Video lessons and challenges for the production of didactic material: thinking about teaching in online education

• Autor(a) principal: Martins, Vivian
• Data de Publicação: 2018
• Outros Autores: Fabiane Ferreira Almeida, Joelma
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/447
• topic: Educação a distância; Vídeos educativos; Produção de material didático; Distance education; Educational videos; Production of didactic material

We have been living in a social context where the ways of communication have migrated to others spaces and times that are architected and potencialized by the cyberespace. Now we can live new communicative experiences, anywhere, anytime and that are mediated by the use of modern and complex audiovisual resources. This new scenario has caused important changes in Online Education practices. Video classes, for example, have stood out since their forms of production and sharing have been affected by the digital network potential begotten in cyberculture. We believe that this new reality demands changes in pedagogical practices and the creation of devices through which we can make possible several interactive educacional actions that provide a meaningful learning. By this way, we present the question that adds meaning to the case discussed in this article: how learning strategies and interaction perspectives underlying the didactic material, especially the video classes, may favor students’ formation at Pedagogy Virtual Course at Federal University of Paraíba (UFPB-Virtual)? Looking for answers to this research question, we carried out an exploratory research where observations, semi-structured interview and a questionnaire were the instruments used to produce data that helped us to create deliberations about the use of video classes in online education. Considering the reflexion on teachers narratives about the didatic material production, we destac the following analitical categories: learning situations, grasp of digital languages, academic and pratical approach and the incentive to interactive educational actions. These one’s analysis showed us that video classes must not be produced as a main object of the learning process,but as a possible way towards new forms of knowledge construction in cyberculture