Abstract
This article maps the specificities of innovation in university teaching through the preparation of printed and hypermedia materials for pedagogic mediation in distance education. The spiral cycles of planning, action, observation and a reflection guided methodologically are described, which involveteachers and mediation designers in multidisciplinary teams at the Physics Teaching Course for the distance learning modality. The analytical categories were chosen in the light of the Network of Mediators Theory, Didactic Transposition and Significant Learning. Two contributions of the results could be highlighted: a) the mapping of teaching performance divided in three matrices: Problem-Dialog Matrix, Thematic-Organizing Matrix, Thematic-Analytical Matrix and b) the Perfo_List indicators formula used to evaluate teaching performance in multidisciplinary teams. It can be concluded that teaching performance throughout the preparation of printed and hypermedia materials potentiate pedagogic mediation in distance education when it is sustained on three basic related principles: skill, autonomy and desire.
Highlights
The central concern is to map the specificities of innovation in university teaching throughout preparation of printed and hypermedia materials for the pedagogic mediation in Distance Education
Highlighted: a) the mapping of teaching performance divided in three matrices: Problem-Dialog Matrix, Thematic-Organizing Matrix, Thematic-Analytical Matrix and b) the indicators form Perfo_List to accompany teaching performance in multidisciplinary teams
It can conclusively be stated that teaching performance throughout the preparation of printed and hypermedia materials potentializes pedagogic mediation in distance education when it is sustained on three linked basic principles: skill, autonomy and desire
Summary
Para contemplar o objetivo central da pesquisa, que era compreender as especificidades da performance docente no processo de elaboração de materiais didáticos para EaD, lançou-se mão dos princípios da investigação-ação educacional na interface com a matriz conceitual baseada na Teoria da Rede de Mediadores, Transposição Didática e Aprendizagem Significativa. Cada uma dessas matrizes é composta por dezesseis elementos que contemplam tanto as problematizações quanto os resultados e afirmações parametrizadas pela competência, autonomia e desejo como categorias para investigação das inovações na performance docente universitária no processo de elaboração de materiais didáticos para EaD. As experiências bem sucedidas devem ser aproveitadas em ações prospectivas
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: RIED. Revista Iberoamericana de Educación a Distancia
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
