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Registro Completo |
Biblioteca(s): |
Embrapa Hortaliças. |
Data corrente: |
27/10/2009 |
Data da última atualização: |
31/01/2020 |
Tipo da produção científica: |
Resumo em Anais de Congresso |
Autoria: |
LUCINDA, N.; BARBOSA, L. F.; REIFSCHNEIDER, F. J. B.; INOUE-NAGATA, A. K. |
Afiliação: |
FRANCISCO JOSE BECKER REIFSCHNEIDER, SIRE; ALICE KAZUKO INOUE NAGATA, CNPH. |
Título: |
Produção de antissoro policional contra Pepper mild mottle vírus (PMMoV). |
Ano de publicação: |
2009 |
Fonte/Imprenta: |
Tropical Plant Pathology, Brasília, DF,v. 34, p. S270, Ago. 2009. |
Idioma: |
Português |
Notas: |
Suplemento. Resumo 912. Trabalho apresentado no 42. Congresso Brasileiro de Fitopatologia, Rio de Janeiro. |
Palavras-Chave: |
Capsicum annunn; Cultura; PMMoV. |
Thesagro: |
Pimenta; Pimentão; Produtividade; Vírus. |
Thesaurus Nal: |
Capsicum frutescens. |
Categoria do assunto: |
-- |
Marc: |
LEADER 00802nam a2200241 a 4500 001 1782612 005 2020-01-31 008 2009 bl uuuu u00u1 u #d 100 1 $aLUCINDA, N. 245 $aProdução de antissoro policional contra Pepper mild mottle vírus (PMMoV).$h[electronic resource] 260 $aTropical Plant Pathology, Brasília, DF,v. 34, p. S270, Ago. 2009.$c2009 500 $aSuplemento. Resumo 912. Trabalho apresentado no 42. Congresso Brasileiro de Fitopatologia, Rio de Janeiro. 650 $aCapsicum frutescens 650 $aPimenta 650 $aPimentão 650 $aProdutividade 650 $aVírus 653 $aCapsicum annunn 653 $aCultura 653 $aPMMoV 700 1 $aBARBOSA, L. F. 700 1 $aREIFSCHNEIDER, F. J. B. 700 1 $aINOUE-NAGATA, A. K.
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Biblioteca(s): |
Embrapa Agricultura Digital. |
Data corrente: |
29/01/2016 |
Data da última atualização: |
19/02/2016 |
Tipo da produção científica: |
Artigo em Periódico Indexado |
Circulação/Nível: |
A - 2 |
Autoria: |
TORRES, T. Z.; SOUZA, M. I. F.; CARVALHO, J. R. P. de; EVANGELISTA, S. R. M. |
Afiliação: |
TÉRCIA ZAVAGLIA TORRES, CNPTIA; MARCIA IZABEL FUGISAWA SOUZA, CNPTIA; JOSÉ RUY PORTO DE CARVALHO, CNPTIA; SILVIO ROBERTO MEDEIROS EVANGELISTA, CNPTIA. |
Título: |
Multimedia design and transmedia storytelling: content production for microtrainings. |
Ano de publicação: |
2015 |
Fonte/Imprenta: |
Creative Education, v. 6, p. 2466-2480, Dec. 2015. |
Idioma: |
Inglês |
Conteúdo: |
This article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled "production cycle of pedagogical contents (microcontents)" is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experiences, thus helping them to resignify their realities and to build new rationalities to address their problems. The model "production cycle of pedagogical contents (microcontents)" was built to potentialize the chances of making microtrainings via mobile devices into massive actions that favour the TT process of Brazilian Agricultural Research Corporation (Embrapa), under a constructivist learning approach. MenosThis article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled "production cycle of pedagogical contents (microcontents)" is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experien... Mostrar Tudo |
Palavras-Chave: |
Educação não formal; Ferramenta pedagógica; Gestão da informação; Microcontent; Microconteúdo; Multimedia Design; Multimídia; New techonology; Tecnologia digital. |
Thesagro: |
Adoção de inovações; Tecnologia da informação. |
Thesaurus NAL: |
Education; Information technology; Innovation adoption. |
Categoria do assunto: |
X Pesquisa, Tecnologia e Engenharia |
URL: |
https://ainfo.cnptia.embrapa.br/digital/bitstream/item/138065/1/multimedia.pdf
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Marc: |
LEADER 02888naa a2200325 a 4500 001 2035570 005 2016-02-19 008 2015 bl uuuu u00u1 u #d 100 1 $aTORRES, T. Z. 245 $aMultimedia design and transmedia storytelling$bcontent production for microtrainings.$h[electronic resource] 260 $c2015 520 $aThis article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled "production cycle of pedagogical contents (microcontents)" is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experiences, thus helping them to resignify their realities and to build new rationalities to address their problems. The model "production cycle of pedagogical contents (microcontents)" was built to potentialize the chances of making microtrainings via mobile devices into massive actions that favour the TT process of Brazilian Agricultural Research Corporation (Embrapa), under a constructivist learning approach. 650 $aEducation 650 $aInformation technology 650 $aInnovation adoption 650 $aAdoção de inovações 650 $aTecnologia da informação 653 $aEducação não formal 653 $aFerramenta pedagógica 653 $aGestão da informação 653 $aMicrocontent 653 $aMicroconteúdo 653 $aMultimedia Design 653 $aMultimídia 653 $aNew techonology 653 $aTecnologia digital 700 1 $aSOUZA, M. I. F. 700 1 $aCARVALHO, J. R. P. de 700 1 $aEVANGELISTA, S. R. M. 773 $tCreative Education$gv. 6, p. 2466-2480, Dec. 2015.
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