Contributions of the Fedathi Polygon to fedathi teaching practice in a Comodale context

Abstract

Technology-mediated education is growing rapidly, expanding the scope and access to teaching. Comodale is a convenient and flexible proposal for expanding teaching, which promotes simultaneous interactions with students in face-to-face and virtual environments through web conferences. The Fedathi Polygon is a scenario in which the teacher, using various artifacts, mediates the construction of students’ knowledge. The objective was to identify the contributions of the Fedathi Polygon to teaching practices that use Comodale. Classified as an exploratory investigation, through a case study, it was observed the multimodal attention that the teacher needed to promote the effective participation of students in the teaching session and that teacher-student and student-student interaction was provided, regardless of whether the student was in person or online. In addition, the use of Moodle MultiMeios promoted the carrying out of complementary activities, in which discussions were initiated in the synchronous moment reinforced in the asynchronous activities. It was concluded that the Fedathi Polygon provided organization, interaction and active participation of students in their learning process, providing autonomy and student authorship. In addition, Comodale promoted the inclusion of students who were not present in person, for any specific or personal reasons, without causing harm to their education.