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61441527.Pdf View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositório da Universidade dos Açores Universidade dos Açores Departamento de Ciências da Educação Campus de Ponta Delgada Loud <<< ESTRATÉGIAS DE IMPLEMENTAÇÃO E DESENVOLVIMENTO DE UM SISTEMA DE ENSINO ABERTO E A DISTÂNCIA PARA A UNIVERSIDADE DOS AÇORES Implementation Strategies and Development of an Open and Distance Education System for the University of the Azores Rogério Roth, Ph.D. pentadoc at gmail.com roth at uac.pt RELATÓRIO FINAL DAS ATIVIDADES DE PÓS-DOUTORAMENTO Fundo Social Europeu (FSE) Fundo Regional para a Ciência (FRC) Período: 01/04/2012 ao 01/03/2013 FRCT/2011/317/005 - M3.1.7/F/003/2011 http://www.azores.gov.pt/gra/sctr Centro de Destino: Universidade dos Açores (UAç), http://www.uac.pt Departamento de Ciências da Educação, http://www.dce.uac.pt Campus de Ponta Delgada Rua da Mãe de Deus, 9501-801, Ponta Delgada São Miguel, Açores, Portugal Ponta Delgada, Março de 2013 Prefácio “Não há factos eternos, como não há verdades absolutas.” (Friedrich Wilhelm Nietzsche) Este relatório final das atividades de pós-doutoramento trata de experiências vividas relacionadas ao desenvolvimento e proposição de estratégias de um sistema de ensino aberto e a distância para a Universidade dos Açores. Ensino aberto é algo ainda não praticado em solo nacional e as poucas implementações à distância são semipresidenciais. No meio académico são utilizadas diversas denominações, tais como “ensino a distância”, “estudo a distância”, “educação a distância”, “aprendizagem a distância” e algumas versões em inglês como “distance education”, “distance learning”, “e-learning” e derivações. No Brasil a expressão “educação a distância” dominou os livros, compêndios, professores e intelectuais da área. A despeito desta sobrancelha cultural, em Portugal “ensino a distância” é o termo mais empregado (seguido de e-learning), provavelmente porque educar é muito mais amplo do que ensinar. Traz consigo a ideia de socialização em todas as suas formas, incluindo o ensino. A expressão “ensino a distância” faz perfeito sentido porque quem está ensinando está distante em relação ao espaço e ao tempo. Não é intenção desse documento discutir a questão das diversas terminologias utilizadas - alvo de debate nacional e internacional - nem mesmo pretender cunhar novos termos. Mais importante do que isso é considerarmos a aprendizagem mediada através das diversas tecnologias como uma mais-valia, um cabedal de recursos pedagógicos ao serviço de professores e instituições, que quando corretamente utilizados significam, na verdade, a possibilidade de se oferecer uma forma interessante de ensino independente das distâncias. No devido tempo a UAç definirá suas próprias opções para nomear os ambientes, estruturas e sistemas envolvidos. Nesta etapa porém, o tempo tomado em um debate em torno de nomes que pareçam ser mais ou menos adequados pode e deve ser dedicado ao desenvolvimento de um projeto de qualidade que possibilite, ao mesmo tempo, atender as necessidades e expectativas das comunidades de todo o arquipélago (em primeiro lugar) e às imensas provações de resiliência porque passa a instituição (quadro comum às congéneres públicas nacionais), estes sim, imensos desafios. O texto a seguir contém porções integrais de terceiros, citações e textos próprios, além de conclusões, críticas, sugestões, recomendações e possibilidades de estudos futuros. Esperamos que o mesmo colabore para fomentar uma maior utilização dos recursos já disponíveis na instituição bem como a incansável busca de novas soluções. Escrito ao abrigo do novo acordo ortográfico. 2 Agradecimentos “O que você sonha sozinho é um sonho, o que você sonha com os outros pode se tornar uma realidade.” (Edward Schillebeeckx) Apesar das características diferenciadas deste tipo de trabalho, muitas pessoas me auxiliaram de alguma forma, em algum momento, desde o início até o final. Agradeço ao Prof. Carlos Gomes pelo apoio em algumas fases da investigação, propostas de implementação e candidaturas a financiamentos externos. À Profª. Margarida Serpa e aos professores, alunos e funcionários, principalmente aqueles vinculados ao Departamento de Ciências da Educação. À Universidade dos Açores que se disponibilizou para o desenvolvimento da investigação. Aos Pró-Reitores Prof. Paulo Fialho (Qualidade, Avaliação e Ensino à Distância), Prof. Armindo Rodrigues (Gestão da Investigação) e Prof. David João Horta Lopes (Desenvolvimento das Regiões e Extensão). Correndo o risco de omissões cito aqueles que no momento me vem à lembrança, agrupados em ordem alfabética, sem nenhuma ordem de importância ou temporal. Obrigado a Ana Naia, Ana Pinto, André & Tailaine Dornelles, Antero Rolo, Conceição Diógenes, Daniëlla Gyselinck, Domingos Mabota, Dorival Mendes, Eduarda Torres, Francisco Carreiro da Costa, Georgina Funny, Grimaneza Azevedo, Isabel Simas, João Martins, Luciano & José Gilberto Lopes, Luis Sousa, Luisa Viveiros, Manuela Soler, Maria do Carmo Ferreira, Marina Fonseca, Nélia Franco, Paulo Mendes, Pedro Veiga, Rui Ribeiro, Sílvia Silveira, Virgílio Alves... Наталия і Міша Прилипко. Por último, mas não menos importante, agradeço a André da Silva Castro, sem o qual nada seria possível, nem mesmo estar nos Açores. No período entre abril e dezembro de 2012, contamos com o apoio financeiro do FRC através da bolsa FRCT/2011/317/005 - M3.1.7/F/003/2011 financiada pelo Fundo Social Europeu (FSE) através do Programa Operacional para a Região Autónoma dos Açores (Pro-Emprego), 2007-2013. Em memória de Ernesto, Yedda e Babalú (nada será como antes). 3 Resumo Esta investigação propôs-se a estudar e formular estratégias de implementação e desenvolvimento de um sistema sustentável voltado à diversificação dos modelos de aprendizagem mediados pelas tecnologias, passível de ser utilizado efetivamente no ensino aberto e a distância bem como no suporte às atividades presenciais, observando as boas práticas existentes no mercado e adaptando-as às necessidades específicas. Dessa forma, procurou dar respostas a demandas concretas da Universidade dos Açores, nomeadamente relacionadas com a sobrevivência institucional, o que inclui um efetivo atendimento à demanda das nove ilhas que compõem o arquipélago, a extensão de sua área de ação para atingir outros públicos e a decorrente necessidade de sustentabilidade económica. No âmbito regional, a ensino mediado pelas tecnologias poderá contribuir para promover a inclusividade e auxiliar a criar uma sociedade baseada na equidade, onde a justiça, a igualdade e a interdependência assegurem uma melhor qualidade de vida para todos, sem discriminações, onde a diversidade seja aceita e reconhecida como fundamento para a convivência social, ajudando a construir uma sociedade mais democrática e sustentável. Palavras-chave: competitividade, e-recursos, inclusividade, inovação, mudança de paradigma, práticas educativas, recursos educacionais abertos, socialização dos conteúdos, sustentabilidade, tecnologias aplicadas à educação, visibilidade. Abstract This research proposed to study and formulate implementation strategies and development of a sustainable system aimed at diversification of models of learning mediated by technologies which can be used effectively in open and distance education as well as to support classroom activities, observing the best practices existing in the market and adapting them to specific needs. That way, sought to give answers to concrete demands of the University of the Azores, notably related to institutional survival, which includes an effective attendance the demand of the nine islands that make up the archipelago, extending their area of action to reach other publics and the attendant need for economic sustainability. Regionally, the technology-mediated learning can contribute to promote inclusiveness and help create a society based on equity, where justice, equality and interdependence will ensure a better quality of life for all without discrimination, where diversity is recognized and accepted as a basis for social coexistence, helping to build a more democratic and sustainable society. Keywords: competitiveness, e-resources, inclusiveness, innovation, paradigm shift, educational practices, open educational resources, knowledge socialization, sustainability, technologies applied to education, visibility. 4 Índice Prefácio 2 Agradecimentos 3 Resumo / Abstract 4 Índice 5 Estado da Arte 6 Situação Atual 17 Rankings Universitários 26 Objetivos 35 Descrição Detalhada 36 Cronograma 38 Métodos 39 Plataforma de Gestão de Aprendizagem 40 Sistemas de Videoconferências 43 Backbone RCTS 44 Referenciais de Implementação 46 Institucionalização da Educação Mediada pelas Tecnologias 72 Sistema de Ensino Aberto e à Distância 77 Recursos Educacionais Abertos 78 Formação Inicial 80 Formação de Formadores 81 Mobilidade de Estudantes Regionais 83 Mobilidade de Estudantes Nacionais 86 Mobilidade de Estudantes Internacionais 87 Mobilidade de Professores 91 Estruturas de Apoio ao Ensino Mediado pelas Tecnologias 94 e-Learning Lab 105 Fontes de Financiamento e Fomentadoras de Projetos Educativos 108 Sustentabilidade 118 Desenvolvimento Decapolar 119 Polos Regionais e Pontos de Presença 123 Wi-Fi de Longo Alcance 125 Recursos Tecnológicos Gratuitos 127 Estrutura Existente no Arquipélago 129 Rede da Área Atlântica das Regiões Ultraperiféricas Europeias 130 Desafios para a UAç 140 Conclusões, Críticas e Sugestões 141 Estudos Futuros 143 Captain's Log (Diário de Bordo) 144 Posfácio 147 Referências
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