Towards a Model of a Didactics of eLearning: An Application to Education for Sustainable Development

Towards a Model of a Didactics of eLearning: An Application to Education for Sustainable Development

Filomena Amador (Universidade Aberta, Portugal), Ana Nobre (Universidade Aberta, Portugal) and Daniela Barros (Universidade Aberta, Portugal)
DOI: 10.4018/978-1-5225-0039-1.ch019
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In this paper our aim is to analyze and discuss some of the problems that Higher Education Institutions are facing with the change in the profile of students who reach this level of education. In this context issues related to the implementation of several professional knowledge areas (conceptual, pedagogical and technological) acquire a new dimension due to the need of transpose them into online learning environments. This starting point is a deep understanding from the analysis of three theoretical perspectives: digital natives and social and cultural settings, models of didactic transposition, and education for sustainable development. The last one was selected as a model to exemplify. Thus, it is our goal in this article to discuss a first draft of a didactic transposition model adapted to eLearning that answers the needs of this specific public.
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This topic is divided into three themes: “New students in a changing society,” “Models of didactic transposition,” and “Education for Sustainable Development.” The goal is to develop a theoretical framework which could support the DT model that we propose later.

Key Terms in this Chapter

Education for Sustainable Development: The concept highlights education is a central element of sustainable development and should be an opportunity to work for participatory and metacognitive engagements of students about sustainable development problems.

Didactic Transposition: It is a processes focus in the transformation and adaptation of knowledge produced by the scientific community to make it suitable to be used as learning objects.

Digital Residents: Are those that see the Web as a place where there are clusters of friends and colleagues who can be approached and with whom they can share information about their own life. These individuals have a tendency to believe that they “belong” to communities that are located in virtual environments. They have no problem in providing their profile on platforms and social networks like Facebook or Twitter and are free to express their personality in these online spaces.

Digital Natives: Are young people who were born in a world already dominated by technology and who are fluent in the digital language of computers, video games and the Internet in general.

Colearning: It focus in the interaction that takes place in collaborative learning processes, which includes the construction of real “communities of practice”, by means of a dynamic and participatory involvement of their elements that are predisposed to the collective construction of knowledge.

Digital Visitors: Are those who have tasks, goals and objectives and search digital tools to achieve them. Visitors need some sort of concrete benefit resulting from the use of these tools. They do not seek visibility on social networks such as Facebook, or any other tool that allows the inclusion of any form of persistent profile.

Digital Immigrants: Are those who make use of the digital language but with “accent”, showing some difficulty in understanding and expressing themselves digitally.

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