Diseño de tareas apoyadas en TIC para promover aprendizaje autorregulado

Objective. This study aimed to describe tasks proposed by university teachers that were based on information and communications technologies (ICT) to facilitate self-regulated learning. Structural components of the tasks (objectives, instructions, previous knowledge and demands) were described; as well as the feedback, the evaluation proposed by teachers and the uses of ICT. Method. 33 task guidelines, designed by teachers, were analyzed and semi-structured interviews were conducted to broaden information about their tasks. Two evaluation grids were designed for data analysis: the first one was composed to establish in which level structural components of the tasks, its feedback and evaluation promoted self-regulated learning; the second one described the uses of technology with potential to facilitate this process. Two groups of tasks with similar characteristics were gathered after data codification to analyze their potential to promote self-regulated-learning. Results. It was found that only one group of tasks had the characteristics to promote self-regulated learning: clear instructions and guidelines, higher cognitive demands, feedback, qualitative evaluation and using ICT to encourage the display of cognitive strategies. Conclusion.These findings highlight the need to keep improving the use of ICT among university teachers to strengthen the design of academic tasks aiming to promote self- regulated learning Escopo. Este estudo teve como objetivo caracterizar um grupo de tarefas acadêmicas apoiadas em tecnologias da informação e comunicação (TIC) que facilitam a aprendizagem autorregulada. Foram descritos os componentes estruturais das tarefas (objetivos, consignas, conhecimentos prévios e demandas); a retroalimentação e avaliação proposta pelo docente e os usos das TIC na tarefa. Metodologia. Foram analisadas 33 guias de tarefas desenhadas por docentes universitários, e foram realizadas entrevistas semi-estruturadas com eles, para ampliar a informação sobre as tarefas. Em adição, foram desenhadas duas grades para a análise das tarefas. A primeira constou de níveis para estabelecer quanto os componentes estruturais da tarefa, sua retroalimentação e avaliação promoviam a aprendizagem autorregulada; a segunda descreveu usos da tecnologia com potencial para facilitar este processo. Finalmente, foram formados grupos de tarefas com características similares, para analisar seu potencial para favorecer a aprendizagem autorregulada. Resultados. Só umas poucas