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Abstract(s)
Num contexto de formação contínua e desenvolvimento profissional, a utilização de processos e estratégias de construção colaborativa do conhecimento podem contribuir para o aumento das experiências individuais e grupais de aprendizagem. Esta constatação é também aplicável quando nos encontramos perante um contexto formativo que utiliza ferramentas da Web 2.0. Com este artigo pretende-se mostrar como os participantes de conferências online organizam e manifestam as suas aprendizagens num espaço específico do ambiente virtual, como é o chat. Privilegiando a investigação interpretativa, assente num estudo de caso, procedeu-se à análise do conteúdo das sessões do chat, a funcionar de modo síncrono durante as apresentações de cada conferencista ou dinamizador de workshop da Conferência Online de Informática Educacional (COIED). Assim, identificaram-se as unidades de sentido/significação que, depois de tratadas e interpretadas, possibilitaram a criação de um quadro categorial de análise de um chat de uma conferência online. Os indicadores relacionados com a aprendizagem implícita ou explícita (dimensão cognitiva) e com as atitudes e comportamentos dos docentes nas suas práticas efetivas (dimensão da profissionalidade) apontam para que se possa considerar o chat como umaestratégia relevante na construção de aprendizagens significativas e colaborativas.
In a context of continuous training and professional development, the use of collaborative knowledgeto buildprocesses and strategies can contribute to increase individual and group learning experiences. This finding is also applicableina formative context that uses Web 2.0 tools. This article intends to show how online conference participants organize and demonstrate their learning in a specific space of the virtual environment such as chats. By focusing on the interpretative research based on a case study we analyzed the contents of the chat sessions open at the same time of the presentations of each lecturer or workshop facilitator of the Online Conference on Educational Informatics (COIED). As results,we identified the units ofmeaningthat facilitatedthe creation of a framework of analysis of a chat of an online conference. The indicators related to implicit or explicit learning (cognitive dimension) and to teachers' behaviors in their effective practices (dimension of professionalism) point to the possibility of considering chat as a relevant strategy in the construction of meaningful and collaborative learning.
In a context of continuous training and professional development, the use of collaborative knowledgeto buildprocesses and strategies can contribute to increase individual and group learning experiences. This finding is also applicableina formative context that uses Web 2.0 tools. This article intends to show how online conference participants organize and demonstrate their learning in a specific space of the virtual environment such as chats. By focusing on the interpretative research based on a case study we analyzed the contents of the chat sessions open at the same time of the presentations of each lecturer or workshop facilitator of the Online Conference on Educational Informatics (COIED). As results,we identified the units ofmeaningthat facilitatedthe creation of a framework of analysis of a chat of an online conference. The indicators related to implicit or explicit learning (cognitive dimension) and to teachers' behaviors in their effective practices (dimension of professionalism) point to the possibility of considering chat as a relevant strategy in the construction of meaningful and collaborative learning.
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Keywords
Conferência online Webconference Chat Contexto de aprendizagem Aprendizagem colaborativa Online conference Learning environment Colaborative learning
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Universidade do Minho