Ampliando Conceitos para o Paradigma de Educação Digital OnLIFE

Abstract

The hyperconnected society that is emerging in this era, from the development of digital network technologies, has demanded disruptive movements in different contexts and in living and coexisting in its different dimensions. The area of education, mainly due to the pandemic of COVID-19, which made it impossible to continue the development of teaching and learning processes in the physical classroom, due to the requirement of physical isolation, was forced to use online digital technologies, in order to continue the teaching processes. This emergency situation highlighted the need to discuss and clarify various concepts, such as emergency remote education, distance education, teaching education, online education, open education, digital education, among others, brought by Moreira and Schlemmer (2020). Continuing the presentation of these concepts and, in order to deepen their understanding, as well as to identify the potential of each one of them in the context of hybridity and multimodality in education, we will analyze in this text the concepts of mobile learning, pervasive learning, ubiquitous learning, immersive learning, gamification learning, game-based learning, among others. Our main goal with this theoretical text, is to contribute with elements that enable reflection, helping teachers and managers to overcome educational designs based on the transposition of methodologies and practices of classroom teaching in physical geography for a digital education in network and in the construction of disruptive designs for an OnLIFE education.