they should have an assistant that guides the student through the content
Customizable: they should allow customization according to the needs of the student
Recoverable: they should be stored in repositories and be easily recovered
Increase content value: they should add value to the content, making it more
attractive and motivating for the student.
Based on capability: they should be developed considering the student's previous
knowledge and skills.
(GAZZONI et al, 2006)
67
Universidade Federal do Rio de Janeiro – Escola de Comunicação
Laboratório de Pesquisa em Tecnologias da Informação e da Comunicação – LATE
Integration of an e-learning Platform and a Remote Laboratory for the Experim...Federico Lerro
Nowadays, it is more common to use both
systems, a Learning Management System (LMS) and a
remote laboratory, independently. However, we understand
it is highly convenient for the students to have access and
perform real experimental practices in remote laboratories
from a LMS. This integration of both educational resources
constitutes one objective of a project developed by a joint
venture company-university: a technology company (“educativa”)
and a public university (UNR). The project is
based on the addition to the “Virtual Campus LMS”,
developed by “e-ducativa”, of a function that allows the
access and control, via Internet, to the “Remote Laboratory
of Electronic Physics” located in the university
headquarters. Technology is basically a self-communication
protocol that allows exchanging data in a standardized way
between the LMS software and the device control connected
to the remote equipment. The project includes the
implementation of an interface that allows the users of the elearning
platform to have access to it and to future
developments of remote laboratories. In this paper the
authors describe the technical implementation of the project
and provide educational criteria in order to integrate the
new development into the electronic engineering
curriculum.
SOFIA - A Smart-M3 lab course: approach and design style to support student p...Sofia Eu
This document describes a lab course on smart spaces and ambient intelligence that was included in a postgraduate degree program. The course asked student groups to propose, develop, and demonstrate simple smart environment applications using Smart-M3, an open source interoperability platform. The course design was developed around the preliminary results of the European Project SOFIA. Students were introduced to key concepts and tools like semantic data representation using RDF and OWL ontologies. They then developed projects using a provided design style and application development process.
Mobiililaitteet ja koulu: hypeä ja arkirealismiaJari Laru
The document summarizes research on mobile learning and distributed cognition. It discusses four studies conducted by the author:
1. A study analyzing collaboration patterns in a professional online community using mobile tools. The study found sparse collaboration among community members due to separate offline practices.
2. An experiment on argumentative mobile learning that found mobile tools promoted interaction but led to superficial argument quality.
3. A case study of a course integrating multiple Web 2.0 tools, including mobile phones. Bayesian analysis found wiki activities best predicted learning outcomes.
4. Comparisons of experiments integrating mobile and online tools with distributed, collaborative tasks. The studies explored designing integrated learning scripts to support progressive, collaborative mobile learning.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Interactions for Learning as Expressed in an IMS LD Runtime EnvironmentMichael Derntl
This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
Integration of an e-learning Platform and a Remote Laboratory for the Experim...Federico Lerro
Nowadays, it is more common to use both
systems, a Learning Management System (LMS) and a
remote laboratory, independently. However, we understand
it is highly convenient for the students to have access and
perform real experimental practices in remote laboratories
from a LMS. This integration of both educational resources
constitutes one objective of a project developed by a joint
venture company-university: a technology company (“educativa”)
and a public university (UNR). The project is
based on the addition to the “Virtual Campus LMS”,
developed by “e-ducativa”, of a function that allows the
access and control, via Internet, to the “Remote Laboratory
of Electronic Physics” located in the university
headquarters. Technology is basically a self-communication
protocol that allows exchanging data in a standardized way
between the LMS software and the device control connected
to the remote equipment. The project includes the
implementation of an interface that allows the users of the elearning
platform to have access to it and to future
developments of remote laboratories. In this paper the
authors describe the technical implementation of the project
and provide educational criteria in order to integrate the
new development into the electronic engineering
curriculum.
SOFIA - A Smart-M3 lab course: approach and design style to support student p...Sofia Eu
This document describes a lab course on smart spaces and ambient intelligence that was included in a postgraduate degree program. The course asked student groups to propose, develop, and demonstrate simple smart environment applications using Smart-M3, an open source interoperability platform. The course design was developed around the preliminary results of the European Project SOFIA. Students were introduced to key concepts and tools like semantic data representation using RDF and OWL ontologies. They then developed projects using a provided design style and application development process.
Mobiililaitteet ja koulu: hypeä ja arkirealismiaJari Laru
The document summarizes research on mobile learning and distributed cognition. It discusses four studies conducted by the author:
1. A study analyzing collaboration patterns in a professional online community using mobile tools. The study found sparse collaboration among community members due to separate offline practices.
2. An experiment on argumentative mobile learning that found mobile tools promoted interaction but led to superficial argument quality.
3. A case study of a course integrating multiple Web 2.0 tools, including mobile phones. Bayesian analysis found wiki activities best predicted learning outcomes.
4. Comparisons of experiments integrating mobile and online tools with distributed, collaborative tasks. The studies explored designing integrated learning scripts to support progressive, collaborative mobile learning.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Interactions for Learning as Expressed in an IMS LD Runtime EnvironmentMichael Derntl
This document discusses interactions in learning environments that use IMS Learning Design specifications. It analyzes how pedagogical aspects are expressed at runtime in IMS LD players. The authors selected the SLeD player and analyzed several real-world learning designs to identify support for and obstacles to different interaction types, such as student-student and student-teacher interactions. Challenges included unclear instructions for collaboration, roles that were not separately identifiable by teachers for support purposes, and complex mappings of roles to learning paths. The analysis aims to inform improvements to IMS LD runtime environments.
Ambientes Virtuais de Aprendizagem no Ensino de Geometria DescritivaLuciana Lima
Este documento resume uma experiência sobre o uso de ambientes virtuais de aprendizagem na Universidade Federal do Rio de Janeiro para ensinar geometria descritiva. O projeto Espaço GD foi desenvolvido em parceria com o LATEC/UFRJ para fornecer apoio às aulas presenciais através de um sistema de gerenciamento de aprendizagem online chamado Quantum. O projeto disponibiliza conteúdo online sobre geometria descritiva e usa a plataforma Quantum para comunicação entre estudantes e professores.
Copinha das Confederações na E.M. Comandante Arnaldo VarellaLuciana Lima
Este documento descreve a realização da "Copa das Confederações" na Escola Municipal Comandante Arnaldo Varella em 2013. O objetivo era integrar os alunos e ensinar sobre a estrutura de grandes eventos esportivos como a Copa do Mundo. A competição escolar contou com equipes de diferentes séries disputando em categorias distintas e teve como campeões a Itália na maioria das categorias.
O documento descreve um projeto transdisciplinar envolvendo artes e matemática realizado com alunos do ensino fundamental de uma escola pública no Rio de Janeiro. O projeto teve como objetivo discutir a preservação do espaço escolar e do meio ambiente, inspirado na cultura indígena. Os alunos criaram mandalas com sementes e objetos utilitários com canudos de jornal, aprendendo sobre geometria e artesanato indígena.
O documento descreve os eventos de um dia na Escola Municipal Comandante Arnaldo Varella em maio de 2013, incluindo a apresentação da Copa das Confederações, a premiação dos campeões da escola e um jogo desafio entre professores e alunos.
Curso Decoração de Interiores Lisboa apresentação EmiliaPortal do Sucesso
Este documento apresenta o projeto de decoração de um quarto principal, incluindo o perfil da cliente, planta, conceito, cores, têxteis escolhidos, projetos 2D e 3D, disposição do mobiliário, peças decorativas selecionadas e respectivo orçamento. É parte do trabalho de um curso de Decoração de Interiores realizado em Lisboa em Março de 2014.
Este documento discute o uso do Sistema Quantum de Educação Online para apoiar o ensino presencial de Geometria Descritiva na Escola de Belas Artes da Universidade Federal do Rio de Janeiro. Ele descreve as ferramentas selecionadas do sistema e como foram usadas, incluindo agenda, bloco de notas, chat, colaboração, e-mail, fórum, downloads e mural. O documento também discute estratégias para o uso efetivo de ambientes virtuais de aprendizagem no ensino.
Este artigo discute objetos de aprendizagem, definindo-os como recursos educacionais digitais projetados para permitir reutilização. Explora características como reusabilidade e adaptabilidade e discute padrões e metadados para catalogá-los em repositórios, facilitando acesso e uso em diferentes contextos educacionais.
Dissertação de Mestrado - Luciana GR LimaLuciana Lima
Este documento apresenta uma dissertação de mestrado sobre comunicação, interação e discurso em ambientes virtuais de aprendizagem. O sumário indica que o trabalho:
1. Apresenta uma introdução sobre o tema e os objetivos da pesquisa.
2. Discutem os conceitos de comunicação e interação em ambientes virtuais de aprendizagem, definindo esses ambientes e a interatividade neles.
3. Apresenta uma revisão da literatura sobre linguagem, discurso e aprendizagem para embasar teoric
O documento descreve um condomínio residencial composto por uma torre de 25 andares com 21 unidades residenciais de 244m2 cada. Detalha as especificações dos acabamentos internos e externos das unidades, incluindo revestimentos, esquadrias, louças e equipamentos de cozinha, lavanderia e varanda. Também fornece detalhes sobre a infraestrutura do edifício e especificações para as áreas comuns.
This document presents a methodology to investigate the effect of users' tagging motivation on metadata descriptions of digital educational resources. It aims to evaluate if users' tagging behavior can influence the enlargement of metadata descriptions and the resulting folksonomy compared to formal structured vocabularies. The methodology involves identifying different user tagging motivations, calculating similarity between social tags and metadata, and comparing the folksonomy to formal vocabularies. The methodology is applied to an existing learning object repository to analyze the impact of social tagging.
This document summarizes a presentation on using Web 2.0 resources in literature teaching. It discusses characterizations of "digital native" students and how current pedagogical theory relates to technology use. Popular social media tools are surveyed, including blogs, wikis, social bookmarking, and social networks. The presentation focuses on classroom materials and activities developed by students for literature courses using these tools. Examples of student work accessible online through various social media are provided.
The use of social tagging to support the cataloguing of learning objectsLuciana Zaina
Social networks have become the main media for information dissemination in the so-called Web 2.0. The core of these networks is social tagging, the act of annotating what users see in their social space. In the education domain, social tagging is potentially a useful resource to improve the organization (cataloguing) of large repositories of learning objects. To the present moment, however, many questions are open about social tagging in e-learning. In this work, hence, we proceed to answer
three questions: (1) Can social tagging successfully catalog e-learning objects? (2) How do students behave according to Korner’s classification: categorizers or describers? and (3) Does ¨social tagging converge to a well-defined descriptive vocabulary of tags? We performed a large experiment with 336 technician students that marked 218 electronic learning objects for about 4,985 times. Our results show that social tagging is a promising practice for e-learning; however some issues must be addressed to
prevent an excessive number of categorizer students and, also, a premature convergence of the vocabulary of tags. Our conclusions are specific for the setting of our experiment, but we generalize them as much as possible suggesting guidelines of how to use social tagging in e-learning.
Rosanna De Rosa, Alessandro Bogliolo - Teaching to teachers. A MOOC based hyb...EUmoocs
EMMA poster at EDEN.
Coding has been recognized by the Italian National Plan for Digital School (PNSD) as one of fundamental disciplines to
be introduced at school level. In order to reach such an objective, the University of Urbino offered for free a MOOC on
Coding specifically devoted to school teachers through the European Multiple MOOC Platform (europeanmoocs.eu,
Emma for short). The objective of such aMOOC was to generate a highly scalable process of teaching/learning involving
a plethora of actors: school managers, ICTs experts, teachers, and pupils as final users. The MOOC was organized as a
hands-on experience course, based also on live webinars, illustrating how to organize coding activities using only freely
accessible online resources. This approach allowed teachers to learn the fundamental principles of coding together with
their pupils and to apply computational thinking to any topic, with a non secondary effect: converting role of the
teacher into an enabler factor, restoring their centrality, legitimation and social value. The poster highlights the
dimensions of such an experience, the relevance of pedagogies used, as well as the factors of its success.
The Importance of the Use of Technological Tools in the Sesi Senai Catalão Sc...Alexandre António Timbane
Abstract: The article discusses the development of the educational robotic tool through the application of LEGO KIT applied to students of Basic Education of SESI/ SENAI in Catalan. To support this work, we sought theoretical arguments in relevant articles that deal with the subject in the academic and institutional Google database SESI and SENAI, which from the reading and analysis of the theories cited in the texts, provided the content for the argumentation of the discussions on the mechanisms for applying the LEGO KIT to EBEP students. The methodology was the selective and exploratory bibliographical review, through the reading of institutional material and interview of the pedagogical team of the institution and students participating in the project, comparison of performance results of participation in the FLL Tournament, ENEM, SISUTEC and vestibular. After the case study it was verified that educational robotics can be an innovative and dynamic tool of the teachinglearning process in an educational institution.
2021 Digital Media Assignments In Undergraduate Science Education An Eviden...Scott Donald
This document describes a study that evaluated the impact of using theoretical models to guide digital media assignments in undergraduate science education. The study incorporated four frameworks to inform the design, implementation, and evaluation of digital media assignments. Trials were conducted in 2016 and 2017 involving over 1700 students across multiple subjects. Data was collected using qualitative surveys, marks attained, and group contribution data. Results showed positive student outcomes from using a systematic approach for digital media assignments, with students enjoying the support, creativity, group work, and learning with digital media. The study provides a comprehensive, evidence-based approach for using digital media assignments in the classroom.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
This document discusses the development of a computer-assisted instruction (CAI) model for vocational high schools. It begins by outlining challenges in modern learning related to changing perceptions of learning and advances in information technology. The document then reviews relevant learning theories that can support CAI development, including behaviorism, cognitivism, constructivism, and Vygotsky's zone of proximal development. It also discusses different CAI models and approaches to developing instructional media. The goal of the study is to systematically develop a valid, practical and consistent CAI model for vocational high schools that integrates multiple teaching methods and constructivist learning theory.
This document discusses using the virtual world Second Life for educational purposes. It begins by describing Second Life as a 3D online environment created in 2003 that allows user-generated content. Unlike games, it aims to simulate real-world settings on various topics. The number of Second Life users continues to grow as people find it useful and enjoyable. The document then outlines advantages like creating realistic simulations and role-playing opportunities, as well as disadvantages such as technical requirements. Some studies found Second Life enhances understanding and exposes students to different views. Overall, it suggests Second Life has potential for education if implemented carefully after exploring its features.
This document summarizes a research paper on using virtual and augmented reality in education. The paper provides a literature review on VR and AR, analyzing their implementation in educational models. It then proposes a model for developing integrated learning objects using VR and AR. The model involves designing, introducing, exploring, constructing, and sharing VR and AR learning objects that can be integrated into other educational content. To validate this model, the paper describes an experiment comparing its features to existing virtual learning environments. The results suggest the model could effectively integrate VR and AR learning objects into educational platforms and environments.
Ambientes Virtuais de Aprendizagem no Ensino de Geometria DescritivaLuciana Lima
Este documento resume uma experiência sobre o uso de ambientes virtuais de aprendizagem na Universidade Federal do Rio de Janeiro para ensinar geometria descritiva. O projeto Espaço GD foi desenvolvido em parceria com o LATEC/UFRJ para fornecer apoio às aulas presenciais através de um sistema de gerenciamento de aprendizagem online chamado Quantum. O projeto disponibiliza conteúdo online sobre geometria descritiva e usa a plataforma Quantum para comunicação entre estudantes e professores.
Copinha das Confederações na E.M. Comandante Arnaldo VarellaLuciana Lima
Este documento descreve a realização da "Copa das Confederações" na Escola Municipal Comandante Arnaldo Varella em 2013. O objetivo era integrar os alunos e ensinar sobre a estrutura de grandes eventos esportivos como a Copa do Mundo. A competição escolar contou com equipes de diferentes séries disputando em categorias distintas e teve como campeões a Itália na maioria das categorias.
O documento descreve um projeto transdisciplinar envolvendo artes e matemática realizado com alunos do ensino fundamental de uma escola pública no Rio de Janeiro. O projeto teve como objetivo discutir a preservação do espaço escolar e do meio ambiente, inspirado na cultura indígena. Os alunos criaram mandalas com sementes e objetos utilitários com canudos de jornal, aprendendo sobre geometria e artesanato indígena.
O documento descreve os eventos de um dia na Escola Municipal Comandante Arnaldo Varella em maio de 2013, incluindo a apresentação da Copa das Confederações, a premiação dos campeões da escola e um jogo desafio entre professores e alunos.
Curso Decoração de Interiores Lisboa apresentação EmiliaPortal do Sucesso
Este documento apresenta o projeto de decoração de um quarto principal, incluindo o perfil da cliente, planta, conceito, cores, têxteis escolhidos, projetos 2D e 3D, disposição do mobiliário, peças decorativas selecionadas e respectivo orçamento. É parte do trabalho de um curso de Decoração de Interiores realizado em Lisboa em Março de 2014.
Este documento discute o uso do Sistema Quantum de Educação Online para apoiar o ensino presencial de Geometria Descritiva na Escola de Belas Artes da Universidade Federal do Rio de Janeiro. Ele descreve as ferramentas selecionadas do sistema e como foram usadas, incluindo agenda, bloco de notas, chat, colaboração, e-mail, fórum, downloads e mural. O documento também discute estratégias para o uso efetivo de ambientes virtuais de aprendizagem no ensino.
Este artigo discute objetos de aprendizagem, definindo-os como recursos educacionais digitais projetados para permitir reutilização. Explora características como reusabilidade e adaptabilidade e discute padrões e metadados para catalogá-los em repositórios, facilitando acesso e uso em diferentes contextos educacionais.
Dissertação de Mestrado - Luciana GR LimaLuciana Lima
Este documento apresenta uma dissertação de mestrado sobre comunicação, interação e discurso em ambientes virtuais de aprendizagem. O sumário indica que o trabalho:
1. Apresenta uma introdução sobre o tema e os objetivos da pesquisa.
2. Discutem os conceitos de comunicação e interação em ambientes virtuais de aprendizagem, definindo esses ambientes e a interatividade neles.
3. Apresenta uma revisão da literatura sobre linguagem, discurso e aprendizagem para embasar teoric
O documento descreve um condomínio residencial composto por uma torre de 25 andares com 21 unidades residenciais de 244m2 cada. Detalha as especificações dos acabamentos internos e externos das unidades, incluindo revestimentos, esquadrias, louças e equipamentos de cozinha, lavanderia e varanda. Também fornece detalhes sobre a infraestrutura do edifício e especificações para as áreas comuns.
This document presents a methodology to investigate the effect of users' tagging motivation on metadata descriptions of digital educational resources. It aims to evaluate if users' tagging behavior can influence the enlargement of metadata descriptions and the resulting folksonomy compared to formal structured vocabularies. The methodology involves identifying different user tagging motivations, calculating similarity between social tags and metadata, and comparing the folksonomy to formal vocabularies. The methodology is applied to an existing learning object repository to analyze the impact of social tagging.
This document summarizes a presentation on using Web 2.0 resources in literature teaching. It discusses characterizations of "digital native" students and how current pedagogical theory relates to technology use. Popular social media tools are surveyed, including blogs, wikis, social bookmarking, and social networks. The presentation focuses on classroom materials and activities developed by students for literature courses using these tools. Examples of student work accessible online through various social media are provided.
The use of social tagging to support the cataloguing of learning objectsLuciana Zaina
Social networks have become the main media for information dissemination in the so-called Web 2.0. The core of these networks is social tagging, the act of annotating what users see in their social space. In the education domain, social tagging is potentially a useful resource to improve the organization (cataloguing) of large repositories of learning objects. To the present moment, however, many questions are open about social tagging in e-learning. In this work, hence, we proceed to answer
three questions: (1) Can social tagging successfully catalog e-learning objects? (2) How do students behave according to Korner’s classification: categorizers or describers? and (3) Does ¨social tagging converge to a well-defined descriptive vocabulary of tags? We performed a large experiment with 336 technician students that marked 218 electronic learning objects for about 4,985 times. Our results show that social tagging is a promising practice for e-learning; however some issues must be addressed to
prevent an excessive number of categorizer students and, also, a premature convergence of the vocabulary of tags. Our conclusions are specific for the setting of our experiment, but we generalize them as much as possible suggesting guidelines of how to use social tagging in e-learning.
Rosanna De Rosa, Alessandro Bogliolo - Teaching to teachers. A MOOC based hyb...EUmoocs
EMMA poster at EDEN.
Coding has been recognized by the Italian National Plan for Digital School (PNSD) as one of fundamental disciplines to
be introduced at school level. In order to reach such an objective, the University of Urbino offered for free a MOOC on
Coding specifically devoted to school teachers through the European Multiple MOOC Platform (europeanmoocs.eu,
Emma for short). The objective of such aMOOC was to generate a highly scalable process of teaching/learning involving
a plethora of actors: school managers, ICTs experts, teachers, and pupils as final users. The MOOC was organized as a
hands-on experience course, based also on live webinars, illustrating how to organize coding activities using only freely
accessible online resources. This approach allowed teachers to learn the fundamental principles of coding together with
their pupils and to apply computational thinking to any topic, with a non secondary effect: converting role of the
teacher into an enabler factor, restoring their centrality, legitimation and social value. The poster highlights the
dimensions of such an experience, the relevance of pedagogies used, as well as the factors of its success.
The Importance of the Use of Technological Tools in the Sesi Senai Catalão Sc...Alexandre António Timbane
Abstract: The article discusses the development of the educational robotic tool through the application of LEGO KIT applied to students of Basic Education of SESI/ SENAI in Catalan. To support this work, we sought theoretical arguments in relevant articles that deal with the subject in the academic and institutional Google database SESI and SENAI, which from the reading and analysis of the theories cited in the texts, provided the content for the argumentation of the discussions on the mechanisms for applying the LEGO KIT to EBEP students. The methodology was the selective and exploratory bibliographical review, through the reading of institutional material and interview of the pedagogical team of the institution and students participating in the project, comparison of performance results of participation in the FLL Tournament, ENEM, SISUTEC and vestibular. After the case study it was verified that educational robotics can be an innovative and dynamic tool of the teachinglearning process in an educational institution.
2021 Digital Media Assignments In Undergraduate Science Education An Eviden...Scott Donald
This document describes a study that evaluated the impact of using theoretical models to guide digital media assignments in undergraduate science education. The study incorporated four frameworks to inform the design, implementation, and evaluation of digital media assignments. Trials were conducted in 2016 and 2017 involving over 1700 students across multiple subjects. Data was collected using qualitative surveys, marks attained, and group contribution data. Results showed positive student outcomes from using a systematic approach for digital media assignments, with students enjoying the support, creativity, group work, and learning with digital media. The study provides a comprehensive, evidence-based approach for using digital media assignments in the classroom.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
This document introduces a special section on educational multimedia. It discusses that while multimedia in education has achieved success, there are still open questions to explore, as new technologies and their use cases emerge. Three selected articles are summarized that represent current trends - automating lecture recording, adding handwriting to intelligent tutors, and application-specific music transcription. The selection covers different topics from different world regions and involves multidisciplinary collaboration, illustrating the potential and challenges in the field.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
This document discusses the development of a computer-assisted instruction (CAI) model for vocational high schools. It begins by outlining challenges in modern learning related to changing perceptions of learning and advances in information technology. The document then reviews relevant learning theories that can support CAI development, including behaviorism, cognitivism, constructivism, and Vygotsky's zone of proximal development. It also discusses different CAI models and approaches to developing instructional media. The goal of the study is to systematically develop a valid, practical and consistent CAI model for vocational high schools that integrates multiple teaching methods and constructivist learning theory.
This document discusses using the virtual world Second Life for educational purposes. It begins by describing Second Life as a 3D online environment created in 2003 that allows user-generated content. Unlike games, it aims to simulate real-world settings on various topics. The number of Second Life users continues to grow as people find it useful and enjoyable. The document then outlines advantages like creating realistic simulations and role-playing opportunities, as well as disadvantages such as technical requirements. Some studies found Second Life enhances understanding and exposes students to different views. Overall, it suggests Second Life has potential for education if implemented carefully after exploring its features.
This document summarizes a research paper on using virtual and augmented reality in education. The paper provides a literature review on VR and AR, analyzing their implementation in educational models. It then proposes a model for developing integrated learning objects using VR and AR. The model involves designing, introducing, exploring, constructing, and sharing VR and AR learning objects that can be integrated into other educational content. To validate this model, the paper describes an experiment comparing its features to existing virtual learning environments. The results suggest the model could effectively integrate VR and AR learning objects into educational platforms and environments.
This article presents an e-learning theoretical framework based on a literature review of e-learning concepts and dimensions. It identifies 23 related concepts to e-learning that have emerged over time, from computer-assisted instruction to modern approaches like massive open online courses. The framework proposes three principal dimensions of e-learning systems: users, technology, and services. It also classifies stakeholder groups and their relationships with e-learning systems, as well as typologies of e-learning services.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
A systematic review of immersive virtual reality applications for higher educ...eraser Juan José Calderón
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda.
Jaziar Radianti, Tim A. Majchrzak, Jennifer Fromm & Isabell Wohlgenannt.
Recent Trends in E-Learning and Technologies IIJSRJournal
This work centers around the various advances accessible to help instructing and learning in e-Learning frameworks whose significance for schooling educators and framework designers is obvious. It is important to decide the most fitting e-learning advances to help the individual necessities in instructing, which make it conceivable to give the best learning freedoms to understudies, considering the current circumstance where instructive frameworks have quick requests got from the Covid 19 pandemic, which makes homeroom based instructive practices offer way to far off exercises. There are as of now drifts in the improvement of an assortment of accessible advances which might be outlined in Web environments and Virtual Reality among other arising advances; subsequently, the choice to utilize a specific innovation should be founded on strong exploration and obvious proof. This article audits a considerable lot of these e-Learning framework innovations and gives data, about their utilization, openings and patterns being developed.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
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Learning Objects and Virtual Reality in Descriptive Geometry
Álvaro José Rodrigues de Lima1
Luciana Guimarães Rodrigues de Lima 1,2
Cristina Jasbinschek Haguenauer 2
Gerson Cunha 3
1
Grupo de de Representação Gráfica em Ambientes Virtuais - GERGAV
Escola de Belas Artes - Universidade Federal do Rio de Janeiro
www.gergav.ufrj.br e-mail: gergav@gmail.com
2
Laboratório de Pesquisa em Tecnologias da Informação e da Comunicação
Escola de Comunicação - Universidade Federal do Rio de Janeiro
www.latec.ufrj.br – e-mail: latec@latec.ufrj.br
3
Grupo de Realidade Virtual aplicada - Laboratório de Métodos Computacionais em
Engenharia - COPPE - Universidade Federal do Rio de Janeiro
www.lamce.coppe.ufrj.br - e-mail gerson@coppe.ufrj.br
Abstract
The present article approaches the development of learning objects in the Computer
Graphics Laboratory at the School of Fine Arts at the Federal University of Rio de
Janeiro for teaching/learning the discipline of Descriptive Geometry, using the
resources of Virtual Reality, in an association among three study groups at UFRJ: the
Study Group of Graphic Representation in Virtual Environments - Grupo de Estudos
de Representação Gráfica em Ambientes Virtuais at the School of Fine Arts at the
Federal University of Rio de Janeiro (GERGAV/ EBA/UFRJ), the Research
Laboratory in Information and Communication Technologies - Laboratório de
Pesquisa em Tecnologias da Informação e da Comunicação (LATEC/UFRJ) and the
Applied Virtual Reality Group- Grupo de Realidade Virtual e Aplicada from the
Laboratory for Computational Methods in Engineering - Laboratório de Métodos
Computacionais em Engenharia at COPPE /UFRJ (GRVa/LAMCE).
Keywords: Learning Objects, Virtual Reality, Descriptive Geometry
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Introduction
This paper presents a study involving the development of learning objects at the
Computer Graphics Laboratory at the School of Fine Arts at the Federal University of
Rio de Janeiro (EBA/UFRJ). Students of the 2nd year of Interior Design, Landscape
Design, Scenography, Clothing and Sculpture have developed projects aimed at their
respective professional careers. In this way, proficiency until recently restricted to
graduate or specialization courses was acquired.
The student should be encouraged to research all of the forms of media, all the
sources, in all of the times and spaces, combining the classroom and the on-line.
Presentation the results of the study to the professor and colleagues, as well as
reporting, comparing, contextualizing, systematizing and delving deeper into them is
fundamental. (MORAN, 2004)
Learning Objects
Using the approach of Learning Objects in the construction of digital
educational material has even further increased the enthusiasm of both
educators and students. The possibility of accessing in the Web greatly
advanced reusable resources means a greater savings of time and
production costs and, therefore, a greater likelihood of increased offers
for extended education. (NASCIMENTO, 2007, p. 135)
For Leffa (2006), although there is no consensus among the researchers in this area,
many studies have highlighted certain characteristics that contribute to a clearer
concept of Learning Objects (LO). However, there are as many definitions as there
are authors or entities involved, and the concepts seem confusing. Here are some
examples:
Any entity, digital or not, that can be reused in learning, education or training” (IEEE:
Institute of Electrical and Electronics Engineers).
Digital modular resource, individually identified and catalogued, that can be used to
support learning (National Learning Infrastructure Initiative).
Reusable instruction unit, typically used in electronic learning (Wikipedia).
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Any digital resource that can be used as a support for learning (WILEY, 2000).
Pedagogic document (ARIADNE: Alliance of Remote Instructional Authoring and
Distribution Networks for Europe).
Component of educational software (ESCOT: Educational Software Components of
Tomorrow).
Online learning material (MERLOT: Multimedia Educational Resource for Learning
and On-Line Teaching).
A small learning unit (Wisconsin Online Resource Center).
Resource (Apple Learning Interchange).
(LEFFA, 2006. p. 4)
Gazzoni et al (2006) considers the expression Learning Objects as didactic digital
material, having the characteristic of being able to store and then reuse. It is always
structured by content to be learned, in other words, by a curricular unit or any didactic
material, a lesson, by class, course or training program content,.
Leffa (2006) suggests that a good example of LO would be that offered by the
Program of Extended Education at the University of Wisconsin (Wisc-Online):
A small unit of electronic data characterized as being flexible, reusable,
customized, inter-operable, recoverable and able to facilitating learning based
on capability and increase content value. (University of Wisconsin-Extension)
For Filho et al (2004, apud Teixeira, 2008), the “Learning Objects can be described
as any resource used to support the learning process”. Sá and Machado (2004, apud
Teixeira, 2008) complement this by saying that they are “digital resources, that can
be used, reused and combined with other objects to form a rich and flexible learning
environment”.
However, the most complete definition of LO is found in the studies by Vaz:
Learning object is any digital entity with educational objectives used by a DL
application. It is characterized by meta-data which facilitate indexing,
recovery and reuse of the LOs. The LOs can include any media, of various
sizes and formats (for example, video or radio), flash animation, a simple
digital component or a complete Web site (VAZ, 2009. p. 387).
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Gazzoni et al, (2006) shows us that the IEEE (Institute of Electro-Electronic
Engineers) and IMS (Instructional Management System) consider the following
characteristics as common to all Learning Objects:
Reusable: permits that the LOs can be used in different manners, as basic modules,
to work different contents in different contexts;
Portability: the capacity of an object to be executed at different work platforms;
Modularity: refers to the LO form, which should be independent modules, and not
sequential, so that they can be used together with other resources and in different
contexts. An LO is part of a complete course, which can contain other learning
objects or be contained in one or more objects or in one or more courses;
Metadata: a complete description of the attributes of the object that will be
catalogued, obeying the indexing, research and object recovery standards, making it
understandable for the various platforms. The information is: title, author, date,
publication, keywords, description, objectives, characteristics that indicate how, when
and by whom the object was developed, stored and how it is formatted. The most
common meta-data standards are: Learning Object Metadata (LOM) of the IEEE and
the Sharable Content Object Reference;
Interactivity: is one of the most important characteristics, as it refers to the
interaction of the student with the object. The interaction can be active or not,
according to the concept of the object.
Besides the above-mentioned characteristics, the Learning Objects should also have
the following attributes:
Flexibility: they are built in modules that have a beginning, middle and end,
however, are flexible and can be reused without maintenance;
Facility for updating: as all data, relative to the object, are located in the same Data
Bank, the updating performed via corrections and improvements is simple;
Customization: as all objects are independent, they can be used in distinct courses
(under-grad, specialization or any other type of course);
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Interoperability: storing of LOs is standard. The reuse of the objects not only on the
level of teaching platform, but on an international level;
Increase teaching quality: the LO can be reused many times in many courses.
With this, its consolidation grows and significantly improves the quality of teaching;
Indexing and search: standardization of objects also aims to facilitate the search for
a determinate object in any bank of objects that is available.
According to Falkembach (2005, apud Gazzoni, 2006), the process of concept and
development of an LO includes the planning, modeling, installment and distribution.
Planning involves choosing the theme to be worked and should answer some
questions, such as: what is the objective of the Learning Object? What public is it
targeted for? How will the content be presented? When and how will the object be
used? How will the student interact with the object? What results are expected?
Similarly, Nascimento (2009) states that a critical analysis of the team producing the
learning objects, with relation to the pedagogic planning of these materials and in
relation to the use of the technology is necessary. As the following text indicates:
Upon composing a learning object, it is fundamental that the teams
recognize the importance of combining knowledge in the specific area
of the disciplinary content with knowledge about the principles of the
learning process. (NASCIMENTO, 2009, p.136)
Virtual Reality
Tori & Kirner (2006) adopted the following definition of Virtual Reality (VR):
Virtual Reality is, before all else, an ‘advanced user interface’ to access applications
executed in the computer, having the characteristics of visualization of, and movement
in, tri-dimensional real-time environments and the interaction with elements of this
environment. Besides this visualization, the experience of the VR user can be
enriched by stimulation of the other senses, such as touching and hearing. (TORI &
KIRNER, 2006, p.6)
In the 80’s, VR equipment began to be commercialized, such as helmets (HMD -
Head Mounted Displays) and Gloves with force feedback (which allow to feel and
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touch virtual objects). Initially, VR aimed to simulate flights for the military industry.
Its application was extended to the most varied fields: academic and industrial
research, then simulating prototypes for the automobile, naval and aerospace
industries as well as in medicine for tele-surgery and the entertainment industry, with
3D games. (GEOCITIES, 2009)
VR can be divided into immersive and non-immersive. It is called immersive when it
is based upon the use of helmets and gloves. It is non-immersive when the PC
monitor is used for the simulation. (Idem, 2009). For Distance Education, non-
immersive VR has become a viable tool with the development of VRML -Virtual
Reality Modeling Language. VRML is free and uses open code, created to be used
on the Internet, and thereby justifying its great potential for educational applications.
As Marins defends:
With VRML it is possible to construct Internet sites, with interactive tri-
dimensional objects that can be linked to text, audio, video files or even to
other VRML sites and worlds. (MARINS et al., 2007, p.3)
The Development of Learning Objects at UFRJ Computer Graphics
Laboratory
It is difficult to construct a good simulation LO without a development team
that includes: teachers with the domain of the explored area of knowledge,
teachers or students having experience with production tools and knowledge
of the potential of the technology, as well as a professional with knowledge
about the learning processes and cognitive principles. (NASCIMENTO, 2009,
p. 138)
The Study Group of Graphic Representation in Virtual Environments (GERGAV)
initiated, at the Computer Graphics Laboratory (CGL) – at the School of Fine Arts at
the UFRJ, the creation of tri-dimensional models, in association with LATEC/UFRJ,
at the School of Communication and LAMCE, at COPPE (Alberto Luiz Coimbra
Institute Graduate School and Research in Engineering).
The models developed in the VRML language were generated by the 3D Studio Max
software and exported for download by the Internet. They can be moved, bring near,
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send further apart and rotated according to the user’s wishes (Figures 1, 2, 3 and 4).
The visualization of the tri-dimensional models can be accomplished on any
computer upon the installation of a VRML visualization and navigation plugin. In the
case of this project, Cortona, developed by Parallel/Graphics, was used in this
project.
The objects developed are available at Galeria - Gallery in the section Tópicos -
Subjects at - Portal Espaço GD- DG Space Portal available at:
(www.eba.ufrj.br/gd/galeria.htm). It is here that the content is available to all those
interested, acting as a repository. (cf. Nascimento, 2009; Leffa, 2006).
(http://www.parallelgraphics.com/products/cortona). (Lima et al 2007, p. 9)
Figures 1, 2, 3 and 4: Four examples of Learning Objects created by
undergraduated students in the classroom.
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Final Considerations
The learning objects created in the CGL aim to diversify the classes of the discipline
being taught and are not meant to serve as the sole form of teaching. Thus, the
presence of a skilled professor is fundamental for the correct use of the LOs and for
student support. The students were not restricted to only modeling the geometric
surfaces, but they were also stimulated to idealize projects according to their
professional careers.
This experiment has demonstrated that the concept of learning objects and the
process of installing them can assist greatly in the educational process and in the
development of new courses and educational materials, all of which aim to make
teaching and learning of Descriptive Geometry, or any other discipline, easier .
Acknowledgements
To the students Eduardo Faria, Anderson Batista Dias, André Alves Rocha and
Renata Fonseca for the work presented in this article.
References
GAZZONI, Alcibíades et al. Proporcionalidade e Semelhança: aprendizagem via
objetos de aprendizagem. Ver Novas Tecnologias na Educação -CINTED - Centro
Interdisciplinar de Novas Tecnologias na Educação - Vol. 4.Nº December, 2, 2006
.(ISSN 1679-1916). UFRGS, 2006.Available in:
< http://www.cinted.ufrgs.br/renote/dez2006/artigosrenote/25179.pdf>
Accessed in April 26, 2009.
GEOCITIES. Realidade Virtual
Available in: <http://br.geocities.com/interaface/realidade_virtual.htm>
Accessed in April 20, 2009.
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LEFFA, Vilson J. Nem tudo que balança cai: Objetos de aprendizagem no ensino
de línguas. Polifonia. Cuiabá, v. 12, n. 2, p. 15-45, 2006. Available in:
<http://www.leffa.pro.br/textos/trabalhos/obj_aprendizagem.pdf>
Accessed in April, 2009.
LIMA, Alvaro José Rodrigues et al. EAD e Ensino Presencial de Geometria
Descritiva In: 13º International Congress on Distance Education ABED – Em Busca
de Novos Domínios e Novos Públicos Através da Educação a Distância, Curitiba:
2007. Available in: http://www.abed.org.br/congresso2007/trabalhos.asp Accessed in
April 19, 2009.
MARINS, Vânia; HAGUENAUER, Cristina; Cunha, Gerson. Realidade Virtual em
educação Criando Objetos de Aprendizagem em VRML. In Colabor@ - Revista
digital da CVA- RICESU , Volume 4, nº 15, September 2007, available in:
www.ricesu.com.br/colabora/n15/artigos/n_15/pdf/id_02.pdf Accessed in APRIL, 2009.
MORAN, José. Manuel. Os novos espaços de atuação do professor com as
tecnologias. Rev Diálogo Educacional, Curitiba, PUC-PR, v.4, n.12, May-August,
p.13-21, 2004.
NASCIMENTO, Anna Christina Aun de Azevedo Nascimento. Aprendizagem por
meio de repositórios digitais e virtuais. In Educação a Distância: o estado da arte/
Fredric Michael Litto, Manuel Marcos Maciel Formiga (orgs.) São Paulo: Pearson
Education do Brasil, 2009.
RAMOS, Andréia Ferreira et. al. Uma Experiência com Objetos de Aprendizagem
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no Ensino da Matemática. Proceedings of the 12 International Congress on
Distance Education ,Florianópolis, September 2005.
TEIXEIRA, Luciana do Amaral. A Hipótese da Neutralidade Teórica e os Objetos
de Aprendizagem para o Ensino da Língua Inglesa: case study. Master´s
Dissertation. Graduate Literature Course from Pontifica Universidade Católica of Rio
de Janeiro. 2008.
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TORI, Romero; KIRNER, Claudio. Fundamentos de Realidade Virtual. In
Fundamentos e Tecnologia de realidade Virtual e Aumentada, book from VIII
Symposium on Virtual Reality, Belém – PA, May 02, 2006. Electronic version.
Available in:
<http://www.ckirner.com/download/capitulos/Fundamentos_e_Tecnologia_de_Realid
ade_Virtual_e_Aumentada-v22-11-06.pdf> Accessed in April 21, 2009.
VAZ, Maria Fernanda Rodrigues Os Padrões Internacionais para a Construção
de Material Educativo On-line. In Educação a Distância: o estado da arte/ Fredric
Michael Litto, Manuel Marcos Maciel Formiga (orgs.) São Paulo: Pearson Education
do Brasil, 2009.
Authors:
Álvaro José Rodrigues de Lima
Professor da Escola de Belas Artes da UFRJ. Mestre em Ciências
em Arquitetura pela FAU/UFRJ e Doutorando do Programa de
Engenharia Civil da COPPE da UFRJ, área de concentração em
Sistemas Computacionais na linha de pesquisa Visualização
Científica e Realidade Virtual, no Laboratório de Métodos
Computacionais em Engenharia - LAMCE. Coordenador
GERGAV- Grupo de Estudos de Representação Gráfica em
Ambientes Virtuais, tendo como áreas de interesse Realidade
Virtual e Realidade Aumentada e suas aplicações.
Luciana Guimarães Rodrigues de Lima
Mestre em Linguística Aplicada pelo Programa Interdisciplinar de
Linguística Aplicada da UFRJ. Pesquisadora Associada do
GERGAV - Grupo de Estudos de Representação Gráfica em
Ambientes Virtuais - da Escola de Belas Artes da UFRJ e do
LATEC/UFRJ. Editora Executiva das Revistas Arte e Ciência, e
EducaOnline. Professora da Prefeitura da Cidade do Rio de
Janeiro, de Artes Visuais e da UniverCidade, onde leciona a
disciplina Novas Tecnologias para Comunicação para o curso de
Publicidade e Propaganda.
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Cristina Jasbinschek Haguenauer
Graduada em Engenharia Civil pela UERJ (1985), Mestre em
Engenharia pela PUC-RJ (1988) e Doutora em Ciências de
Engenharia UFRJ (1997). Atualmente é professora Associada da
Universidade Federal do Rio de Janeiro. Atua em ensino,
pesquisa e consultoria na área de Tecnologias da Informação e
da Comunicação, com foco em Educação a Distância,
Capacitação Profissional, Formação Continuada, Produção de
Hipermídia, Jogos Educativos, Ambientes Virtuais de
Aprendizagem, Portais de Informação e Realidade Virtual.
Gerson Gomes Cunha
Doutor em Engenharia Civil pela COPPE/UFRJ (2004), Mestre em
Engenharia Civil pela COPPE/UFRJ (1991), Graduado em
Engenharia Civil pela UFRGS (1985). Atualmente é
Engenheiro/Pesquisador da Universidade Federal do Rio de
Janeiro, Sócio Gerente da Simset Tecnologia de Simulação Ltda.,
Pesquisador da Fundação COPPETEC. Coordenador do Grupo
de Realidade Virtual aplicada do Laboratório de Métodos
Computacionais em Engenharia (LAMCE/COPPE/UFRJ). Tem
experiência em Realidade Virtual, Computação Gráfica,
Plataformas Flutuantes, Exploração de Petróleo.
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