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| Registros recuperados : 173 | |
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Registro Completo
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Biblioteca(s): |
Embrapa Agricultura Digital. |
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Data corrente: |
29/01/2016 |
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Data da última atualização: |
19/02/2016 |
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Tipo da produção científica: |
Artigo em Periódico Indexado |
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Circulação/Nível: |
A - 2 |
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Autoria: |
TORRES, T. Z.; SOUZA, M. I. F.; CARVALHO, J. R. P. de; EVANGELISTA, S. R. M. |
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Afiliação: |
TÉRCIA ZAVAGLIA TORRES, CNPTIA; MARCIA IZABEL FUGISAWA SOUZA, CNPTIA; JOSÉ RUY PORTO DE CARVALHO, CNPTIA; SILVIO ROBERTO MEDEIROS EVANGELISTA, CNPTIA. |
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Título: |
Multimedia design and transmedia storytelling: content production for microtrainings. |
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Ano de publicação: |
2015 |
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Fonte/Imprenta: |
Creative Education, v. 6, p. 2466-2480, Dec. 2015. |
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Idioma: |
Inglês |
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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 |
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Palavras-Chave: |
Educação não formal; Ferramenta pedagógica; Gestão da informação; Microcontent; Microconteúdo; Multimedia Design; Multimídia; New techonology; Tecnologia digital. |
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Thesagro: |
Adoção de inovações; Tecnologia da informação. |
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Thesaurus NAL: |
Education; Information technology; Innovation adoption. |
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Categoria do assunto: |
X Pesquisa, Tecnologia e Engenharia |
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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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Registro original: |
Embrapa Agricultura Digital (CNPTIA) |
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