Pedagogical Architecture for New Digital Learning Objects aimed at Affective Computing
DOI:
https://doi.org/10.18264/eadf.v13i1.1736Keywords:
Feeling of belonging, Cyberspace, Cognitive ergonomicsAbstract
This research intends to discuss a pedagogical issue that has been rapidly gaining prominence in the recent years, mostly due to an emerging phenomenon caused by coronavirus pandemics: the urgent demand for a Learning Management System (LMS) capable of potentializing students’ belonging feeling. Methodological foundation for this research was divided into three approaches, assuring data triangulation: bibliographic, qualitative, and exploratory-retroductive, that is, to answer a hypothesis for applicability purposes. How it would be possible to promote affective relations by means of a virtual learning environment? Taking this hypothesis into account, the evidence demonstrated that a few aspects should be considered in the design of a Digital Learning Object (DLO) for students to experience affective relations and feelings of belonging. Such criteria include the quality of internet access, the LMS’s pedagogical architecture, and the neurocognitive experience offered by the DLO. Therefore, the objective of this research was to ideate a DLO, having as a motto the pain of students from a Higher Education Institution (HEI). The aim was to propose a situationally thought DLO to potentialize the use of the LMS itself, and to instigate the feeling of belonging to a (virtual) place between teacher and student, i.e., to potentialize affective relations even in a cyberspace environment. Lastly, a DLO prototype was presented, namely ‘Conecta Mais’ (translated as ‘Connects More’), with the aim of stimulating co-participatory learning between students, teachers, and the community. This OAD is under development, in its pilot application phase at a Higher Education Institution in the State of Parana, in Brazil.
Keywords: DLO. Feeling of belonging. Cognitive ergonomics. Cyberspace. ICT.
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