1. PEDAGOGICAL MEDIATION IN DISTANCE EDUCATION: TEACHING STRATEGIES IN VIRTUAL LEARNING ENVIRONMENTS Carla Netto Elaine Turk Faria

2. THEME SEARCH To act with quality a teacher in distance education need to have technical competence related to use of hardware and software expertise in distance education methodologies, organization, discipline, availability, flexibility, virtual presence and constant pre-disposition towards interactivity.

3. PEDAGOGICAL MEDIATION IN VIRTUAL ENVIRONMENTS It is also necessary that the professor has the ability to read and write in digital media without the use of paper. If we consider the models of distance learning that make use of virtual learning environments, this is a skill that has come to be developed by professors, especially by time factor. Another important competency is to be quick to resolve problems in the distance education model. Palloff and Pratt (2002, p. 50), while examining the constitution of virtual communities, the authors point out that the area of behavior argue that the creation of a community goes through five stages: forming, norming, disturbance, performance and suspension.

4. PEDAGOGICAL MEDIATION IN VIRTUAL ENVIRONMENTS Group size is another factor that interferes in mediation. Generally the educational institutions who work with distance education classes are made ​​ up a large amount of students. Thus, it is important that the teacher tutor to be creative to make the best use of group size.

5. PEDAGOGICAL MEDIATION IN VIRTUAL ENVIRONMENTS In synchronous activities such as chat, wiki and others, the ideal is that the class is divided into small groups of 5 to 10 participants each. We must be attentive to the maximum number of students in a synchronous session in order to avoid information overload and a feeling for the student not being able to monitor what is being said. In asynchronous activities such as forum, the group size can be more than 20 participants. According to Palloff and Pratt (2004) a very small group can also cause problems because the group must be large enough to have a critical mass that allows for interaction.

6. Moderated Chat The chat tool is one of the most complex to be worked out and requires a larger organization (due to possible time zone differential and speed of Internet connection) and constant monitoring by the mediator. The chat can be worked free-form, where every student speaks when he wants, and so moderate, where the student must request the floor to the moderator to be able to express themselves.

7. Moderated Chat In the moderated chat, the teacher must guide students: informal conversation between participants is allowed only in the early stages, before the mediator to signal the start of the activity; wait a professor to advise on what is being treated, if you access the latest environment; request the floor before sent your contribution; be brief and objective, using short sentences; clearly indicate when you are finished thinking (FIM).

8. Case Study The case study is a technique that involves presenting a real or fictitious situation, to be discussed in groups. In Distance Education this strategic teaching can be used quite sucess. It can be used with different objectives, it serves as motivation, because it usually involves a situation believable conflict, likely to be diversely interpreted by students, develops the analytical ability, encourages decision making, the scientific spirit and teamwork. In distance education, a case can be presented in several ways: through a description, narration, dialogue (written or audio), scenes from a movie, a newspaper article, etc.. Depending on the goal that is established, there are two types of cases: the case-analysis and case-problem.

9. Case Study The case-analysis seeks to develop in students the analytical skills and is not intended to reach a solution, since a variety of alternative solutions could be taken. The major objective of the case- analysis is a discussion that takes place and the student reflect on the various possible solutions. The case-problem to develop problem-decision- making, and the group as a whole, reach a conclusion, or to adopt a single course of action based on data provided by the case.

10. Case Study In EAD, a case can be worked as follows: - The teacher presents the case through a description, narration, dialogue (written or audio), scenes from a movie, a newspaper article, etc.; - Students are divided into groups for discussion and analysis of the case through the tool forum; - The professor may suggest that some aspects of the case are analyzed to guide them in the analysis and decision making and suggest that students find relevant to other aspects; - If the goal of the teacher is only to develop the analytical capability of students, without aspiring to achieve a single solution - analysis-case- (since the general consensus is not the intended purpose), students can discuss the case in groups and individually deliver an analysis of the case; - If the goal of the teacher for the group to reach a single solution - problem-case - the case will be discussed in the forum and the conclusion of the case should be delivered in groups.

11. CONCLUDING REMARKS It is necessary that the professor seek constant training on the various resources and strategies of mediation in the distance, appropriating critically in order to become a true mediator in the process of knowledge construction. Thus, the teacher must pass by a process of "conversion" teaching, a period setting online. Distance Education necessarily brings a new concept of teacher, not having space for the profile "content transmitter". In addition to technical expertise and content, the professor must be competent in distance learning methodologies, among other powers. Importantly, the professor takes a secondary position and that the student is the center of the process. Thus, it is up to the tutor teacher as mediator of knowledge construction.