When teachers become students
a formative path towards designing open educational resources
DOI:
https://doi.org/10.5216/revufg.v20.63333Abstract
This work presents the Media in Education specialization offering trajectory at the Faculty of Education of the Universidade Federal do Mato Grosso do Sul (UFMS) in partnership with the Uni-versidade Aberta do Brasil (UAB). The course project prioritized trai-ning for the pedagogical use of digital technologies in the context of teachers’ professional performance. The development of a digital Open Educational Resource (OER) concluded this training process. The purpose of this text is to discuss the training trajectory of this course, problematizing the process of planning and designing the OER. To do so, we analyzed the OER Development Reports of 207 students, seeking to understand the nuances of the education pro-cess, such as their motivations, challenges, and difficulties, and how the contents learned in the course contributed to the development of the OER. We opted for the Content Analysis methodology, using NVivo software for mapping, classifying, and categorizing the sour-ces. The research indicates that the proposal to create an OER wi-thin the scope of the Final Assignment (FA) brought some discomfort to students due to the difficulties encountered. On the other hand, it provided opportunities and stimulated creativity and the articu-lation of contents with their didactics possibilities when displayed in different types of media. Besides, the proposal conveyed a com-pelling continuation of the extension action, considering that the FA resulted in more than 200 OER produced, stimulating the culture of collaboration, sharing, and remix in education.
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