MCCATI: uma metodologia de colaboração, comunicação e aprendizagem para equipes de TIC no Instituto Metrópole Digital da UFRN

Abstract

This dissertation presents how computer-supported collaborative learning (CSCL) can contribute to development, training, collaboration and learning activities in a work environment. Through the CSCL and its methods, it is possible to promote more active learning that encourages critical thinking, peer interaction, problem solving and self-regulation of the learning and teaching process. This work also acts in researching educational practices and technologies, and aims to develop a methodology based on applications and CSCL concepts, in order to implement collaboration, communication and learning for an IT team. With specific objectives, the work here presented proposes to diagnose the skills and hardships of the participants, members of an IT team, and to identify the most appropriate group formation strategy to their reality; Map concepts, solutions, applications and CSCL artifacts that can be used in DTI / IMD and to validate the proposed methodology. The method used to build the proposed methodology was the Design Research Methodology (DRM). The data were analyzed in the light of the Textual Discourse Analysis (TDA) with the support of the MAXQDA© software. It was identified that with such heterogeneity of the participants, they tend to need mediation, and that they’re willing to work collaboratively. As a group formation strategy, it is possible to state that Belbin's theory meets the requirements for grouping with the use of CSCL in the research locus. To analyze the validation of the methodology, 3 categories were created, from which 9 units of analysis emerged. After this analysis, it was possible to infer that MCCATI can be classified as an educational technology for organizational training; that the mediation strategies used were able to facilitate a learning situation and to resolve conflicts; that there was social interaction through the elements of negotiation, responsibility and trust among peers. The difficulty in measuring and evaluating the awareness artifact indeed existed and it was not possible to confirm the communication analysis unit in the coded sections. This research contributes with a collaborative artifact that can be used by different IT teams (both support and infrastructure areas), serving as a driver for the promotion of learning beyond the classroom.