Análise da qualidade em objetos de aprendizagem : reflexão sobre aspectos pedagógicos

Abstract

Learning objects are digital resources which facilitate the access to educational contents, comprehension of new knowledge and interaction with new pedagogical strategies in order to work with concepts or activities. They can be present at the elementary school, high school, college and also professional courses, at virtual repositories and virtual learning environments, as educational resources for distance education or as digital contents for presence education. In order to reach that, Learning Objects require pedagogical planning regarding their dynamics and interactive resources, which need to surpass the limit of “graceful” or “nice to be seen”. As a teaching strategy, Learning Objects need to be better characterized regarding the recommendations which may contribute to an effective identification and evaluation of pedagogic aspects that help in the educational processes. Thus, the objective of the following study is to investigate the pedagogic aspects present at Learning Objects, identifying the presence of those as support to educational processes. It is an exploratory research, based on qualitative approach, having in its course the use of some data and interpretation of pedagogic aspects researched in evaluation instruments of Learning Objects, which are aggregated and analyzed in a way to make a new aspects interpretation possible, reunited in a group to be better identified in the use of Learning Objects. For each selected object, the areas and subareas were contemplated, such as physics and thermodynamic, in order to provide similarity among the analyzed objects. Thereby, the analysis led to a directed and deep reflection of the pedagogic aspects of Learning Objects present in virtual national public repositories. From this new perspective, it was possible to obtain as result the elaboration of a group of pedagogic aspects which make possible the generation of indicators to give support to the Learning Objects in educative processes. This way, it was also possible to look at the learning objects and perceive the presence or absence of pedagogic elements which support the educative processes, and investigate which aspects are more present and which need more attention in Learning Objects.