Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view

Detalhes bibliográficos
Autor(a) principal: Pereira, Jasete Maria da Silva
Data de Publicação: 2018
Outros Autores: Nobre, Ana Maria de Jesus Ferreira, Pinto, Anamelea de Campos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v10i2.11323
Resumo: The present study reflects on the possibilities of combining in a didactic-pedagogical perspective the approximation between authorial teacher production for spaces of online education, gamification and multireferentiality. In order to verify this probable synergy, it was necessary to count on the support of theorists who discuss the themes and then analyze the data generated by the research subjects attending a curricular unit, planned with methodological strategies aligned with the games profile, inserted in the public institutional repository of Portugal that offers eLearning distance learning courses. The approach of the qualitative multireferencial research was adopted, since it allowed to subsidize the research work through an online questionnaire, a technique that gave support to making the content analysis of the contributions of the respondents. We can conclude from this study that the epistemological harmony between the triad shows signs of promoting the expansion of student knowledge.
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spelling Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student viewAutoria docente online, gamificação e multirreferencialidade: compromissos didáticos a partir da analogia teórica e do olhar discenteThe present study reflects on the possibilities of combining in a didactic-pedagogical perspective the approximation between authorial teacher production for spaces of online education, gamification and multireferentiality. In order to verify this probable synergy, it was necessary to count on the support of theorists who discuss the themes and then analyze the data generated by the research subjects attending a curricular unit, planned with methodological strategies aligned with the games profile, inserted in the public institutional repository of Portugal that offers eLearning distance learning courses. The approach of the qualitative multireferencial research was adopted, since it allowed to subsidize the research work through an online questionnaire, a technique that gave support to making the content analysis of the contributions of the respondents. We can conclude from this study that the epistemological harmony between the triad shows signs of promoting the expansion of student knowledge.Nous présentons, sous la perspective didactique et pédagogique, une réflexion sur les possibles façons d’approcher l’enseignant /auteur de contenus pour l’enseignement en ligne, la ludification (gamification) et la multiréférentialité. Notre étude a été construite à partir de théoriciens qui traitent ces sujets et de l’analyse de données requises auprès des apprenants qui participèrent d’une unité curriculaire qui fait partie d’un cours à distance et où des éléments de jeu ont été introduits. Un questionnaire online a permis d’adopter une recherche qualitative multiréférentielle. Nous concluons qu’il existe une harmonie épistémologique de cette triade qui favorise l’assimilation des connaissances.No presente estudo reflete-se sobre as possibilidades de conjugar numa perspectiva didáticopedagógica a aproximação entre a produção autoral docente para espaços de educação online, gamificação e multirreferencialidade. Para constatar essa provável sinergia foi necessário contar com apoio de teóricos que discutem sobre os temas e, em seguida, analisar os dados gerados pelos sujeitos de pesquisa frequentadores de uma unidade curricular, planeada com estratégias metodológicas alinhadas ao perfil de games, inserida no repositório institucional público de Portugal que oferta cursos a distância em regime de eLearning. A abordagem da pesquisa qualitativa multirreferencial foi adotada, uma vez que permitiu subsidiar o trabalho de investigação por meio de um questionário online técnica que deu suporte para fazer a análise de conteúdo das contribuições dos participantes. Conclui-se a partir deste estudo que a harmonia epistemológica entre a tríade apresenta indícios de promover a ampliação de saberes discentes.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2018-07-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v10i2.11323https://doi.org/10.34624/id.v10i2.11323Indagatio Didactica; Vol 10 No 2 (2018); 169-186Indagatio Didactica; Vol. 10 Núm. 2 (2018); 169-186Indagatio Didactica; Vol. 10 No 2 (2018); 169-186Indagatio Didactica; vol. 10 n.º 2 (2018); 169-1861647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/11323https://proa.ua.pt/index.php/id/article/view/11323/7381Pereira, Jasete Maria da SilvaNobre, Ana Maria de Jesus FerreiraPinto, Anamelea de Camposinfo:eu-repo/semantics/openAccess2023-09-22T10:18:18Zoai:proa.ua.pt:article/11323Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:22.296959Repositório 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 Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
Autoria docente online, gamificação e multirreferencialidade: compromissos didáticos a partir da analogia teórica e do olhar discente
title Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
spellingShingle Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
Pereira, Jasete Maria da Silva
title_short Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
title_full Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
title_fullStr Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
title_full_unstemmed Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
title_sort Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view
author Pereira, Jasete Maria da Silva
author_facet Pereira, Jasete Maria da Silva
Nobre, Ana Maria de Jesus Ferreira
Pinto, Anamelea de Campos
author_role author
author2 Nobre, Ana Maria de Jesus Ferreira
Pinto, Anamelea de Campos
author2_role author
author
dc.contributor.author.fl_str_mv Pereira, Jasete Maria da Silva
Nobre, Ana Maria de Jesus Ferreira
Pinto, Anamelea de Campos
description The present study reflects on the possibilities of combining in a didactic-pedagogical perspective the approximation between authorial teacher production for spaces of online education, gamification and multireferentiality. In order to verify this probable synergy, it was necessary to count on the support of theorists who discuss the themes and then analyze the data generated by the research subjects attending a curricular unit, planned with methodological strategies aligned with the games profile, inserted in the public institutional repository of Portugal that offers eLearning distance learning courses. The approach of the qualitative multireferencial research was adopted, since it allowed to subsidize the research work through an online questionnaire, a technique that gave support to making the content analysis of the contributions of the respondents. We can conclude from this study that the epistemological harmony between the triad shows signs of promoting the expansion of student knowledge.
publishDate 2018
dc.date.none.fl_str_mv 2018-07-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v10i2.11323
https://doi.org/10.34624/id.v10i2.11323
url https://doi.org/10.34624/id.v10i2.11323
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/11323
https://proa.ua.pt/index.php/id/article/view/11323/7381
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 10 No 2 (2018); 169-186
Indagatio Didactica; Vol. 10 Núm. 2 (2018); 169-186
Indagatio Didactica; Vol. 10 No 2 (2018); 169-186
Indagatio Didactica; vol. 10 n.º 2 (2018); 169-186
1647-3582
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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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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