ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY

Detalhes bibliográficos
Autor(a) principal: Weiand, Augusto
Data de Publicação: 2021
Outros Autores: Pereira, Leônidas Soares, Barcellos, Patrícia da Silva Campelo Costa
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2730
Resumo: Due to the effects of the COVID-19 pandemic, several educational institutions have moved towards emergency remote teaching (ERT) models with the aim of enabling the continuity of classes in a non-in-person format. Given this scenario, facilitating strategies have helped teachers plan and carry out their activities. Theories such as Connectivism and Activity Theory not only showcase how it is, indeed, possible to learn effectively in a globalized and networked world, but also assist in understanding this mode of learning. This research paper seeks to demonstrate how an analysis combining both aforementioned theories can be performed in the context of a graduate-level virtual classroom, aiming to cooperate in better understanding learning in remote and networked contexts. We relied on an adapted version of Mwanza's (2001) methodology for Activity Theory, along with an analysis aided by questionnaires answered by participants in the course, in order to verify Activity Theory's level of compatibility with Connectivism's 8 properties of effective networks. Grounded on this pair of analysis, correlations were drawn between both theory and practice in order to identify interrelationships between the two. Our findings demonstrate multiple points of contact between Activity Theory and Connectivism, as well as the relevance of both to the larger context of ERT given the positive reports regarding their contribution to the development of the course.
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spelling ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORYANÁLISIS DE UNA DISCIPLINA DE POSGRADO EN MODALIDAD ERE DESDE LA PERSPECTIVA DEL CONECTIVISTA Y LAS TEORÍAS DE LA ACTIVIDADANÁLISE DE UMA DISCIPLINA DE PÓS-GRADUAÇÃO EM MODALIDADE ERE SOB A ÓTICA DAS TEORIAS CONECTIVISTA E DA ATIVIDADEConectivismoTeoria da Atividadeensino emergencial remotopós-graduaçãoConnectivismActivity Theoryemergency remote teachinggraduate-level courseConectivismoTeoría de la Actividadeducación en emergencias a distanciaposgradoDue to the effects of the COVID-19 pandemic, several educational institutions have moved towards emergency remote teaching (ERT) models with the aim of enabling the continuity of classes in a non-in-person format. Given this scenario, facilitating strategies have helped teachers plan and carry out their activities. Theories such as Connectivism and Activity Theory not only showcase how it is, indeed, possible to learn effectively in a globalized and networked world, but also assist in understanding this mode of learning. This research paper seeks to demonstrate how an analysis combining both aforementioned theories can be performed in the context of a graduate-level virtual classroom, aiming to cooperate in better understanding learning in remote and networked contexts. We relied on an adapted version of Mwanza's (2001) methodology for Activity Theory, along with an analysis aided by questionnaires answered by participants in the course, in order to verify Activity Theory's level of compatibility with Connectivism's 8 properties of effective networks. Grounded on this pair of analysis, correlations were drawn between both theory and practice in order to identify interrelationships between the two. Our findings demonstrate multiple points of contact between Activity Theory and Connectivism, as well as the relevance of both to the larger context of ERT given the positive reports regarding their contribution to the development of the course.Debido a la pandemia de COVID-19, varias instituciones han adoptado la enseñanza remota de emergencia (ERE) con el objetivo de posibilitar la continuidad de sus clases en un formato no presencial. En este escenario, las estrategias de facilitación han ayudado a los docentes en la planificación y ejecución de actividades. Teorías como Conectivista y Actividad demuestran que es posible aprender en un mundo globalizado y en red de manera eficiente, además de ayudar a comprender este tipo de aprendizaje. Este texto busca demostrar cómo se puede realizar un análisis que involucre ambas teorías en un curso de posgrado, con el fin de ayudar a comprender el aprendizaje en un mundo conectado y en clases remotas. Se optó por utilizar una adaptación de la metodología descrita por Mwanza (2001) para el examen vía Teoría de la Actividad, junto con un análisis asistido por un cuestionario respondido por los participantes del curso, con el fin de verificar el nivel de compatibilidad de la misma con el 8 propiedades conectivistas de red efectivas. A partir de este par de análisis, se establecieron correlaciones entre la teoría y la práctica para permitir la identificación de interrelaciones. Los resultados obtenidos demuestran varios puntos de contacto entre las teorías conectivista y de la actividad, así como la relevancia de ambas para el contexto existente, dados los reportes positivos sobre sus aportes al desarrollo de la disciplina.Em virtude da pandemia de COVID-19 diversas instituições adotaram o ensino remoto emergencial (ERE) com o objetivo de possibilitar a continuidade de suas aulas em formato não presencial. Nesse cenário, estratégias facilitadoras têm auxiliado docentes no planejamento e execução das atividades. Teorias como a Conectivista e da Atividade demonstram que é possível aprender em um mundo globalizado e em rede de maneira eficiente, assim como, auxiliam no entendimento desse tipo de aprendizado. Esse texto procura demonstrar como pode ser realizada uma análise envolvendo ambas teorias em uma disciplina de pós-graduação, de modo a auxiliar no entendimento do aprendizado em um mundo conectado e em aulas remotas. Optou-se pela utilização de uma adaptação da metodologia descrita por Mwanza (2001) para o exame via Teoria da Atividade, em conjunto com uma análise auxiliada por questionário respondido por participantes da disciplina, visando verificar o nível de compatibilidade da mesma com as 8 propriedades conectivistas de redes efetivas. Com base neste par de análises, foram traçadas correlações entre ambas teoria e prática de modo a possibilitar a identificação de inter-relações. Os resultados obtidos demonstram diversos pontos de contato entre as teorias Conectivista e da Atividade, como também a pertinência de ambas ao contexto existente dado os relatos positivos no que tange as suas contribuições no desenvolvimento da disciplina.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-08-23info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/273010.1590/SciELOPreprints.2730porhttps://preprints.scielo.org/index.php/scielo/article/view/2730/4790Copyright (c) 2021 Augusto Weiand, Leônidas Soares Pereira, Patrícia da Silva Campelo Costa Barcelloshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessWeiand, AugustoPereira, Leônidas SoaresBarcellos, Patrícia da Silva Campelo Costareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-08-02T15:48:21Zoai:ops.preprints.scielo.org:preprint/2730Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-08-02T15:48:21SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
ANÁLISIS DE UNA DISCIPLINA DE POSGRADO EN MODALIDAD ERE DESDE LA PERSPECTIVA DEL CONECTIVISTA Y LAS TEORÍAS DE LA ACTIVIDAD
ANÁLISE DE UMA DISCIPLINA DE PÓS-GRADUAÇÃO EM MODALIDADE ERE SOB A ÓTICA DAS TEORIAS CONECTIVISTA E DA ATIVIDADE
title ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
spellingShingle ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
Weiand, Augusto
Conectivismo
Teoria da Atividade
ensino emergencial remoto
pós-graduação
Connectivism
Activity Theory
emergency remote teaching
graduate-level course
Conectivismo
Teoría de la Actividad
educación en emergencias a distancia
posgrado
title_short ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
title_full ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
title_fullStr ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
title_full_unstemmed ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
title_sort ANALYSING ERT IN A GRADUATE-LEVEL COURSE FROM THE PERSPECTIVE OF CONNECTIVISM AND ACTIVITY THEORY
author Weiand, Augusto
author_facet Weiand, Augusto
Pereira, Leônidas Soares
Barcellos, Patrícia da Silva Campelo Costa
author_role author
author2 Pereira, Leônidas Soares
Barcellos, Patrícia da Silva Campelo Costa
author2_role author
author
dc.contributor.author.fl_str_mv Weiand, Augusto
Pereira, Leônidas Soares
Barcellos, Patrícia da Silva Campelo Costa
dc.subject.por.fl_str_mv Conectivismo
Teoria da Atividade
ensino emergencial remoto
pós-graduação
Connectivism
Activity Theory
emergency remote teaching
graduate-level course
Conectivismo
Teoría de la Actividad
educación en emergencias a distancia
posgrado
topic Conectivismo
Teoria da Atividade
ensino emergencial remoto
pós-graduação
Connectivism
Activity Theory
emergency remote teaching
graduate-level course
Conectivismo
Teoría de la Actividad
educación en emergencias a distancia
posgrado
description Due to the effects of the COVID-19 pandemic, several educational institutions have moved towards emergency remote teaching (ERT) models with the aim of enabling the continuity of classes in a non-in-person format. Given this scenario, facilitating strategies have helped teachers plan and carry out their activities. Theories such as Connectivism and Activity Theory not only showcase how it is, indeed, possible to learn effectively in a globalized and networked world, but also assist in understanding this mode of learning. This research paper seeks to demonstrate how an analysis combining both aforementioned theories can be performed in the context of a graduate-level virtual classroom, aiming to cooperate in better understanding learning in remote and networked contexts. We relied on an adapted version of Mwanza's (2001) methodology for Activity Theory, along with an analysis aided by questionnaires answered by participants in the course, in order to verify Activity Theory's level of compatibility with Connectivism's 8 properties of effective networks. Grounded on this pair of analysis, correlations were drawn between both theory and practice in order to identify interrelationships between the two. Our findings demonstrate multiple points of contact between Activity Theory and Connectivism, as well as the relevance of both to the larger context of ERT given the positive reports regarding their contribution to the development of the course.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-23
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10.1590/SciELOPreprints.2730
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identifier_str_mv 10.1590/SciELOPreprints.2730
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SciELO Preprints
SciELO Preprints
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SciELO Preprints
SciELO Preprints
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