Digital Media in Education

research in new media learning environments

Archive for Semantic Media

How the Brain Reacts to Scrambled Stories

Research shows that people tend to prefer linear narratives, but can also be engaged by just the right amount of disruption.

Sourced through from:

if non-linear effort is required atencion may rise

if emotional involvement rises memoryincreases.

See on Scoop.itDigital Stories and Education

Conferência na UNIRIO

Mais uma apresentação no Rio de Janeiro e mais uma oportunidade para conhecer mais investigadores interessados no tema das Narrativas Digitais e do Hipervídeo Semântico.

Desta vez a convite da Professora Vera Dobedei no âmbito das actividades do linha de pesquisa de Memória e Património associada ao Programa de Pós-Graduação em Memória Social da Universidade Federal do Estado do Rio de Janeiro (UNIRIO)

Narrativas digitais em hipervídeo_UNIRIO_2015

Oficina na UERJ sobre Hipervídeo

Na sequência da Conferência uma oficina dedicada ao hipervídeo semântico e mais em concreto à utilização da aplicação Korsakow.

Workshop de Korsakow

Open Hypervideo Project

Hypervideo on the Web that works like the Web

(Project and thesis)

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Great work and ideas on hypervideo. And, yes we should be more concern with emerging formats that are not always clearly identified with open access policies.

See on Scoop.itLearning and Teaching Online

Conferência na UERJ sobre hipervídeo

Passado quase um ano da conclusão do Doutoramento mais uma apresentação pública do trabalho realizado. Desta vez no Rio de Janeiro a convite de Edméa Santos com a organização do GPDOC – Grupo de Pesquisa Docência e Cibercultura da Universidade Estadual do Rio de Janeiro (Página no facebook).

Narrativas digitais em hipervídeo

PhD Dissertation

And here it is a Link to my dissertation with the title: Learning Activities with Semantic Hypermedia in Higher Education – URI:

Focus group session

Video frame from focus group session



Captura de tela

Yesterday afternoon (morning in Texas) the final presentation and discussion of my PhD took place in the New University of Lisbon. Here are  the presentation slides.

Korsakow in the Classroom

More and more teachers are using Korsakow in their classes. From early adopters in 2009 like Scott Wilson in California to Adrian Miles in Australia there are many projects all over like Jennifer Proctor’s in the University of Michigan-Dearborn. I am realy happy to see that more and more people are exploring this application’s characteristics for inovating and improoving their student’s learning experiences.

An interview with the professor: Korsakow in the Classroom: Jennifer Proctor 



III Colóquio Luso-Brasileiro de Educação a Distância e Elearning

The III Colóquio Luso-Brasileiro de Educação a Distância e Elearning was truly inspiring. It was especially interesting to hear António Dias Figueiredo and his perspective of what is needed regarding the area in higher education institutions, particularly in Portuguese ones. He presented several dichotomies that should be explored starting with the need of having not only tactics to deal with day to day situations but also a long-term strategic view for innovation.
“Quem não constrói castelos no ar não os constrói em nenhum lugar” (spanish saying, translated would be something like: “Those that don’t build castles in the air won’t build them anywhere else”)
From his presentation (Portuguese):
Also inspiring was Marco Silva’s presentation that introduced his view on useful uses of computer and the internet in education separating distance learning from online (or networked) learning. This idea goes side by side with a need for a paradigm shift in education that could foster a participatory learning environment that may cope with the emerging cyber-cultures. He presented his view of a Parangolé pedagogy based in the importance of empowering students in their own interactivity with the learning environment. The following keynote speaker, João Mattar, building on the Parangolé metaphor, presented a discussion between dressing the Parangolé and dressing the Batman cape as metaphors for the dichotomy between the industrial didactic models and post-industrial educational models. Mattar, building on Sherry Turkle’s and others’ ideas, supported the importance of students building their own identity rather than learning to follow rules of behavior dressing a predefined character cloak. He emphasizes the idea that in an industrial era respecting rules was convenient for those interested in reproduction but that today in the emerging informational era anthropophagic paradigms will be much more important for inspiring needed innovations. These ideas seem to have string relations with the also mentioned author Lawrence Lessig and his last book Remix.
Web 2.0 and innovative practices’s presentations were also inspiring and reflected on some level ideas presented by António Quintas Mendes. In his presentation, Mendes addressed the computer as the semantic tool. Building on several authors like Walter Ong and Basil Bernstein, he addressed the topic of a return to a new orality.photoThis perspective is highly supportive of a learning model that supports emerging digital media formats that valorize connectivity at a semantic and personal level like the one I am exploring in my work.

i-Docs 2014: Call for participation – i-Docs

See on Scoop.itSemantic Hypermedia Storytelling

Following the success of the i-Docs Symposia in 2011 and 2012, we are delighted to invite you to participate in i-Docs 2014, a two-day event dedicated to the rapidly evolving field of interactive documentary.

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