In the audiovisual industry it is increasingly common to find professional productions created with mobile devices, mobile journalism continues to grow, the smartphone market places increasing emphasis on camera quality and mobile cinema (created with smartphones) is more relevant every day. Yet despite this change at the industry level, the study 'Apps4CAV' reveals that future audio-visual creators receive no training in the use of mobile devices as part of their university courses. Communication and media students are aware of very few mobile applications for the production and distribution of audio-visual content and almost none for scriptwriting, pre-production and postproduction. Moreover, they make scarce use of the well-known apps and perceive mobile devices to be valid tools for audio-visual creation only in the personal sphere, but not for academic or professional work. Should our universities provide training to those future audio-visual professionals in the development of mobile creation skills?
Famílias e professores de todo o mundo dedicam grandes esforços para encontrar recursos digitais (hoje especialmente jogos e aplicativos para smartphones e tablets) para ajudar meninos e meninas a brincar e a aprender. Para todos os educadores, é importante o acesso a recursos de qualidade, mas é ainda mais importante para quem trabalha com crianças com diversidade funcional, pois precisam de recursos muito específicos. O mercado oferece diferentes materiais para essas crianças, mas nem sempre com a qualidade adequada. Existem vários estudos sobre o potencial desses materiais digitais nos processos de aprendizagem durante a infância, mas esses estudos contrastam com os resultados de pesquisas sobre a qualidade real de aplicativos e jogos de vídeo para crianças. É necessário avançar na avaliação da qualidade do conteúdo e no design interativo dos jogos e aplicativos para todas as crianças. Este artigo mostra os resultados de diferentes análises sobre a qualidade do Apps para crianças menores de 8 anos, com ótimo desenvolvimento e com necessidades educacionais especiais, utilizando diferentes metodologias; e apresenta propostas para orientar a seleção e criação de aplicativos interativos que permitem que todas as crianças brinquem e aprendam. O objetivo desta linha de pesquisa é determinar a qualidade dos recursos interativos voltados para a primeira infância (0-8 anos), considerando o conteúdo, mas também a forma, o design deste conteúdo.
This article reports on a research project on university teaching and learning in the context of pandemics. Sixteen university professors and fifteen bachelor’s degree students were interviewed regarding “emergency e-assessment practices” during the first lockdown semester at a Spanish institution. The research aimed to understand their perception of how generic competencies were being assessed. Data were generated in semi-structured individual interviews. The main findings are: (a) generic competencies are not explicitly considered in e-assessment practices; (b) online assessment practices follow mainly a summative purpose; (c) digital technologies are not considered for the instructional design; (d) both instructors and students lack assessment literacy. Furthermore, there are difficulties in reaching a shared understanding regarding what competency-based assessment means and its implications for daily praxis. The results underline the challenge of using digital technologies for fostering and assessing generic competencies, as well as the need for assessment literacy on both sides, teachers and students.
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