Search

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pensares em Revista is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Tecnologia Aplicada is the property of Faculdade Campo Limpo Paulista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is a qualitative ethnographic study that aims to present reflections on negotiation events in teletandem interactions, a synchronous telecollaborative context of language learning, within the scope of the interaction strategies adopted by participants to achieve comprehensibility. The project Teletandem Brasil: foreign languages for all (Telles, 2006) matches up native or proficient speakers of a foreign language with Brazilian undergraduate students to learn each other's language, by communicating synchronically with application softwares like Skype, Oovoo or MSN. On this paper, based on the interpretive perspective of Hermeneutics, we analyze excerpts of teletandem interactions of partnerships established between students of a Brazilian university and American universities. The excerpts presented here have been taken from different moments of the research studies conducted at the teletandem laboratories of UNESP Assis and São José do Rio Preto and are part of the database of the works of Santos (2008) and Garcia (2010). In this article, in the data analysis, we highlight the focus on form and on lexicon as characteristics of the interactions and analyze how the negotiations happen in this learning context mediated by technology. Among results we may highlight the prevailing of external feedback as a trigger to negotiation moves, the occurrence of adjustment processes between participants to get adapted to each other's interaction behavior, as well as the evolution of this behavior as interactants get familiarized with the computer-mediated communication context, under the shape of changes in the participants choices regarding negotiation of meaning along their interaction experience. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Tecnologia Aplicada is the property of Faculdade Campo Limpo Paulista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiarium: Education is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Informática Educativa Comunicaciones is the property of Asociacion para el Desarrollo de la Informatica Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is a synthesis of a research that resulted in the elaboration of a guide for interface design analysis, grounded on the areas of Design, HCI and Pedagogy, with the aim of carrying through an evaluation of usability aspects in a distance learning environment. This investigation analysis the role of the designer in enhancing information and communication in educational environments mediated by the internet. With such procedures, the development of interfaces focused on the user and the enhancement of educational environments standards is intended, making distance learning more productive and interactive. The validation of a guide, which is the object of the present paper, was done using the "Oficina Projeto Didático" environment offered by CCEAD (Coordenação Central de Educação a Distância da PUC-Rio). [ABSTRACT FROM AUTHOR]

Copyright of Revista de Economia e Administração is the property of INSPER Instituto de Ensino e Pesquisa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper brings a discussion about the emergence of a concept of hypertextual analysis, which starts with the description of the literacy practices carried out by subjects while designing teaching materials for online education. From the ideas about hypertextual literacy in Bolter (1998), and multiple literacies in Semalli (2001), we apply a methodology defined as a case study in which we followed the steps in the elaboration of teaching materials for online education. The results show that, in order to carry out practices in hypertextual literacy, multiple literacies must be intertwined by the users, such as the traditional, visual, computing and informational literacies. In this light, the concept of hypertextual literacy must be considered as a higher category which is realized from the connection between multiple literacies. [ABSTRACT FROM AUTHOR]

In this paper, we present the theoretical and methodological basis of the preparation and production of teaching materials supported by computer resources such as animations, simulations, games and virtual labs, for use in teaching physics. The materials were built with hypermedia resources, joining the concepts of nonlinearity, hypertext and multimedia (animations, simulations, sound) in one language. The hypermedia concept adopted states it is a means to an end, a language and an audiovisual product enabling the association with the concept of learning object which allows the creation of digital materials with different granularities ranging from one activity to a full course. If the courseware is created with this concern, it can be used in different learning environments under different platforms, and provide a basis for the evaluation of its use in different teaching situations. The topics discussed (animations, simulations, games and virtual labs) are part of content in high school and in the disciplines of basic physics of higher education. The materials are available on an open page on the Internet (HTTP://www.fsc.ufsc.br/~tati/webfisica/index.html) and some of them can also be accessed from the MEC's database of educational objects [ABSTRACT FROM AUTHOR]

This paper presents, initially, different frameworks about the interface Technology and Science into the educational context, followed by the report of three independent experiences related to the study of the use of computer modelling in Science teaching. These experiences, focusing on knowledge, not on technology, happened in a specific moment when the striking advance of computer technology brought computers into classrooms. Subsequently, it is presented a report about the development of a research program about the infusion of computer environments in Physics teaching based on the use of quantitative, semi-quantitative and qualitative computer modelling environment into the Brazilian context [ABSTRACT FROM AUTHOR]

The low cost experiments represent an alternative to the lack of laboratories in schools, as well as being a way on with we can conduct the students to Science through the use of materials easily obtainable and available in their daily lives. The use of videos and simulations in support of the teaching-learning process in High School Physics courses, is also a useful tool for students to understand Science as a form of representation of natural phenomena. It is common to these students the idea that Science is purely abstract and detached from reality, because they are based on situations, almost always ideal, that arise in the exercises in Physics. The process of moving from concrete to abstract is often forgotten, as it is only presented to the student the abstract piece. This paper aims at analyzing the process of teaching and learning in a Physics class with the use of those resources in a bundle, addressing a theme often omitted from school textbooks: the dynamics of rotation. We present an experimental kit designed and produced by us, as well as a software, of our own, and make several suggestions for joint implementation of these two elements. [ABSTRACT FROM AUTHOR]

The paper presents the requisites of the Web accessibility that can guide instructional designer when of the choice of Virtual Learning Environments (VLE's) used in the interaction of teachers and pupils in courses online and, through which pupils get in contact with contents, activities of learning and evaluations. The instructional design demands multiple knowledge and happens in the interaction with several areas, such as the interface design, the information architecture and others. The instructional designer is that one make the mediation between the pedagogical theories and the technology proposing strategies so that the objectives of the learning happen. He must center the strategies in the audience practicing the design for all. From the theoretical approach, the present work intends to collaborate to minimize the difficulties of access in VLE's and assistant in the digital inclusion of users with inabilities. [ABSTRACT FROM AUTHOR]

Copyright of Revista da Faculdade de Ciências Humanas e Sociais is the property of Edicoes Universidade Fernando Pessoa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)