O Seminário Ambientes e Pedagogias Emergentes em EaD iniciou-se em 24 de Outubro 2012, orientado pela Profª. Lina Morgado, constituindo o meu 3º semestre do curso de doutoramento.
A professora optou por fazer uma inquirição de diagnóstico para ajustar o contrato de aprendizagem às expectativas dos participantes.
Nesta unidade curricular reencontrei muitos colegas do 1º ano de curso.
As minhas respostas a esse questionário ficaram disponiveis no wiki: http://ambientes1emergentes1ativzero.pbworks.com
Comecei a reunir artigos e outros recursos sobre Pedagogias Emergentes no Livebinder: http://www.livebinders.com/edit/index/644823
Encontrei um Slideshare de Steve Wheeler (professor da Univ. Plymouth, UK) muito interessante, tal como o seu blog – http://steve-wheeler.blogspot.pt/
These are some essential, common, and perhaps surprising characteristics of emergent systems:
- Systems of this kind frequently evolve effectively “on their own”: relatively simple bi-directional interactions between relatively simple elements produce patterns of coordination and a substantial degree of organization without the guidance of a central authority or director.
- Some degree of autonomy and “randomness” in the behavior of the elements is an important ingredient in the establishment, function and continuing evolution of ordered complexity.
- The future of such systems can be determined only by playing them out. There is no formula for completely predicting in advance what the system will look like in the future.
Estes princípios de emergência poderão aplicar-se em diferentes campos da física, biologia, psicologia, comportamento dos animais. Mas também são relevantes para o campo da pedagogia, para refletirmos sobre o planeamento excessivo do ensino, em estruturas hierárquicas, versus a organização complexa dos sistemas, decorrentes de interações e de elementos que se cruzam ao acaso e autonomamente. No fundo, as relações hierárquicas não são a única forma de organização dos ambientes de aprendizagem, podem nem trazer vantagem para os sistemas interativos, os quais se auto organizam sem necessidade dum comando central, podendo tornar-se mais produtivos e criativos, numa perspetiva organizacional distributiva.
In an interactive system, the teacher’s primary task is not to conceive and implement organization de novo, or in isolation from other participants in the classroom. Instead, his/her distinctive role is to create the kind of rich environment within which productive organizations can emerge from the interactions of all participants. The teacher has the additional task of encouraging, facilitating and nudging a process of emergence, of helping to assure that it evolves in directions that are engaging and productive for all. Finally, the teacher is the major synthesizer and reflector, the one who has primary responsibility for making classroom activities visible and meaningful to all participants.
The demands on the teacher may actually be greater in an emergent classroom than they are in a hierarchical one. Preparation requires anticipation of a wide range of possible directions. Implementation requires close on-going interaction with students, as well as a substantial degree of flexibility. Taking emergence as the norm rather than as something to be fought against offers teachers themselves the opportunity to participate in and enjoy the extraordinarily rich and generative capabilities of a distributed system. Planning then becomes a process of imagining experiences and facilitating interactions that will lead to relevant, but to some extent unknown, outcomes. The classroom thus becomes a place for discovery not only by students, but by teachers as well. Most importantly, teachers in an emergent classroom are relieved of an uncomfortable burden: They cease to be the setters of standards by which students are judged, becoming instead role models for the kinds of inquiry in which they want their students themselves to be engaged.
Footprints of emergence – 2012 – Roy Trevor Williams (1), Jenny Mackness (2), and Simone Gumtau (1) – (1) University of Portsmouth, United Kingdom, (2) Independent Consultant, United Kingdom – IRRODL
It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamics between prescribed and emergent learning and how the learning landscape is curated.
Novo blog como eportefólio deste Seminário, na sequência das orientações da professora – http://idabrandao.blogspot.pt/
Uma das atividades integradas nesta unidade curricular foi a participação num MOOC promovido pela Open University do Reino Unido em conjunto com outras universidades inglesas, entre Janeiro e Março de 2013.
OLDS MOOC – Open Learning Design Studio – seguido no meu espaço MOOCs.