PLEs from virtual ethnography of social web

En este artículo se presenta una investigación exploratoria basada en la etnografía virtual desde un entorno de investigación y aprendizaje con nuevas tecnologías. La etnografía es un método de investigación cualitativo de las ciencias sociales que es usado principalmente en la antropología socio-cultural, donde tiene su fundamento teórico. El objetivo fue explorar la web 2.0 y sus herramientas desde la etnografía virtual. El método de investigación es basado en la etnografía virtual y la observación participante, la cual se realizó participando en comunidades virtuales y por medio de un blog y otras herramientas 2.0. El resultado de la experiencia etnográfica es un modelo descriptivo de la web 2.0 basado en un Entorno Personal de Aprendizaje (PLE).This article presents an exploratory research based on the virtual ethnography from an environment of research and learning including new technologies. The ethnography is a method of qualitative research of social sciences that is mainly used in the socio-cultural anthropology, where it has its theoretical basis. The target was to explore the web 2.0 and its tools. The process of participant observation is by means of a blog, other tools and virtual communities. The result is a descriptive model of the web 2.0 based on a Personal Learning Environment which developed in the ethnographic experience

Distance Multimedia Degree Studies. The Application of Multimedia Technology to Multimedia Studies

This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree.This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree

Taxonomias e consideraçóes metodológicas sobre testes de usabilidade em sistemas interativos multimídia

In this work we present a study that comes to contribute with concepts and taxonornies for the development of a methodology of structuring, implantation and application of Usability Testing on interactive multimedia systems in distance education. The used case study is the » Metodología GIM para la formación a distancia» pro ject developed by the “Grup de Recerca Escola Multimedia UPC”. Previous works such as the selection of bibliographic references and a study about modelling, evaluation and improvement of the software process of this pro ject, were used as support material. The principal discoveries of our research include (1) the proposed taxonomy, and (2) the rnethodological considerations for the proceedings of Usability Testing application in the interactive multimedia systems used in distance education. We comment on the conclusions obtained from analysing the result of this research and we put forward sorne suggestions for future works.Neste artigo apresentarnos um estudo que contribui corn conceitos e taxonomias para o desenvolvimento de urna metodologia de estruturaçdo, irnplantaçdo e aplica çao de Testes de Usabilidade ern sisternas interativos multimídia para a forma çdo a distáncia. O estudo de caso utilizado em nosso trabaiho do pro jeto »Metodología GIM para la formación a distancia» desenvolvido pelo “Grup de Recerca Escola Multimedia UPC’ Trabaihos anteriores como a seleçdo de referéncias bibliográficas e urn estudo sobre modelagem, ayaliaçJo e melhora do processo de software do citado pro jeto, forarn utilizados corno material de apoio. Os principais resultados da nossa pes quisa incluern (1) a taxonornia proposta e (2) as considera çóes metodológicas para os procedirnentos de aplicaçáo dos Testes de Usabilidade ern sistemas interativos multirnídia para a formaçáo a distáncia. Comentamos as conclusóes obtidas através desta pesquisa e as propostas para trabalhos futuros

Distance Multimedia Degree Studies. The Application of Multimedia Technology to Multimedia Studies

This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning.The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology.The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents.The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree.This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning.The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology.The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents.The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree