Um framework conceitual para o desenvolvimento de trilhas digitais abertas de neoaprendizagens via design thinking

Abstract

This research was conducted at the Federal University of Sergipe, within the Graduate Program in Education, in the research line “Technologies, Languages, and Education” and in the Research Group on Informatics in Education (GEPIED). The discussion begins with the understanding that cyberspace has enabled different ways of sharing and acquiring information, allowing quick access to resources for both students and teachers, including those involved in higher education. However, most university professors do not have pedagogical training that enables them to design learning processes that meet the needs of the current social context. Nevertheless, becoming familiar with concepts such as Learning Paths, Design Thinking, Neolearning, and Digital Open Educational Resources can lead to improvements in teaching practices and student learning. Thus, this study proposes that university professors work with their students using a strategy referred to here as Open Digital Neolearning Paths. These can be conceptualized as a teaching-learning strategy, andragogical, experiential, and expansive—organized in didactic sequences that apply Design Thinking as a teaching-learning methodology. The aim is to foster the development of competencies and the Transfer of Learning to professional practices, shared under an open license that allows use, adaptation, and remixing by other educators. However, considering that many higher education professors are unfamiliar with such concepts, the guiding research question emerges: How can university professors apply Open Digital Neolearning Paths (via Design Thinking) as a teaching-learning strategy? Accordingly, the general objective of this research is to propose a Conceptual Framework for the development of Open Digital Neolearning Paths (via Design Thinking) as a teaching-learning strategy in higher education. To achieve this goal, a qualitative, applied, pragmatic, and prescriptive study was conducted, grounded in the Design Science paradigm and the Design Science Research methodology, following five stages: problem definition, development, validation, reflection, and communication. The data collection instruments included systematic and bibliometric literature reviews, interviews, and questionnaires. For data analysis, Descriptive Statistics and Discursive Textual Analysis were employed. The resulting Framework, called NeoPath Thinking, was validated by a group of fifteen PhDs with extensive expertise in the themes addressed by this dissertation. This selected group deemed the artifact relevant to the goal of supporting university professors in conducting a teaching-learning process aligned with contemporary demands. Subsequently, university professors were invited to reflect on the possibilities and challenges of adopting NeoPath Thinking and the Open Digital Neolearning Paths in their teaching-learning processes. From the discourse of the 86 participants in this stage, two final categories emerged, supporting the thesis that through the adoption of NeoPath Thinking in the construction of Open Digital Neolearning Paths, professors and students can acquire new inter/multidisciplinary (and possibly transdisciplinary) knowledge and develop competencies relevant to contemporary times in a meaningful, experiential, and expansive way. This process promotes the Transfer of Learning to professional practices collaboratively, within the tetrad of teacher-student-institution-community.