A comunicação educacional multimédia na viragem do milénio

Livro de homenagem à professora Maria Emília Ricardo Marque

Notas leitura / Recensão crítica

Recensão crítica à obra de Mark Aberdour, "Moodle for mobile learning". [S.l.] : Packt Publishing, 201

Multimedia hyperscapes: towards ecological strategies

In this day and age there is a need for a conceptual framework relating Multimedia Hyperscapes to a new way of thinking that goes beyond the traditional “clockwork approach”, namely, to reach a more “ecological approach”. When we have a number of learners connected among themselves we can create activities based on ecological principles. Basically, these involve the evaluation of all the relevant information and the combination of the best solutions to solve complex problems. In our experiments at Universidade Aberta the construction of hyperscapes was achieved through knowledge mapping. Because the Web makes possible new modes of collaboration and interaction, groups of students could work together very effectively on such tasks as gathering information, designing Web pages, discussing relevant topics, organizing events, writing assignments, making multimedia presentations, among other. In the course of creating fractal hyperspaces on the Web, with integration of varied multimedia materials, the range of cognitive strategies used by students during the learning process became evident, both at individual and collective level, and learning styles could be easily identified.info:eu-repo/semantics/publishedVersio

Narrativas digitais

A narrativa (storytelling) não é propriamente uma moda; tem vindo a ser utilizada ao longo da história não só para ensinar e aprender, como ainda em meios profissionais, na psicologia ou nos cuidados de saúde. As histórias ajudam-nos a dar significado à nossa experiência e à perceção do mundo que nos rodeia. As histórias também ajudam a construir conexões com conhecimentos prévios e a melhorar a memória, na medida em que uma boa história é recordada pelo estudante durante mais tempo do que uma aula normal. Dado o papel central da narração de histórias na vida e na aprendizagem e a explosão tecnológica ocorrida durante as últimas décadas, não é de surpreender que as narrativas digitais façam parte, de forma generalizada, do mainstream académico, tanto tempo depois de serem tidas como essenciais em áreas como o teatro, cinema e jogos

Aprendizagem multimédia interactiva

Na era da comunicação e do conhecimento o clássico receptor passivo da comunicação tornou-se, finalmente, um interlocutor capaz de expressar uma opinião crítica sobre o que vê, de seleccionar o que quer ver e de criar os seus próprios conteúdos, conforme está demonstrado nos mais diversos blogs e em sites Web como o YouTube ou o Flickr. Mais ainda, o modo de lidar com a tecnologia passou a basear-se na mobilidade e na flexibilidade, conseguidas através de equipamentos como o telemóvel ou o computador portátil. Assim, hoje é possível ter acesso a conteúdos ditos “multimédia” ou “audiovisuais” através de uma multiplicidade de soluções, por exemplo: TV digital, redes sem fios, fio telefónico, comunicações móveis, consolas de jogos e computadores de bolso (PDA). Neste enquadramento, surgem novos modelos de aprendizagem sustentados em ambientes virtuais que podemos classificar como modelos de Aprendizagem Multimédia Interactiva (AMI). Tendo em conta a necessidade actual de renovação do ensino, aliada à possibilidade de os novos media desempenharem o papel de centros de experiência e construção social do conhecimento, e considerando que é imperioso dar valor ao papel do estudante no desenvolvimento da sua própria aprendizagem, os modelos AMI podem funcionar como opção estratégica em ambientes virtuais orientados para a criação flexível e colaborativa do conhecimento

Emerging digital media, games and simulations: a challenge for open and distance learning

In this article we examine the state-of-the-art research related to digital media in education and evaluate the information concerning a new generation of students that are communityminded and technologically savvy, highlighting the innovative technology behind the new interaction and communication processes, and assessing the challenges for Open and Distance Learning (ODL). Where traditional distance education is based on the completion of carefully graded assignments and tests, today games, simulations and virtual environments may become safe platforms for trial and error experimentation. With games the chance of failure is high, but the cost is low and the lessons are learned immediately and with greater emotional impact. However, these conditions may become more difficult to address when the volume of users increases from small to medium, large or extra-large. Dealing effectively with tens or even hundreds of thousands of students in absentia requires following very sound organizational principles and good technical implementation, systematic monitoring of deviations from established norms, regular audition of users' comments and criticisms, careful analysis of final results. In this emerging scenario, involving digital media, games and simulations, ODL systems must have means of establishing rich connections with each member of the universe of users. In this sense we propose using a virtual space with multiple places, in ways that use the Internet, social applications, games and mobile devices to involve students in pedagogical activities

The hyperscapes experience

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Problems and prospects of hybrid learning in higher education: the legacy of emergency remote teaching and the way to innovative learning strategies. Semi-structured questionnaire used in online interviews

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Multimedia and learning

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Once upon a tip... : a story of MOOCs and gamification

Comunicação publicada nas atas da conferência EADTU 2017, realizadas na Open University, Milton Keynes, de 25-27 de outubro de 2017.This paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.info:eu-repo/semantics/publishedVersio