No abstract

When thinking of inclusive education, it is necessary to consider that schools and teachers must utilize appropriate didactical materials that suit the students' needs. For some subjects, such as Geometry, the vision is the most utilized sense. However, as much as it is an important sense that helps to understand the concepts better, it can become an obstacle when the student has a visual disability. The same thing occurs with hearing disability when utilizing learning objects that contain multimedia resources. The main purpose of this work is to discuss the creation of a gamified object of accessible learning that presents the principles of design thinking. In order to achieve this goal, a literature review has been made, mainly focused on accessibility, gamification and design thinking, considering the accessibility guidelines for LOs presented by Macedo. As a result, besides the initially proposed objectives, it was also possible to relate the concepts approached by the Theory of Flow.

We live in a time of expansion and popularization of the processes of acquisition, retention, and sharing of knowledge in virtual media. Platforms geared towards digital learning now play a fundamental role in mediating knowledge processes. Many of them already use gamification with the use of game elements to increase engagement and stimulate the participants’ immersion and flow status. But in addition to the development of dynamic platforms that enhance learning, it is essential that they are accessible to disabled people, allowing gamification resources and interactions between participants to be used by any audience, including people with visual and hearing disabilities. From this premise, this research problematizes the need to think from the initial project on the accessibility tools of an LMS following the recommendations prepared by groups such as the World Wide Web Consortium (W3C) and Global Learning Consortium (GLC), including Web Accessibility Initiative - World Wide Web Consortium (WAI-W3C), IMS GLC - Accessibility Guidelines (IMS GLC-ACC) and Web Accessibility Initiative - Accessible Rich Internet Applications (WAI-ARIA). In addition to studies for the development of accessible LMS, this research also presents the use of gamification strategies and design thinking in the development process, also using the method called Design Science Research to define the steps, thus seeking to promote engagement and immersion of the team, stimulating practical experiences with the gamification process. For the result, the proposal for the development of accessible LMS based on gamification and design thinking strategies is presented, with explicit use in the phases of empathy, definition, and ideation.

O presente trabalho apresenta uma proposta para a organização do Fluxo de Produção e de uma Taxonomia de Objetos de Aprendizagem (OAs) Audiovisuais para mobilizar os processos de ensino-aprendizagem dos Objetivos de Desenvolvimento Sustentável (ODS) da Agenda 2030 propostos pela ONU. Com base nos conceitos de Educação Digital, Neoaprendizagem e os Ambientes Virtuais de Ensino Aprendizagem (AVEAS), esta pesquisa  realizada como parte da pesquisa pós-doutoral, apresenta o como foi realizado o fluxo de produção de OAs e a criação da taxonomia de videos presentes no curso de Capacitação em Municipalização da Agenda 2030 do programa CEURS  - projeto desenvolvido em colaboração entre o EGC/UFSC e IEA/USP e a Câmara Federal.

Palavras chave: narrativas transmídia, educação virtual, projeto Hora do EnemA partir do surgimento das novas TICs e dos conceitos de Sociedade da Conhecimento e da Sociedade da Informação, surgem também novas mudanças no processo educacional, modelos de ensino e processos de aprendizagem. Essas novas construções podem ser mediada pela tecnologia e suas diferentes mídias e plataformas. A partir dos conceitos de narrativas transmídia; micronarrativas, storyworlds, e das possibilidades de maior imersão dos fãs nas narrativas, este trabalho realizou a análise de aplicação dessas propostas transmídia no portal "Hora do Enem", verificando como os conceitos citados podem ser encontrados em projetos de educação virtual. Keywords: Transmedia, virtual learning, Hora do Enem project With the new technologies of information and communication and the concepts of Knowledge Society and