Ainda que tenhamos procurado apresentar uma análise temática que desse conta da enorme complexidade e diversidade de assuntos focados no nosso corpus de análise desta tese, estamos cientes que haveria muito mais a explorar e que a análise que realizámos deixou muitos dados por aprofundar. Por outro lado, também a possibilidade de estabelecer relações entre os padrões de significados encontrados nos vários temas ficou por efetuar, o que poderia conduzir a outro nível de conclusões. Consideramos ainda que, também o tema C, Partilha da
Informação e Conhecimento mereceria um tratamento mais detalhado designadamente, no
que se refere aos diferentes tipos de partilha, modo de partilha, natureza da partilha e ligação aos contextos em que esta ocorre.
Por outro lado, teria também sido interessante realizar uma análise indivíduo a indivíduo, com o objetivo de delinear perfis de participação, detalhando as suas especificidades nestas dinâmicas.
Ainda a nível metodológico, assinalamos que procedemos à triangulação de investigadores na categorização efetuada, mas tínhamos intenção de devolver a análise realizada aos próprios participantes, convidando-os a comentar a interpretação construída, no sentido de a poder melhorar e clarificar. Tal não foi possível, por constrangimentos diversos.
Quanto a perspetivas de investigação futuras, muito há a investigar nesta recente área do conhecimento. Entre outras possibilidades e caminhos gostaríamos de apontar para investigação que aprofunde a relação entre as práticas de uso dos media sociais por professores universitários e a adoção de práticas educacionais abertas e seus desenvolvimentos. Também o papel destes agentes enquanto participantes, designadamente na partilha do conhecimento na rede, oferece muito a explorar.
Apesar das limitações já apontadas, pensamos que o nosso estudo pode contribuir, entre outros aspetos, com exemplos de configurações interessantes de práticas de participação e de partilha por parte de um conjunto de sujeitos que, agregando a sua pertença
144
ao mundo académico com uma elevada integração no mundo da Web social, nos podem iluminar nestes novos e ainda pouco explorados caminhos da sociedade em rede e da cibercultura.
145
146
Amante, L. (2004). A Integração das Novas Tecnologias no Pré-Escolar: Um Estudo de Caso. Tese de doutoramento, Universidade Aberta, Lisboa.
Amante, L. (2013). Facebook e Novas Sociabilidades: Contributos da Investigação. Atas da VIII
Conferência Internacional de TIC na Educação. Challenges 2013 (pp. 1035-1047). Braga:
Universidade do Minho.
Amichai-Hamburger, Y. (2007). Personality, Individual Differences and Internet Use. Em A. M.- D. Joison, Oxford Handbook of Internet Psychology. Oxford: Oxford University Press. Anderson, P. (2007). What is Web 2.0: Ideas, technologies and implications for education. JISC
Technology and Standards Watch. . Obtido de
http://www.ictliteracy.info/rf.pdf/Web2.0_research.pdf
Askwith, I., Jenkins, H., & Green, J. &. (2006). This Is Not (Just) An Advertisement Understanding Alternate Reality Games. (MIT Convergence Culture Consortium, Ed.)
Obtido de http://www.convergenceculture.org/:
http://convergenceculture.org/research/c3_not_just_an_ad.pdf
Baumeister, R. F. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. Obtido de http://www.communicationcache.com/uploads/1/0/8/8/10887248/the_need_to_bel ong-
_desire_for_interpersonal_attachments_as_a_fundamental__human_motivation.pdf Bazeley, P. (2007). Qualitative data analysis with NVivo. London: Sage.
Borges, M. M. (2002). De Alexandria a Xanadu. Coimbra: Editora Quarteto.
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative research in
psychology(3), 77-101.
Braun, V., & Clarke, V. (2012). Thematic analysis. Em P. M. H. Cooper, & P. M. IH. Cooper (Ed.),
APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–91). Washington:
147
Bruns, A. (2007). Beyond Difference: Reconfiguring Education for the User-Led Age. Em R. Priory (Ed.), in Proceedings ICE 3: Ideas Cyberspace, Education. Loch Lomond, Scotland. Bruns, A. (2008). Blogs, Wikipedia, Second Life, and Beyond: From Production to Produsage.
New York: Peter Lang.
Bruns, A. (2010). Distributed Creativity: Filesharing and Produsage. Em Springer-Verlag (Ed.),
Mashup Cultures (pp. 24-37). Wien: Springer-Verlag.
Bruns, A., & Schmidt, J. (2011). Produsage: A Closer Look at Continuing Development. Editorial,
Special Issue: Exploring Produsage. New Review of Hypermedia and Multimediaa, 3-7.
Bryman, A. (2008). Of methods and methodology. Qualitative Research in Organizations and
Management: An International Journal, 3(2), 159-168. Obtido de https://www.emeraldinsight.com/doi/abs/10.1108/17465640810900568
Cardoso, G. (2006). Os media na sociedade em rede. Lisboa: Fundação Calouste Gulbenkian. Carneiro, R. (2001). Nota introdutória. Novo Conhecimento, Nova Aprendizagem (pp. 11-15).
Lisboa: Fundação Calouste Gulbenkian.
Castells, M. (2005). A sociedade em rede. A era da informação: economia, sociedade e cultura (2 ed., Vol. II). Lisboa: Fundação Calouste Gulbenkian.
Christopherson, K. (2007). The positive and negative implications of anonymity in Internet social interactions: "On the Internet, Nobody Knows You're a Dog". Computers in
Human Behavior(23), 3038-3056.
Cialdini, R. B. (2015). Influência - A Psicologia da Persuasão. Lisboa: Sinais de Fogo - Publicações, Lda.
Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.
Clarke, V., & Braun, V. (2014). Thematic analysis. Em T. Teo (Ed.), Encyclopedia of Critical
Psychology (pp. 1947-1952). New York: Springer.
Costa, C., & Torres, R. (2011). To be or not to be, the importance of Digital Identity in the networked society. Educação, Formação & Tecnologias, n.º extra, 47–53.
148
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods
Approaches (4 ed.). Thousand Oak: CA: Sage.
Daniels, E., & Arapostathis, M. (2005). What do they really want: Student voices and the motivation research. Urban Education, 40(1), 3-59.
David, M., & Sutton, C. D. (2007). Social research: the basics. London: Sage.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1–27. Dron, J., & Anderson, T. (2014). Teaching Crowds - Learning and Social Media. Edmonton: AU
Press.
Erikson, E. (1992). Identidad, Juventud y crisis. Madrid: Taurus Edicones.
Everhart, D., & Knight, E. (2010). We used it the way we wanted to”: research on learner self- engagement in web 2.0 participatory environments. EDEN Annual Conference 2010. Valencia: Curran Associates, Inc.
Eynon, R., & Malmberg, L. (2011). A typology of young people’s Internet use: Implications for education. Computers & Education, 56(3), 585–595.
Firych, P. (2015). Internet as a source of knowledge about an individual. One's identity thrhough social media platforms. E-Methodology, 2, 51-57.
Firych, P. (2016). The importance of national and cultural belonging for constructing one’s identity through social media. E-Methodology, 3, 51-62.
Gangadharbatla, H. (2008). Facebook me: Collective self-esteem, need to belong, and Internet self-efficacy as predictors of the integration’s attitudes toward social networking sites.
Journal of Interactive Advertising, 8(2), 5-15.
Garrison, D., Anderson, T., & Archer, W. (2000). Critical Inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Obtido de http://dx.doi.org/10.1016/S1096-7516(00)00016-6
Gere, J., & MacDonald, G. (2010). An Update of the Empirical Case for the Need to Belong. The
Journal of Individual Psychology, 66(1), 36.
149
Guba, E., & Lincoln, Y. (1994). Competing Paradigms in Qualitative Research. (N. K. Denzin, Ed.)
Handbook of Qualitative Research, 105-117.
Harter, S. (1997). The personal self in social context: Barriers to authenticity. (R. D. Ashmore, & L. J. Jussim, Edits.) Rutgers series on self and social identity, Vol 1. Self and identity:
Fundamental issues, 1, 81-105.
Haythornthwaite, C. (2002). Strong, weak, and latent ties and the impact of new media. The
Information Societ, 18(5), 385-401.
Hildebrandt, K., & Couros, A. (2016). Digital selves, digital scholars: Theorising academic identity in online spaces. Journal of Applied Social Theory, 1(1), 87-100.
Ito, M. H., Bittanti, M., Boyd, D., Stephenson, B. H., Lange, P. G., Pascoe, C. J., & Robinson, L. (2008). Living and Learning with New Media: Summary of Findings from the Digital
Youth Project. MacArthur Foundation Reports on Digital Media and Learning .
Cambridge: Mit Press.
Jenkins, H. (08 de 04 de 2009). Critical Information Studies For a Participatory Culture (Part
One). Confessions of an Aca/Fan . Obtido de
http://henryjenkins.org/2009/04/what_went_wrong_with_web_20_cr.html
Jenkins, H. (10 de 04 de 2009). Critical Information Studies For a Participatory Culture (Part
Two). Confessions of an Aca-Fan. Obtido de
http://henryjenkins.org/blog/2009/04/what_went_wrong_with_web_20_cr_1.html Jenkins, H., & Purushotma. (2009). Confronting the challenges of participatory culture : media
education for the 21st century. Cambridge, MA: The MIT Press.
Jenkins, H., Ford, S., & Green, J. (2013). Spreadable Media: Creating Value and Meaning in a
Networked Culture. New York: New York University Press.
Jenkins, H., Purushotma, R., Clinton, K., Weigel, M., & Robison, A. J. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. (The
MacArthur Foundation, Ed.) Chicago. Obtido de
150
Joinson, A. N. (2001). Self-disclosure in computer-mediated communication: the role of self- awareness and visual anonymity. European Journal of Social Psychology, 31, 177-192. Kanuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-
practice. Em T. Anderson, & F. Elloumi (Edits.), The Theory and Practice of Online
Learning, (pp. 91-118).
Kelle, U. (2005). Emergence vs. Forcing of Empirical Data? A Crucial Problem of "Grounded Theory" Reconsidered [52 paragraphs]. Forum Qualitative Sozialforschung / Forum:
Qualitative Social Research, 6(2, Art. 27). Obtido de http://www.qualitative-
research.net/index.php/fqs/article/view/467/1000 Kerkhove, D. (1997). A Pele da Cultura. Lisboa: Relógio D' Água.
Kimmons, R., & Veletsianos, G. (March de 2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation.
Computers & Education, 72(C), 292-301.
Knight, E., & Gandomi, N. (2010). Participatory Media for Education. Final Report. Obtido de https://www.ischool.berkeley.edu/sites/default/files/student_projects/participatory_ media_education_finalreport_1.pdf
Leary, M. R., Kelly, K. M., Cottrell, C. A., & Schreindorfer, L. S. (2007). Individual differences in the need to belong: Mapping the nomological network.
Lévy, P. (1997). A inteligência Colectiva: para uma Antropologia do Ciberespaço. Lisboa: Instituto Piaget.
Lévy, P. (2000). Cibercultura. lisboa: Instituto Piaget.
Ma, W. W., & Yuen, A. (2011). Understanding online knowledge sharing: An interpersonal relationship perspective. Computers & Education, 56(1), 210-219.
Mack, L. (2010). The Philsophical Underpinnings of Educational Research. PolygLearning
Outcomessia, 19, 5-11.
Markauskaite, L., & Wardak, D. (2015). Research students’ conceptions of the role of information and communication technologies in educational technology research.
151
Australasian Journal of Educational Technology, 31(4), 421-438. Obtido de
https://doi.org/10.14742/ajet.1419
Marwick, A., & Boyd, D. (2010). I Tweet Honestly, I Tweet Passionately: Twitter Users, Context Collapse, and the Imagined Audience. New Media & Society, 20(1), 1-20. doi:10.1177/1461444810365313
Marwick, A., & Boyd, D. (2011). To See and Be Seen: Celebrity Practice on Twitter.
Convergence: The International Journal of Research Into New Media Technologies, 17(2), 139-158.
McKenna, K. Y., Green, A. S., & Gleason, M. (2002). Relationship formation on the Internet: What's the big attraction? Journal of Social Issues, 58, 9-31. doi:10.1111/1540- 4560.00246
Milles, M., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks: Sage Publications.
Moore, M. (1973). Toward a theory of independent learning and teaching. Journal of Higher
Education, XLIV(12), 661-679.
Moore, M. (1991). Distance education theory. The American Journal of Distance Education,
5(3), 1-6.
Morgado, L. (2004). Ensino Online: Contextos e Interações. Tese de Doutoramento, Universidade Aberta, Ciências da Educação.
Moss, P. A., Phillips, D. C., Erickson, F. D., Floden, R. E., Lather, P. A., & Schneider, B. L. (2009). Learning from our differences: a dialogue across perspectives on quality in education research. Educational Researcher, 38(7), 501-517.
Mota, J. (2009a). Da Web 2.0 ao e-Learning 2.0 : Aprender na rede. Universidade Aberta, Dissertação de Mestrado em Pedagogia do eLearning. Obtido de http://hdl.handle.net/10400.2/1381
Mota, J. (2009b). Personal Learning Environments: Contributos para uma discussão do conceito. Educação, Formação & Tecnologias, 2(2), 5-21.
152
Neuman, W. L. (2011). Social Research Methods: qualitative and quantitative approaches. Boston: Pearson Education .
O’Reilley, T. (2004). The Architecture of Participation. Obtido de http://archive.oreilly.com/pub/a/oreilly/tim/articles/architecture_of_participation.ht ml
O'Reilly, T. (June de 2004). The Architecture of Participation. Obtido em 25 de 05 de 2013, de http://archive.oreilly.com/pub/a/oreilly/tim/articles/architecture_of_participation.ht ml
Patrocínio, T. (2004). Tornar-se pessoa e cidadão digital: aprender a formar-se dentro e fora
da escola na sociedade tecnológica globalizada. Tese de Doutoramento, Univ. Nova de
Lisboa,, Faculdade de Ciências e Tecnologia, Lisboa.
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods (2 ed.). Newbury Park: Sage Publications.
Pelaprat, E., & Brown, B. (2012). Reciprocity: Understanding online social relations. First
Monday. Obtido em 10 de 01 de 2013, de http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/rt/printerFriendly/3324/ 3330
Potter, J., & Wetherell, M. (1987). Discourse and social psychology. beyond attitudes and
behaviour. London: Sage.
Pring, R. (2004). Philosophy of Educational Research. London: Continuum. .
Quintas-Mendes, A., Morgado, L., & Amante, L. (2005). Psicologia das Interações Online e eLearning. Atas da Conferência CEEI. Lisboa: Fundação Calouste Gulbenkian.
Quintas-Mendes, A., Morgado, L., & Amante, L. (2008). Online Communication and E-Learning. Em T. T. Kidd, & H. Song (Edits.), Handbook of Research on Instructional Systems and
Technology (pp. 927-943). Information Science Reference. doi:10.4018/978-1-59904-8
Quintas-Mendes, A., Morgado, L., & Amante, L. (2010). Comunicação Mediatizada por Computador e Educação Online: da Distância à Proximidade. Em M. Silva, L. Pesce, & A. Zuin (Edits.). Brasil, Rio de Janeiro: Editora WAK.
153
Rheingold, H. (2012). Net smart: how to thrive online. Cambridge, Massachusetts: The MIT Press.
Rheingold, H. (2012). Participation Power. Em H. Rheingold, Net smart: how to thrive online (pp. 111-146). Cambridge: MIT Press.
Rheingold, H. (2013). Participative pedagogy for a literacy of literacies. Em A. Delwiche, & J. J. Henderson (Edits.), The Participatory Cultures Handbook. New York: Routledge.
Rogers, R., Malancharuvil¬Berkes, E., Mosely, M., Hui, D., & O’Garro Joseph, G. (2005). Critical discourse analysis in education: a review of the literature. Review of Educational
Research, 75(3), 365-416.
Sarantakos, S. (2013). Social Research. Hampshire: Palgrave Macmillan.
Schwandt, T. (1994). Constructivist, interpretivist approaches to human inquiry. Em N. Denzin, & Y. S. Lincoln (Edits.), Handbook of qualitative research (pp. 118-137). Thousand Oaks: CA: Sage.
Scoble, R. (27 de March de 2010). The seven needs of real time curators. Obtido de https://scobleizer.blog/2010/03/27/the-seven-needs-of-real-time-curators/
Scotland, J. (2012). Exploring the Philosophical Underpinnings of Research: Relating. English
Language Teaching, 5(9), 9-16.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School
Psychology Quarterly, 18, 158-176.
Shin, N. (May de 2003). Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education, 24(1), 69-86.
Shin, N. (2010). Beyond Interaction: The relational construct of 'Transactional Presence. Open
Learning: The Journal of Open, Distance and e-Learning, 17(2), 121-137.
doi:10.1080/02680510220146887
Shirky, C. (2011). A Cultura da participação: criatividade e generosidade no mundo conectado. Rio de Janeiro: Zahar Editora.
154
Siemens, G. (12 de 12 de 2004). Connectivism: A Learning Theory for the Digital Age.
elearnspace. Obtido em 03 de 05 de 2011, de
http://www.elearnspace.org/Articles/connectivism.htm [acedido em 03-05-2011]. Siemens, G. (2008). New structures and spaces of learning: the systemic impact of connective
knowledge, connectivism, and networked learning. Em A. A. Carvalho (Ed.), Actas do
Encontro sobre Web 2.0 (pp. 7-23). Braga: CIEd.
Silva, B. (2001). A tecnologia é uma estratégia. Em P. Dias, & V. d. Freitas (Ed.), Actas da II
Conferência Internacional (pp. 839-859). Braga: Centro de Competência da
Universidade do Minho do Projecto Nónio.
Silva, M. P., & Morgado, L. (2014). A Contribution to the Study of the Process of Content Curation as an Emergent Skill for Personal Knowledge Management. Proceedings of
European Conference on Educational Research (ECER): Emerging Researchers. Porto,
Portugal.
Snurb. (31 de 12 de 2007). Produsage: A Working Definition. Obtido de http://produsage.org/node/9
Somekh, B., & Lewin, C. (2011). Theory and methods in social research. London: Sage.
Stake, R. (1994). Case Studies. Em N. Denzin, & Y. Lincoln (Edits.), Handbook of Qualitative
Research (pp. 236-247). Thousand Oaks: CA: Sage Publications.
Stutzman, F. (5 de 11 de 2007). Social Network Transitions. Unit Structures: Thoughts about information, social networks, identity and technology. Obtido em 20 de 2 de 2008, de http://chimprawk.blogspot.com/2007/11/socialnetwork-transitions.html
Touraine, A. (1978). Lutte Etudiante. Paris: Seuil.
Touraine, A. (2000). A method for studying social actors. Journal of World-¬‐Systems Research,
VI(3), 900-918.
Turkle, S. (1997). A Vida no Ecrã. A identidade na era da Internet. Lisboa: Relógio d'Água. Van Dijk., T. A. (1993). Critical Discourse analysis. Discourse & Society, 4(2).
Van Dijk., T. A. (1993). Principles of critical discourse analysis. Discourse and Society, 4(2), 249- 283.
155
Veletsianos, G. (2013). Learner Experiences with MOOCs and Open Online Learning. Madison: Hybrid Pedagogy Press.
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of Educational Technology, 44(4), 639-651. Veletsianos, G., & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent
Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks.
Computers & Education, 58, 766-774.
Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3-43.
Warburton, S., García, M., & Attwell, G. (2010). Digital Identity Matters. London: King’s College,
Rhizome awareness report, London. Obtido de
http://digitaldisruptions.org/rhizome/wp-
content/uploads/2010/06/rhiz08_DigitalIdentityMatters.pdf
Webster, M. D. (2016). Examining Philosophy of Technology Using Grounded Theory Methods.
Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 17(2), Art. 5.
Obtido de http://www.qualitative-research.net/index.php/fqs/article/view/2481 Wesch, M. (3 de 1 de 2009). Participatory Media Literacy: Why it matters. Digital Ethnography.
Obtido de http://mediatedcultures.net/thoughts/192/
Zagalo, N. (18 de julho de 2013). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. Virtual Illusion. Obtido de http://virtual- illusion.blogspot.pt/2013/07/a-realidade-esta-partida.html
157
158