Elo platform and teaching authorship: new horizons for pedagogical practices in hybrid education

Abstract

The work aims to present the ELO platform - Online Language Teaching - as a teaching authorship system that enables the creation, storage and open sharing of Open Educational Resources, in order to reflect on teacher authorship as a means of qualifying learning in the hybrid teaching. Thus, aspects of open authorship platforms will be discussed in relation to the hybrid teaching context, the presentation of the possibilities and particularities of the ELO platform and, finally, the approach to the importance of the teaching authorship practice. For this, from a critical-exploratory bibliographic research, the following authors will be used as a source of reading: Litto (2009); Toda at al (2017); Frantz et al (2018); Beviláqua, Costa and Fialho (2020); Leffa (2006, 2003, 2019) and Pretto (2012). From the study, it was concluded that the creation of teaching materials by teachers can contribute to the transformation and qualification of educational practices in the context of cyberculture. Among the resulting possibilities, the following stand out: development of collaborative networks for the (co)authorship of OER; qualification of teaching materials based on personalization, mobility and interactivity; and the promotion of new educational spaces with the presence of author, protagonist and autonomous teachers.