Track 09 - New publishing and scientific communication ways: Electronic edition, digital educational resources Authors: Maria João Silva, Armando Silva, José Alexandre Pinto, Sílvia Barros, Manuela Pessanha, Cláudia Lima-Maia and Daniela Mascarenhas https://www.youtube.com/watch?v=aowr7QLe3_c&list=PLboNOuyyzZ86iI_x9SRTfV1KlSRX9DcEc&index=2

1. Maria João Silva | Sílvia Barros | Armando Silva | Manuela Pessanha
Daniela Mascarenhas | José Alexandre Pinto | Cláudia Maia Lima
School of Education, Polytechnic of Porto, inED
7th October, 2015

2. Scholarly open access multimedia journal of research in education
Context:
• a higher education community that is increasingly using contents in
electronic form
• institutional digital repositories and open access journals have come
to play a more and more important role in making scientific research
visible

3. Scholarly open access multimedia journal of research in education
• Aims at publishing new types of scientific papers, enabled by digital
technologies
• Uses a web 2.0 approach to learning, opening the access and use of
contents, in an open platform for knowledge creation and sharing
(Opening up Education )

4. “… multimedia … allows to give voice to educational
research participants, facilitating the integration of multi-
sensory, emotional and performative dimensions of
scientific communication”
Silva, M. J. 2013. Editorial. Sensos-e, 0.

5.  Managed by an Editorial Director and a Director of Multimedia
Production
 Implemented using the Platform WordPress
 Publishes papers in electronic format, which are built and edited
online
 Publishes research/innovation/development and intervention works
that take advantage of the potential of an online multimedia journal

6.  Accepts papers in four languages: Portuguese, English, Spanish and
French
 It allows consulting current papers and the search by author, title,
volume, number, and date
 Profiles of users: Administrator, Editor, Contributor, Subscriber,
Author

7. Interface of papers’ edition and submission

8.  To identify and understand the potentialities and challenges of the
multimedia dimension of the journal
 To explore and illustrate the added value of a video in a paper
 to analyze, assess and illustrate the communication and educational
potentialities of the journal’s multimedia dimension

9. Vol. 0, N. 0 (2013); Vol. 1, N. 1 and 2 (2014), papers already accepted for Vol.2, N.2
 Criteria of analysis:
 i) scientific domain
 ii) multimedia elements (video, images, audio clips, links, other)
 iii) interactivity (yes, no)
 iv) functions of Images/Video/Sound (narrative, analytic, symbolic)
 v) relations of Images/Video/Sound to text (illustration, complement)

10. 22 papers were analyzed
 12 papers main theme is ICT in Education
 With complemental themes: Didactics of Mathematics (3), Mathematics for
Education (2), Didactics of Sciences (2), Robotics (1), Virtual Archeology (1),
Social Geography (1), Early Education (1), Higher Education (1)
 10 papers have diverse education themes:
 Psychology/Educational Sciences (4), Special Education (3), Multimedia
Communication (1), Didactics of Portuguese (1), Children’s Geography (1)

11. Video Images Audio Clips Hyperlinks Other *
Number of papers 11 17 1 16 5
 The 5 papers centered on the use of Geogebra in Education use Geogebra applets;
 Applets are light and easy to use resources.

12. Interactivity is considered as being present when the reader can
control data or events, for instance, vary a parameter in order to see
the impact on the data in a table or on a presentation graphic.
 The Geogebra applets allow the reader to change the parameters of the
structures and check the system behavior.

13. Narrative Analytic Symbolic
Number of papers 11 11 9
Narrative function means the representation of actions and events.
Analytic function means the “focus on the relationships between the objects of
representation in terms of a part-whole structure”
Symbolic function means the use of symbols (non-iconic), i.e. of conventionally associated
meanings.

14. Illustration Complement
Number of papers 8 19
In most of the papers, Images/Video/Audio Clips are used to complement the information
conveyed by text

15. All the participant students recognized the added value of the
integration of multimedia resources:
 Making it real ("It allowed a clearer and more concrete vision of: the task that was
presented to the students; the potential of computer simulations; the students’
difficulties, doubts and discoveries”);
 A better understanding of important dimensions of teaching and learning processes
("Without the video it becomes complicated to understand the developed work, as it is
hard to imagine something without seeing it. The video clarified doubts that have
arisen").

16. A screen of a video of
the analyzed Sensos-e
paper, showing a
projectile motion
simulation and a
student’s comment

17. Replicability
the participant students acknowledged that it was easy to
understand what happened,
because "the video integrates the students’ commentaries, as well as
the teachers’ questions and guidance", and that "this way, the video
facilitate the replication of the study”

18. The participant Master students perceived video as a media
element, a tool.
They:
understood that different media produce different messages
differentiated the media and the message content
considered the teacher mediation strategies, together with
the computer simulations exploration strategies, as the real
message content of the paper’s video and text

19.  Diversification of the papers’ range and to the need for the attraction
of papers of other domains of education, such as arts education and
humanities education
 The increase of the use of audio clips and applets, augmenting
media diversity and interactivity in the published papers
 A wider use of media elements to illustrate papers’ textual
information, intensifying multiple representations