‘Emergence’ and language (teachers) learning in virtual learning environments

Detalhes bibliográficos
Autor(a) principal: Vetromille-Castro, Rafael
Data de Publicação: 2007
Outros Autores: Axt, Margarete
Tipo de documento: Artigo
Idioma: por
Título da fonte: Informática na Educação: teoria & prática
Texto Completo: https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/3010
Resumo: The Information and Communication Technology (ICT) insertion in Education has raised discussion on new paradigms, tools and teachers’/students’ roles, including virtual learning communities (VLC), as this is the place where online interaction can happen. VLC can emerge in several media, as Distance Education platforms, which have been the privileged medium by teachers/institutions, since they gather resources, make materials organization easier and make – to certain extent – information security/control possible. However, such platforms itself do not assure learning, although they offer interindividual interaction tools. The VLC formation and maintenance are related not only to tools and features which are part of pedagogical practice, but mainly to the intertwined relationship between proposal, actions and resources. In this context, the study approaches how two VLCs emerged in a CALL material development online course. The theoretical background was especially constituted by two Complexity and Chaos related theories: Emergence and Qualitative Values Theory.
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spelling ‘Emergence’ and language (teachers) learning in virtual learning environments‘Emergência’ e a Aprendizagem de (Professores de) Línguas em Ambientes Virtuais de AprendizagemFormação de professores de línguasSistemas complexosAmbientes virtuais de aprendizagemThe Information and Communication Technology (ICT) insertion in Education has raised discussion on new paradigms, tools and teachers’/students’ roles, including virtual learning communities (VLC), as this is the place where online interaction can happen. VLC can emerge in several media, as Distance Education platforms, which have been the privileged medium by teachers/institutions, since they gather resources, make materials organization easier and make – to certain extent – information security/control possible. However, such platforms itself do not assure learning, although they offer interindividual interaction tools. The VLC formation and maintenance are related not only to tools and features which are part of pedagogical practice, but mainly to the intertwined relationship between proposal, actions and resources. In this context, the study approaches how two VLCs emerged in a CALL material development online course. The theoretical background was especially constituted by two Complexity and Chaos related theories: Emergence and Qualitative Values Theory.Com as tecnologias da informação e da comunicação (TICs) na Educação, novos paradigmas, ferramentas e ações docente/discente vêm sendo debatidos. Dentro da discussão estão as comunidades virtuais de aprendizagem (CVAs), que compõem o espaço onde a interação pode ocorrer. CVAs são formadas em variados meios, como as plataformas para EaD, que surgem como meio privilegiado por professores/instituições, por agruparem recursos, facilitarem a organização de materiais e possibilitar – em certo grau – segurança/controle de informações. Porém, tais plataformas per se não asseguram sucesso na aprendizagem, ainda que ofereçam ferramentas para interação interindividual. A constituição e a manutenção das CVAs estão ligadas não somente a elementos e ferramentas que constituem a prática pedagógica, mas sobretudo à proposta que permeia ações e usos dos recursos. Nesse cenário, observamos como duas CVAs se constituíram em curso on-line sobre elaboração de materiais/CALL. Como suporte à análise, empregamos especialmente duas teorias ligadas ao paradigma da Complexidade e do Caos: a teoria das trocas qualitativas e a Emergência.Universidade Federal do Rio Grande do Sul2007-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/301010.22456/1982-1654.3010Computers in education: theory & practice; Vol. 10 No. 2 (2007): Technology, Meaning and ComplexityInformática na educação: teoria & prática; v. 10 n. 2 (2007): Tecnologia, Sentido e Complexidade1982-16541516-084Xreponame:Informática na Educação: teoria & práticainstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/3010/4502Vetromille-Castro, RafaelAxt, Margareteinfo:eu-repo/semantics/openAccess2019-04-24T13:32:14Zoai:seer.ufrgs.br:article/3010Revistahttps://seer.ufrgs.br/InfEducTeoriaPraticaPUBhttps://seer.ufrgs.br/InfEducTeoriaPratica/oai||revista@pgie.ufrgs.br1982-16541516-084Xopendoar:2019-04-24T13:32:14Informática na Educação: teoria & prática - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv ‘Emergence’ and language (teachers) learning in virtual learning environments
‘Emergência’ e a Aprendizagem de (Professores de) Línguas em Ambientes Virtuais de Aprendizagem
title ‘Emergence’ and language (teachers) learning in virtual learning environments
spellingShingle ‘Emergence’ and language (teachers) learning in virtual learning environments
Vetromille-Castro, Rafael
Formação de professores de línguas
Sistemas complexos
Ambientes virtuais de aprendizagem
title_short ‘Emergence’ and language (teachers) learning in virtual learning environments
title_full ‘Emergence’ and language (teachers) learning in virtual learning environments
title_fullStr ‘Emergence’ and language (teachers) learning in virtual learning environments
title_full_unstemmed ‘Emergence’ and language (teachers) learning in virtual learning environments
title_sort ‘Emergence’ and language (teachers) learning in virtual learning environments
author Vetromille-Castro, Rafael
author_facet Vetromille-Castro, Rafael
Axt, Margarete
author_role author
author2 Axt, Margarete
author2_role author
dc.contributor.author.fl_str_mv Vetromille-Castro, Rafael
Axt, Margarete
dc.subject.por.fl_str_mv Formação de professores de línguas
Sistemas complexos
Ambientes virtuais de aprendizagem
topic Formação de professores de línguas
Sistemas complexos
Ambientes virtuais de aprendizagem
description The Information and Communication Technology (ICT) insertion in Education has raised discussion on new paradigms, tools and teachers’/students’ roles, including virtual learning communities (VLC), as this is the place where online interaction can happen. VLC can emerge in several media, as Distance Education platforms, which have been the privileged medium by teachers/institutions, since they gather resources, make materials organization easier and make – to certain extent – information security/control possible. However, such platforms itself do not assure learning, although they offer interindividual interaction tools. The VLC formation and maintenance are related not only to tools and features which are part of pedagogical practice, but mainly to the intertwined relationship between proposal, actions and resources. In this context, the study approaches how two VLCs emerged in a CALL material development online course. The theoretical background was especially constituted by two Complexity and Chaos related theories: Emergence and Qualitative Values Theory.
publishDate 2007
dc.date.none.fl_str_mv 2007-12-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/3010
10.22456/1982-1654.3010
url https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/3010
identifier_str_mv 10.22456/1982-1654.3010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/3010/4502
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 Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Computers in education: theory & practice; Vol. 10 No. 2 (2007): Technology, Meaning and Complexity
Informática na educação: teoria & prática; v. 10 n. 2 (2007): Tecnologia, Sentido e Complexidade
1982-1654
1516-084X
reponame:Informática na Educação: teoria & prática
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Informática na Educação: teoria & prática
collection Informática na Educação: teoria & prática
repository.name.fl_str_mv Informática na Educação: teoria & prática - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||revista@pgie.ufrgs.br
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