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| 20.25 MB | Adobe PDF |
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Abstract(s)
O presente estudo pretende aferir se ao desafiar os alunos a produzirem os seus próprios conteúdos e a publicá-los numa webrádio estes se sentem mais autónomos e disponíveis para aprender.
Regista-se uma aposta cada vez maior e mais eficaz na comunicação de massas, cada vez mais individualizada, através de dispositivos móveis apoiados em serviços da Internet, oferecendo contextos flexíveis e normalizados no quotidiano dos jovens. É por isso normal que também nas escolas, nas salas de aula, se recorra a estas tecnologias e a estes serviços quer na realização de trabalhos escolares, quer na existência de contextos de aprendizagem gerados pelos próprios alunos. Importa assim analisar de que forma os User Generated Contents (UGC) podem motivar e predispor os alunos para aprender e para construir aprendizagens significativas e contextualizadas.
Paralelamente, pretende-se que os alunos recorram de forma gradual às regras inerentes à produção e divulgação dos conteúdos: qualidade global, esforço criativo, rigor e domínio dos temas abordados e das ferramentas informáticas, respeitando os direitos de autor e a privacidade das informações pessoais dos sujeitos envolvidos.
O dinamismo proporcionado pelos novos social media e pelas ferramentas da denominada Web 2.0 assume-se como uma janela de oportunidades para a educação. Emergem novas relações com o saber, com as tecnologias e com o mundo, que conduzem à necessidade de redefinir as relações entre as pessoas e de repensar a produção de conhecimento. O mote passa pela apropriação de informações e produção de conhecimento em aprendizagens colaborativas. Os conhecimentos construídos isoladamente perdem espaço, por isso a formação pessoal aposta no entrelaçamento de significados criados pela relação do indivíduo com o mundo, com as pessoas, com as coisas… ainda que virtuais.
O contexto contemporâneo é marcado pela presença das tecnologias da informação e comunicação. A comunicação é uma das mais importantes actividades do nosso tempo. A união da educação com a comunicação mediada pelas tecnologias da informação atinge um grande potencial na transformação social, no sentido da plena cidadania, propiciando, com isso, visão de conjunto.
Hoje o processo educativo (alargado às vertentes sociais, culturais e económicas) precisa compreender e acompanhar as transformações sociais estabelecidas pelas novas tecnologias da informação e da comunicação, contribuindo não só com a inclusão digital, mas formando também pessoas autónomas, capazes de aproveitar a tecnologia e as possibilidades por ela oferecidas.
De entre os contributos que os social media e a Web 2.0 podem oferecer à educação, a oportunidade de criar, produzir, transformar, procurar e divulgar informações com amplo conhecimento tecnológico, são essenciais para um acréscimo motivacional para aprender quer individualmente quer em grupo optimizando a busca do conhecimento através de actividades que produzem reflexão sobre e com o uso das novas tecnologias.
Neste contexto a rádio é, sem sombra de dúvida, o veículo mais dinâmico, abrangente e democrático que, aliado à cibercultura, se transforma num recurso importantíssimo, precursor das mais diversas actividades, enquadradas em diversos campos de actuação. Resultante de um processo evolutivo dos media (do formato convencional para o formato online), a rádio vem sendo cada vez mais utilizada como uma interface interactiva e colaborativa na formação de uma pedagogia crítica da sociedade, potenciando a criação de novos processos de produção de conteúdos voltados para o desenvolvimento do indivíduo em todas as suas dimensões. A internet enquanto elemento de recriação e propagação desses conteúdos, capacita os media a actuarem como nunca antes, livres de padrões pré-concebidos, livres de concessões e amarras estruturais. A internet transforma a rádio num meio livre de produção de conteúdos e torna os seus profissionais “militantes” da inclusão digital.
Os recursos construídos pelos alunos serão transmitidos através de uma webrádio que, apoiada pela publicação de podcasts, poderá ser ouvida a partir de qualquer dispositivo móvel ou computador com ligação à Internet. Como também já foi referido, no que toca à democratização deste tipo de meio de comunicação, quer para a construção dos recursos, quer no acesso aos mesmos, não serão necessários softwares ou dispositivos dispendiosos, o que facilitará o seu uso dentro e fora da escola, caminhando-se para a constituição de um repositório local de recursos áudio.
This study aims to assess whether by challenging students to produce their own content and publish them on a webradio they would feel more autonomous and willing to learn. There has been a growing and more effective commitment in mass communication, increasingly individualized, through mobile devices based on Internet services, offering flexible and standardized contexts in everyday’s life of young people. It is therefore normal that also in schools, classrooms, one calls on to these technologies and services to perform school work, feeding the existence of learning contexts generated by the students themselves. So it is important to examine how User Generated Contents (UGC) can motivate and predispose students to learn and build meaningful and contextualized learning. At the same time it is intended that students may appeal to the rules inherent to the production and spreading of content on a gradual basis: overall quality, creative effort, rigor and mastery of topics and computer tools whilst respecting the copyrights and the privacy of the personal information of individuals involved. The dynamism provided by the new social media tools and the so-called Web 2.0 is assumed as a window of opportunity for education. New relations with knowledge, with technology and with the world are emerging which leads to the need of redefining relations between people and rethinking the production of knowledge. The key involves the appropriation of information and knowledge production in collaborative learning. Knowledge built alone looses space, therefore personal training bets on the interweaving of meanings created by the individual's relationship with the world, with people, with things ... even virtual. Contemporary context is marked by the presence of information technology and communication. Communication is one of the most important activities of our time. The match of education with communication mediated by information technology reaches a great potential on social transformation in the sense of full citizenship, by that means providing an overall view. Today the educational process (extended to its social, cultural and economic issues) needs to understand and follow the social transformations, established by the new information and communication technologies, not only contributing to social inclusion, but also forming autonomous people, able of profiting from technology and the possibilities it offers. Among the contributions that social media and Web 2.0 can offer to education, the opportunity to create, produce, process, search, and disseminate information with extensive technological knowledge, is essential to provide extra motivation for learning, both individually and in groups, optimizing the pursuit of knowledge through activities that produce reflection on and about the use of new technologies. In this context the radio is, without any doubt, the more dynamic vehicle, inclusive and democratic, which allied with cyberculture, becomes a critical resource, the precursor of the most diverse activities, set on various situation fields. As a result of an evolutionary process of the media (from the conventional to the online format), the radio is more and more used as an interactive and collaborative interface in the building of a critical pedagogy of society, propitiating the creation of new processes of content production focused on individual development in all its dimensions. As a means of recreation and propagation of such content, internet enables the media to act as never before, free from pre-designed patterns, free from concessions and structural bonds. Internet transforms radio into a free media content production and turns its professionals into "activists" for digital inclusion. Resources built by students will be transmitted through a webradio which, supported by the publishing of podcasts, may be heard from any mobile device or computer with internet connection. As also mentioned above, as far as the democratization of media type communication is concerned, both for the construction of resources and the way of acceding them, expensive software or devices will not be required, which will facilitate its use in and out of school, moving towards the foundation of a local repository of audio features.
This study aims to assess whether by challenging students to produce their own content and publish them on a webradio they would feel more autonomous and willing to learn. There has been a growing and more effective commitment in mass communication, increasingly individualized, through mobile devices based on Internet services, offering flexible and standardized contexts in everyday’s life of young people. It is therefore normal that also in schools, classrooms, one calls on to these technologies and services to perform school work, feeding the existence of learning contexts generated by the students themselves. So it is important to examine how User Generated Contents (UGC) can motivate and predispose students to learn and build meaningful and contextualized learning. At the same time it is intended that students may appeal to the rules inherent to the production and spreading of content on a gradual basis: overall quality, creative effort, rigor and mastery of topics and computer tools whilst respecting the copyrights and the privacy of the personal information of individuals involved. The dynamism provided by the new social media tools and the so-called Web 2.0 is assumed as a window of opportunity for education. New relations with knowledge, with technology and with the world are emerging which leads to the need of redefining relations between people and rethinking the production of knowledge. The key involves the appropriation of information and knowledge production in collaborative learning. Knowledge built alone looses space, therefore personal training bets on the interweaving of meanings created by the individual's relationship with the world, with people, with things ... even virtual. Contemporary context is marked by the presence of information technology and communication. Communication is one of the most important activities of our time. The match of education with communication mediated by information technology reaches a great potential on social transformation in the sense of full citizenship, by that means providing an overall view. Today the educational process (extended to its social, cultural and economic issues) needs to understand and follow the social transformations, established by the new information and communication technologies, not only contributing to social inclusion, but also forming autonomous people, able of profiting from technology and the possibilities it offers. Among the contributions that social media and Web 2.0 can offer to education, the opportunity to create, produce, process, search, and disseminate information with extensive technological knowledge, is essential to provide extra motivation for learning, both individually and in groups, optimizing the pursuit of knowledge through activities that produce reflection on and about the use of new technologies. In this context the radio is, without any doubt, the more dynamic vehicle, inclusive and democratic, which allied with cyberculture, becomes a critical resource, the precursor of the most diverse activities, set on various situation fields. As a result of an evolutionary process of the media (from the conventional to the online format), the radio is more and more used as an interactive and collaborative interface in the building of a critical pedagogy of society, propitiating the creation of new processes of content production focused on individual development in all its dimensions. As a means of recreation and propagation of such content, internet enables the media to act as never before, free from pre-designed patterns, free from concessions and structural bonds. Internet transforms radio into a free media content production and turns its professionals into "activists" for digital inclusion. Resources built by students will be transmitted through a webradio which, supported by the publishing of podcasts, may be heard from any mobile device or computer with internet connection. As also mentioned above, as far as the democratization of media type communication is concerned, both for the construction of resources and the way of acceding them, expensive software or devices will not be required, which will facilitate its use in and out of school, moving towards the foundation of a local repository of audio features.
Description
Keywords
Ensino Podcasts Webrádio User generated content Recurso educativo digital Motivação Teaching Webradio Digital education resource Motivation