A jornada dos híbridos: acompanhamento dos percursos de aprendizagem em movimento no contexto da Internet das Coisas

Abstract

Mobile learning activities develop physical, cognitive, and interpersonal skills of students, but orchestrating these activities pedagogically poses challenges to teachers, since these activities occur outside their visual reach and with students moving spatially. Therefore, this thesis is guided by the following question: how can technologies of the Internet of Things (IoT) help promote teacher awareness in the pedagogical orchestration of mobile learning activities? The goal of this thesis is to design and evaluate an inventive mobile gamified pedagogical practice and understand how within the scope of the IoT this practice contributes to the promotion of teacher awareness in the pedagogical orchestration of such activities. This thesis is based on the methodological paradigm of Design Science Research (DSR), especifically on the Design Science Research Methodology process model. The data was built in the actual process of invention of the practice, in two moments: a demonstration activity, through direct observation, interviews, questionnaires, round table, blogs and registries of images, audio and video in digital format; secondly, in the construction and evaluation of a pedagogical practice in three different scenarios, informed through a scenario evaluation methodology. The data analysis showed that, without technological support, the awareness of teachers regarding relevant aspects of the mobile activity is insufficient to enable pedagogical orchestration. The design of the MOBinvent pedagogical practice incorporated IoT sensors in the construction, processing, and transmission of consolidated data through a real-time dashboard for the teacher, enabling the accompaniment and orchestration of the activity. The results of the scenario evaluation points to the promotion of teaching awareness which would enable the pedagogical orchestration; on the other hand, the demonstration activity, which did not incorporate IoT sensors, did not promote such. Therefore, the main contribution of this thesis is represented by the final design of the MOBinvent pedagogical practice, as a rigorous and relevant demonstration of how IoT sensors, by automating bureaucratic aspects of building, processing, and transmitting consolidated data, can offer teachers information, and freedom to focus on the pedagogical orchestration. Future studies may focus on improving the design here proposed through interdisciplinary teams that may suggest improvements and advances in the design of the MOBinvent practice. New evaluations in the field would be recommended as soon as restrictions imposed by COVID-19 allow, improving or proposing practices that may offer teachers greater freedom in orchestrating mobile learning processes, promoting learning, which in terms is the ultimate goal of educational processes.