres for a later individualized construction, aiming to effect the learning in the target language solving problems and to practice the language reconstructing the proposed gender, having the teacher as mediator of this practice. For this, a case study was carried out in order to ascertain the necessary data for the elaboration of digital didactic material through a questionnaire applied to the academic community of UFSM. The data from the pilot application were analyzed qualitatively through the application of a diagnostic and evaluative questionnaire to the final participants of the course. The results indicate that the course in the format of the inverted classroom was satisfactory, although in its pilot version, there is a need for adaptations to work, mainly orality in an integrated way to other skills. In addition, this experience showed positive results regarding the proposed on-site activities, as they helped students to practice English when inserted into collaborative activities. The proposed MDD was adequate and according to the course proposal because the Before Class, During Class and After Class moments were added to the teaching of language adopted in the course. The tools linked to the course such as Online Voice Recorder, WeVideo, Google Drive as well as the activities proposed for the development of orality in an integrated way were catalysts of the teaching and learning processes showing satisfactory production in English language. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-15 |
dc.date.accessioned.fl_str_mv |
2019-05-27T14:22:04Z |
dc.date.available.fl_str_mv |
2019-05-27T14:22:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16665 |
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http://repositorio.ufsm.br/handle/1/16665 |
dc.language.iso.fl_str_mv |
por |
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por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Tecnologias Educacionais em Rede |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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