The article relates a theoretical and conceptual research, whose main objective was to develop a model to guide the production of educational microcontent to be used in virtual learning environment with mobility, from interconnections between Pedagogy, Communication and Semiotics. It discusses technologies and mobile devices, mobile learning, microlearning, microcontent and hypermedia, educational microcontent and hybrid languages. It highlights the challenges related to the introduction of mobile devices in educational practices. It considers the physical constraints and the fragmented nature of mobile interaction, under which microcontent is, at the same time, accessible and gifted with pedagogical elements. Educational microcontent is analyzed from the hypermedia perspective, considering the dominance of hybrid languages in digital media. A methodology of educational microcontent production for virtual learning environment is presented, considering the predominance of hybrid languages. This methodology is constituted by the processes: pedagogical architecture and architecture of languages, which represent the main flows of activities and tasks. The research conclusions indicate that: a) the model developed presents the conceptual and theoretical elements essential to the production of microcontent education for mobile learning; b) the concepts and grounds presented in the research are considered preliminary conceptual and theoretical elements; c) the developed model provides grants to developing new research proposals and has the potential to encourage new academic research projects; d) the model has the possibility of being used in didactic-pedagogical projects that focus, for example, collaborative learning and co-authorship.
Com a expansão da Internet e o conseqüente desenvolvimento da tecnologia de redes eletrônicas, vêm se intensificando o fenômeno da explosão de documentos eletrônicos, ocasionando o aumento, em progressão geométrica, do volume de informações disponíveis. Diante dessa realidade, torna-se imprescindível o desenvolvimento de padrões que visem à descrição exata dos recursos de informação. Nesse sentido, várias iniciativas estão sendo conduzidas com o propósito de discutir a questão e propor padrões de descrição de recursos de informação, como é o caso do Dublin Core Metadata Initiative, em cujo site estão disponíveis as mais recentes contribuições apresentadas pelo Working Group aos membros do DC.Dublin Core pode ser definido como sendo o conjunto de elementos de metadados planejado para facilitar a descrição de recursos eletrônicos. Metadado significa dado sobre o dado. É a catalogação do dado ou descrição do recurso eletrônico. A expectativa é que autores ou websiters sem conhecimento de catalogação sejam capazes de usar o Dublin Core para descrição de recursos eletrônicos, tornando suas coleções mais visíveis pelos engenhos de busca e sistemas de recuperação. Na maioria dos casos, o conjunto de descritores do Dublin Core é embutido no próprio documento descrito (HTML, XML Extensible Markup Language e outros), ou, dependendo do recurso, a meta-informação encontra-se separada do recurso catalogado.O conjunto de metadados descrito pelo DC é composto de 15 elementos, os quais poderiam ser descritos como o mais baixo denominador comum para descrição de recurso (equivalente a uma ficha catalográfica). Entretanto, o Dublin Core não tem a intenção de substituir modelos mais ricos como o código AACR2/MARC, mas apenas fornecer um conjunto básico de elementos de descrição que podem ser usados por catalogadores ou não-catalogadores para simples descrição de recursos de informação (Weibel, 1997 Palavras-chaveMetadados; Dublin Core; Informação eletrônica; Recursos de informação; Catalogação de recursos eletrônicos. Metadata for description of electronic information resources: the use of Dublin Core AbstractThe objective of this article is the need of adoption of eletronic information resources patterns, particularly, in the Embrapa Agricultural Informatics area. The Rural Midia was developed using Dublin Core model for description of its collection, increased of small adaptations introduced due to the need of institutional adjusts. This metadados model based on Dublin Core, adapted for the Image Bank, has characteristics that endorse its adoption, as the simplicity in the resources description, universal semantic understanding (of the elements), international uses and extensibility (what allows its adaptation to the additional description needs).
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.
A tecnologia da informação tem possibilitado o desenvolvimento de aplicações e metodologias de tratamento descritivo, como é o caso dos padrões de metadados, permitindo novas abordagens práticas para a organização da informação, principalmente em meio eletrônico. A adoção de padrão de metadados propicia a interoperabilidade entre aplicações e o compartilhamento de dados entre sistemas. Baseado nesse pressuposto, foi realizado um estudo da correspondência entre o padrão Dublin Core e o Formato MARC 21, visando fornecer subsídios para o desenvolvimento de ferramentas de conversão de dados oriundos da catalogação. A maximização de esforços na integração e intercâmbio de dados, bem como a sistematização das relações entre esses padrões, propiciam o reuso de conjuntos de metadados na mesma organização. Abstract The information technology has been making possible the development of applications and methodologies of material descriptive treatment, as it is the case of the metadata standards, allowing new practical approaches for the organization of the information, mainly in electronic means. The adoption of metadata standard propitiates the interoperability between applications and sharing of data among systems. Based on that presupposition, a study of the correspondence was accomplished between the Dublin Core standard and the MARC 21 format, seeking to supply subsidies for the development of data conversion tools originating from of the cataloguing. The maximization of efforts in the integration and exchange of data, as well as the systemization of the relationships among those standards propitiate the reuse of metadata sets in the same organization.
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