Design as an interpretative and creative action configuring virtual learning environments

Design as an interpretative and creative action configuring virtual learning environments

Farbiarz, Alexandre; Farbiarz, Jackeline Lima; Dias, Cynthia Macedo

Full Article:

This paper studied the visions of teachers on the places of the subjects and their relationships mediated by the use of a social networking site and a Virtual Learning Environment (VLE) as a complement to the face-to-face classroom in a project discipline from the graduation in Design. We explicit different levels of complexity observed in the subject-object relationship (Bomfim, 1997) in the use of these environments, considered as systems of communication and information, mediators of relationships between subjects, and between them and their environment. We emphasize the possibilities of interference at these levels both by designers, that configure these environments, and teachers, who design uses with their students. Along with this vision, we articulate the concept of interface (Bonsiepe, 1997) as a mediator of communicative action, which may potentiate practices closer to conviviality or to traditional and manipulative (Illich, 1985) practices. Design, as interpretative and creative action, can question naturalized practices, integrating its technological and humanistic vocations, but it is the use made of the tool, mediated by the interface, that will effect the action enhanced by it.

This paper studied the visions of teachers on the places of the subjects and their relationships mediated by the use of a social networking site and a Virtual Learning Environment (VLE) as a complement to the face-to-face classroom in a project discipline from the graduation in Design. We explicit different levels of complexity observed in the subject-object relationship (Bomfim, 1997) in the use of these environments, considered as systems of communication and information, mediators of relationships between subjects, and between them and their environment. We emphasize the possibilities of interference at these levels both by designers, that configure these environments, and teachers, who design uses with their students. Along with this vision, we articulate the concept of interface (Bonsiepe, 1997) as a mediator of communicative action, which may potentiate practices closer to conviviality or to traditional and manipulative (Illich, 1985) practices. Design, as interpretative and creative action, can question naturalized practices, integrating its technological and humanistic vocations, but it is the use made of the tool, mediated by the interface, that will effect the action enhanced by it.

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DOI: 10.5151/designpro-CIDI-52

Referências bibliográficas

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Como citar:

Alexandre Farbiarz; Jackeline Lima FARBIARZ; Cynthia Macedo Dias; "Design as an interpretative and creative action configuring virtual learning environments", p-572-577. In: In Coutinho, Solange G.; Moura, Monica; Campello, Silvio Barreto; Cadena, Renata A.; Almeida, Swanne (orgs.). Proceedings of the 6th Information Design International Conference, 5th InfoDesign, 6th CONGIC [= Blucher Design Proceedings, num.2, vol.1]. São Paulo: Blucher, 2014.
ISSN 23186968, DOI 10.5151/designpro-CIDI-52