Investigação de diretrizes pedagógicas-tecnológicas para orientar o redesign de cursos de línguas a distância: o caso English online 3D

Abstract

The changes in the education system, caused by the COVID-19 pandemic, underline the need to expand investigations and seek solutions for online teaching, with a particular focus on the design of digital materials for distance language teaching. At UFSM, since 2020 the LabEOn project has involved students in initial and continuing education in the review and creation of content for virtual courses to foster learning through the design of the agents involved in this process (COPE; KALANTZIS, 2015). Because of this, the integration of dynamic elements, via the H5P plug-in on the Moodie platform (GERVASIO, 2019), provoked the need to investigate pedagogical and technological guidelines that would guide the adoption of innovative approaches in distance language teaching. However, a challenge arises: What strategies and/or resources can be used in the didactic material of an online course to generate student autonomy and engagement? Intending to seek an answer to this question, this research investigates how the redesign of the didactic material of the E-3D course, level 2, contributes to propose technological and pedagogical guidelines for language teaching in the EaD modality. For this, through exploratory, qualitative, descriptive and interpretive research, a case study was carried out, which followed the steps of a Design-Based Research and the MoDE Framework (REIS, 2021) to implement a design based on multiliteracy pedagogy (COPE; KALANTZIS, 2015; 2009). Therefore, in the literature review, studies on language teaching in the distance modality, the principles of learning through design, from the perspective of the pedagogy of multiliteracies (COPE; KALANTZIS, PINHEIRO, 2020) were discussed, given the need to enhance the processes of design, designing and redesign in distance language learning. In addition, studies on distance learning and the use of the H5P plug-in in online courses were discussed. The results discuss the evaluation made by the participants of two distinct groups on the implementations proposed in the E-3D course, level 2, which were carried out for the course in the distance learning modality. Participants highlighted how the developed digital material provided engagement and autonomy, considering the categories of Attention, Relevance, Confidence and Satisfaction (KELLER, 2009). Therefore, the implemented resources, through using activities with H5P on the Moodie platform, increased student engagement in the course under study. Both the digital materials and the synchronous activities drew attention, highlighted the relevance of the contents addressed, and demonstrated satisfaction with the activities and interactive exercises, which increased the students' confidence and sense of achievement in the course. As a contribution to this research, ten guidelines are presented to guide the practice of language teaching in distance learning, which guide the inclusion of topics of interest to students, the adoption of active methodologies in synchronous and asynchronous teaching; the importance of choosing a good platform and continuous evaluation of the proposed materials; the need for English teachers to act as designers and learning mediators, creating interactive content, providing feedback, collaborative activities and self-managed learning through the use of different resources.