In today's network societies, constantly changing through the evolution of virtual environments and digital technologies, individual and collective dimensions integrate complex, dynamic, and innovative processes. Complexity here refers to an ecosystem of networks with interconnected and interdependent elements. In this context, the mechanistic, rational, and fragmented paradigm tends to run out, emerging an approach based on the connection and convergence of previously fragmented knowledge into a new multidimensional, transdisciplinary and global approach. In such context of complexity, collaboration emerges as a promoter of the development of a critical, reflective, transformative view. Virtual environments and digital technologies expand the possibilities of collaboration, its results, and impacts. But they also add complexity. Educational research is not outside of such dynamics. The purpose of this text is to present a contribution to the discussion of this issue. The new virtual learning invironments come from these digital scenarios, do facilitate the pedagogical and interactive intentionality, as they promote co-learning and co-investigation. The objective of this chapter is to analyze
the pedagogical elements that constitute an open and collaborative investigation in such virtual and networked environments. We will carry out this analysis using a qualitative approach, focusing on discussions coming from online training, learning communities and innovative interfaces. With this empirical framework, it is possible to highlight innovative and complex issues that pedagogical strategies for co-investigation require.info:eu-repo/semantics/publishedVersio
