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The Seen Playfulness as Aspect of the Distance Education

The Seen Playfulness as Aspect of the Distance Education
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Author(s): Maurício Rosa (Other Medias & Mathematics Education (GPIMEM), Brazil) and Marcus Vinicius Maltempi (Other Medias & Mathematics Education (GPIMEM), Brazil)
Copyright: 2006
Pages: 5
Source title: Emerging Trends and Challenges in Information Technology Management
Source Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-59904-019-6.ch147
ISBN13: 9781616921286
EISBN13: 9781466665361

Abstract

Considering the increase of the necessity of qualified people and continues formation, the great lack of physical resources and specialists, as well as, the continental dimensions of Brazil, it becomes easy to notice the importance that distance education, especially by Internet, will take place in our society. So, it is essential to offer even more distance courses with qualify, and then we will be participating of the construction of a future that has already started. Therefore, we aiming at finding and spreading different alternatives of teaching and learning which make a greater interest, participation possible to the students, we elaborated a teaching and learning methodology. We used the construction of electronic games as pedagogical context, following the constructionist ideas. The course called “Computer science and Games: the playful technology applied to the education” was totally developed at distance and it presented the construction of RPG1 electronic, as a pedagogical context. From this scenario on we could verify that there were aspects which were presented as characteristics of the Distance Education (DE) in that context. We verify that the playfulness found in the construction of electronic RPGs, as well as in the constitution of conjecture elaborated in the current discussions, carried through in synchronous way by chatting, regarding papers read during the course, forms part of a picture of aspects of DE. In this direction, we will work this aspect in this context, from different theoreticians, and will present collected data in the course that confirm the presence of the playfulness, in a constituted scene of the perspective of DE. We will dialogue, also, with studious who deal with the learning theory called Constructionism, which served as bases for the pedagogical purpose presented in the current course, or either, the construction of electronic games. However, first, we should point out the context of the course to the reader, initially presenting it in order to, from that, evidence the playfulness as aspect of the DE, which has been turned out in the interior of the pedagogical purpose used in it.

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