Abstract
RESUMO Com o aumento da oferta na rede mundial de computadores dos chamados Cursos On-line Massivos e Abertos, mais conhecidos por seu acrônimo em inglês MOOCs (Massive Online Open Courses), cria-se a necessidade de que se pesquise de maneira mais aprofundada sua dinâmica, sua pedagogia e sua estrutura a fim de que se possa estabelecer um juízo sobre as possibilidades de uso efetivo desta nova ferramenta para o ensino de línguas estrangeiras. Neste trabalho, situado no âmbito das pesquisas em CALL (Computer Assisted Language Learning), partimos da perspectiva da Teoria Conectivista, estabelecida, sobretudo, a partir dos estudos de Siemens e Downes, para analisar dois cursos de línguas estrangeiras na modalidade MOOC, oferecidos em diferentes plataformas digitais: o curso de espanhol para estrangeiros oferecido pela UNED em plataforma própria e o curso de mandarim para hispanofalantes veiculado pela plataforma UNIMOOC. Em ambos os casos, evidencia-se que os cursos não cumprem o que prometem, apresentando falhas no processo de ensino, sobretudo no que tange à necessidade de criar espaços propícios à interação. Este trabalho inscreve-se em uma proposta de pesquisa mais ampla, cujo objetivo é estabelecer critérios adequados para a criação de MOOCs para o ensino de línguas estrangeiras.
Highlights
In mid-2013, Brazil’s largest circulation newspapers announced that the University of São Paulo (USP) had begun offering its first Massive Online Open Courses (MOOCs) courses, an acronym for the Massive Online Open Course
We introduce Connectivism, as a theory to explain MOOCs, describe the main characteristics of some courses analyzed, compare them with the principles established by the theory, and conclude with some suggestions on how to design what should be seen as a good MOOC for language teaching
The emphasis on digital technologies as a key part of the distribution of cognition and knowledge. Siemens and his colleagues, thinking about how these principles apply to online education, list some characteristics that they consider to be crucial in courses developed in digital platforms, as the case of MOOCs, in an effective way:
Summary
In mid-2013, Brazil’s largest circulation newspapers announced that the University of São Paulo (USP) had begun offering its first MOOC courses, an acronym for the Massive Online Open Course. The emphasis on digital technologies as a key part of the distribution of cognition and knowledge Siemens and his colleagues, thinking about how these principles apply to online education, list some characteristics that they consider to be crucial in courses developed in digital platforms, as the case of MOOCs, in an effective way:. There would be no room for formal evaluations and the teacher would have an auxiliary role, guiding learning without directly interfering Student protagonism, in this model, becomes clear especially from the Principle of the Criticality of Creation, according to which “[...] learners create and share their understanding of the course topics through blogs, concept maps, videos, images, and podcasts. Our aim is to verify whether the theory built under the aegis of MOOCs is robust enough for a profound analysis of this course model and whether, MOOCs fulfill the promise of educational innovation that has followed them since their creation
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