Digital Media in Education

research in new media learning environments

Digital Media PhD

Host institution: Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa

Research Work:

In the context of the increasing use of the internet and particularly of the Web 2.0 in the most diverse professional and personal contexts the promotion in schools of a new set of notions, capabilities, skills and attitudes is considered necessary as a way to extend the reach of an inclusive digital literacy. The  research study proposes and evaluates an innovative teaching/learning approach that aims to support the development of many of the needed set of attitudes and skills in the context of graduate level courses in media and multimedia. This approach proposes the use of Web 2.0 tools and activities that support students’ production of interactive videos using a specific semantic structuring application named Korsakow (Korsakow.org). The study followed a design-based approach and the learning model has been applied with success in three interventions in the University of Texas at Austin (USA) and in Universidade de Lisboa (Portugal). The results and conclusion are now written in the thesis with the title “Learning Activities with Semantic Hypermedia in Higher Education”.

Abstract

The increasing use of information and communication technologies (ICT) in diverse professional and personal contexts calls for new knowledge, and a set of abilities, competences and attitudes, for an active and participative citizenship. In this context it is acknowledged that universities have an important role innovating in the educational use of digital media to promote an inclusive digital literacy. The educational potential of digital technologies and resources has been recognized by both researchers and practitioners. Multiple pedagogical models and research approaches have already contributed to put in evidence the importance of adapting instructional and learning practices and processes to concrete contexts and educational goals. Still, academic and scientific communities believe further investments in ICT research is needed in higher education.

This study focuses on educational models that may contribute to support digital technology uses, where these can have cognitive and educational relevance when compared to analogical technologies. A teaching and learning model, centered in the active role of the students in the exploration, production, presentation and discussion of interactive multimedia materials, was developed and applied using the internet and exploring emergent semantic hypermedia formats.

The research approach focused on the definition of design principles for developing class activities that were applied in three different iterations in undergraduate courses from two institutions, namely the University of Texas at Austin, USA and the University of Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and efficacy of the model proposed and the authoring tool chosen in the support of metacognitive skills and attitudes related to information structuring and management, storytelling and communication, using computers and the internet.

 

Resumo

A crescente utilização das tecnologias da informação e comunicação (TIC) nos mais diversos contextos profissionais e pessoais requer um conjunto de novos conhecimentos, capacidades, competências e atitudes para uma cidadania ativa e participativa. Neste enquadramento defende-se que as instituições do ensino superior têm um papel importante no sentido de promover uma literacia digital inclusiva, inovando na utilização educativa dos media digitais. O potencial educativo das tecnologias e conteúdos digitais tem sido reconhecido por muitos investigadores e professores, havendo no entanto a consciência junto da comunidade académica e científica, da necessidade de mais investimentos no estudo da utilização de TIC no ensino superior. A multiplicidade de modelos pedagógicos e de abordagens de investigação têm contribuído para evidenciar a importância de adaptar as práticas e processos de ensino e aprendizagem aos contextos e objetivos educativos concretos.

Este estudo centra-se em modelos educativos que permitam potenciar a utilização das tecnologias digitais em aspetos em que os contributos destas, do ponto de vista cognitivo ou educacional, se fazem diferenciar com mais evidência de outras tecnologias analógicas. Recorrendo à exploração de formatos de hipermédia semântico emergentes e ao uso da internet, desenvolveu-se e aplicou-se um modelo de ensino-aprendizagem centrado no papel ativo do aluno na exploração, produção, apresentação e discussão de conteúdos multimédia interativos. A abordagem de investigação focou a definição de princípios de design de atividades integradas na prática letiva tendo sido realizadas três implementações em disciplinas da oferta curricular de duas instituições do ensino superior, designadamente na Universidade do Texas em Austin, USA e na Universidade de Lisboa, Portugal. Foi possível verificar o potencial e a eficácia do modelo proposto e da aplicação autora escolhida para suporte e motivação dos alunos no desenvolvimento de competências e atitudes metacognitivas associadas à gestão e estruturação­ de informação, à narrativa e comunicação com recurso aos computadores e à internet.

URI: http://hdl.handle.net/10362/13871

 

The research study was developed within the Digital Media Doctoral Program in  UT Austin | Portugal with the support of Fundação para a Ciência e Tecnologia

http://utaustinportugal.org/

http://www.fct.pt/

Advisor/s: Carlos Correia, João Correia de Freitas and Joan Hughes

E-mail contact: acmaneira [@] ubi.pt

Feel free to post comments or make some questions related with the field.

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