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class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Lia Raquel Oliveira</h3></div><div class="js-work-strip profile--work_container" data-work-id="100499181"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100499181/Soft_Skills_em_atendimento_ao_cliente_uma_proposta_de_jogo_educativo_virtual_com_design_instrucional_contextualizado"><img alt="Research paper thumbnail of Soft Skills em atendimento ao cliente: uma proposta de jogo educativo virtual com design instrucional contextualizado" class="work-thumbnail" src="https://attachments.academia-assets.com/101306330/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100499181/Soft_Skills_em_atendimento_ao_cliente_uma_proposta_de_jogo_educativo_virtual_com_design_instrucional_contextualizado">Soft Skills em atendimento ao cliente: uma proposta de jogo educativo virtual com design instrucional contextualizado</a></div><div class="wp-workCard_item"><span>Universidade de Coimbra. Centro de Estudos Interdisciplinares do Século 20 (CEIS20)</span><span>, May 15, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0093fa3d390e26538edf10e015dfa2f3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306330,"asset_id":100499181,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306330/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499181"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499181"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499181; 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O Projeto foi desenvolvido num Gabinete de Rendimento Social de Inserção tendo como público-alvo beneficiários do Rendimento Social de Inserção e como objetivo principal promover o desenvolvimento de competências sociais através da realização de atividades centradas na comunicação e na gestão positiva de conflitos. Tratou-se, assim, de um Projeto enquadrado no domínio da Mediação Educacional que visou favorecer o desenvolvimento de competências sociais no sentido da promoção de padrões comunicacionais e relacionais construtivos. 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Apercebemos que poderiamos usar este util recurso educativo e criar um jogo digital interativo, nasce assim o Centum-Square. O publico-alvo sao os alunos do primeiro ciclo do ensino basico, e este jogo educativo foi desenhado com o intuito de motivar os alunos a ampliar os seus conhecimentos e reforcar o desenvolvimento, para alem de estimular a sua atencao, concentracao, memoria e raciocinio. Este jogo permite ao aluno desenvolver a nocao de numero e a compreensao das operacoes basicas, adicao e subtracao, bem como a capacidade do calculo mental. Realizamos tambem testes de usabilidade com um grupo de alunos que frequentam o primeiro ciclo do ensino basico e concluimos que os alunos adoraram o C...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9f3bf3a849dce33eb4f9072ce7d55a3c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306298,"asset_id":100499179,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306298/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499179"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499179"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499179; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499178"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100499178/Rien_Ne_Vaut_La_Chaleur_De_La_Pr%C3%A9sence_Humaine_Encurtando_a_Dist%C3%A2ncia_Transacional"><img alt="Research paper thumbnail of Rien Ne Vaut La Chaleur De La Présence Humaine : Encurtando a Distância Transacional" class="work-thumbnail" src="https://attachments.academia-assets.com/101306332/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100499178/Rien_Ne_Vaut_La_Chaleur_De_La_Pr%C3%A9sence_Humaine_Encurtando_a_Dist%C3%A2ncia_Transacional">Rien Ne Vaut La Chaleur De La Présence Humaine : Encurtando a Distância Transacional</a></div><div class="wp-workCard_item"><span>Educativa</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo: Conteudos Educativas e Novas Literacias e uma disciplina do mestrado em Educacao, Tecnolo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo: Conteudos Educativas e Novas Literacias e uma disciplina do mestrado em Educacao, Tecnologia Educativa, da Universidade do Minho. Entende-se o conceito de literacia de forma abrangente, reportando-se a todo um conjunto sofisticado de atividades significativas, situadas em contextos especificos. Narra-se e discute-se aqui a forma como a disciplina foi organizada, funcionou e foi avaliada — inteiramente online para catorze estudantes e blended para oito —, focando as possibilidades/limitacoes de mediacao providenciadas pela tecnologia, tendo em vista a superacao da distância transacional e a valorizacao da comunicacao interpessoal. Conclui-se que as possibilidades de superacao desta distância dependem, especialmente, do professor. Palavras-chave: pedagogia universitaria; pedagogia online; ensino a distância; distância transacional; novas literacias.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91fce84178726637dc113746830adae7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306332,"asset_id":100499178,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306332/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499178"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499178"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499178; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499177"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/100499177/Nos_ombros_de_gigantes_uma_homenagem_a_Genevi%C3%A8ve_Jacquinot_Delaunay"><img alt="Research paper thumbnail of Nos ombros de gigantes : uma homenagem a Geneviève Jacquinot-Delaunay" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/100499177/Nos_ombros_de_gigantes_uma_homenagem_a_Genevi%C3%A8ve_Jacquinot_Delaunay">Nos ombros de gigantes : uma homenagem a Geneviève Jacquinot-Delaunay</a></div><div class="wp-workCard_item"><span>Distances et médiations des savoirs</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Standing on the shoulders of giants: a tribute to Geneviève Jacquinot-Delaunay This edition of Aç...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Standing on the shoulders of giants: a tribute to Geneviève Jacquinot-Delaunay This edition of Ação Midiática journal presents a special dossier composed of the translation of fourteen writings previously published in December 2014 in the 8th issue of the French journal Distances et Médiations des Savoir which was dedicated to the French teacher and researcher Geneviève Jacquinot-Delaunay. The proposal for translating these writings is to make known, in Portuguese, the thoughts from one of th..</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499177; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100499177]").text(description); $(".js-view-count[data-work-id=100499177]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100499177; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100499177']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=100499177]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100499177,"title":"Nos ombros de gigantes : uma homenagem a Geneviève Jacquinot-Delaunay","internal_url":"https://www.academia.edu/100499177/Nos_ombros_de_gigantes_uma_homenagem_a_Genevi%C3%A8ve_Jacquinot_Delaunay","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499176"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/100499176/Data_is_a_Built_Thing_de_constructing_the_curriculum_through_Wikipedia_writing"><img alt="Research paper thumbnail of Data is a Built Thing:(de) constructing the curriculum through Wikipedia writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/100499176/Data_is_a_Built_Thing_de_constructing_the_curriculum_through_Wikipedia_writing">Data is a Built Thing:(de) constructing the curriculum through Wikipedia writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Given the known difficulty of students to critically make use of information freely available on ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Given the known difficulty of students to critically make use of information freely available on the internet, this project proposes to enhance their information literacy (access, selection, evaluation and information assessment) through integration of Wikipedia in the classroom within the formal curriculum. To such end pedagogical and didactical activities were created, embodied in curricular units that will lastly consist in Wikipedia articles, written in a collaborative way, by the students. The collaborative online encyclopedia Wikipedia constitutes a source of knowledge and a space for the possibility of knowledge creation, since it is anonymously edited and in a self-regulated fashion. It also provides a context to develop varied skills in the domain of multiliteracies. We present the design of the study and some preliminary results that point towards a first awareness of the produced nature of official knowledge.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499176"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499176"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499176; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100499176]").text(description); $(".js-view-count[data-work-id=100499176]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100499176; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100499176']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Imagine a place where people can explore, manipulate and create, by touch, new combinations of images, and/or write about them. This tactile approach to pictorial artistic work, associated with the possibility of a written record of stories on the same interface, might constitute a new place for the creation of original compositions. In this place the ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="273e89fc7f24f5deb8f1278551b3a85d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306295,"asset_id":100499175,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306295/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499175"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499175"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499175; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "273e89fc7f24f5deb8f1278551b3a85d" } } $('.js-work-strip[data-work-id=100499175]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100499175,"title":"The storytelling as a process of artistic and cultural appropriation: travel in the work of Hieronymus Bosch mediated by a tangible surface","internal_url":"https://www.academia.edu/100499175/The_storytelling_as_a_process_of_artistic_and_cultural_appropriation_travel_in_the_work_of_Hieronymus_Bosch_mediated_by_a_tangible_surface","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[{"id":101306295,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/101306295/thumbnails/1.jpg","file_name":"Pinto.pdf","download_url":"https://www.academia.edu/attachments/101306295/download_file","bulk_download_file_name":"The_storytelling_as_a_process_of_artisti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/101306295/Pinto-libre.pdf?1682010535=\u0026response-content-disposition=attachment%3B+filename%3DThe_storytelling_as_a_process_of_artisti.pdf\u0026Expires=1740614528\u0026Signature=dS-xx7XX79fwFGAbN2sY3h~4JNNWegc1Kz05Yl13i-Q-jFR8DFGjURT4QDVSVg21kswUSY2B2N-yOsTp9vL6JHupr86mEdqPI63mhpecmSz70ZtMTqSCpviCAdJfNZlL2q9NsWuF12RRcpZsnyxB3McJ~1ncxU4b6CtrCwlXUKQNs6XkDpXAmzS9mh~LPOY0v~9c76Ey0IJ1usqz0PxS88w4VHZmgmUDI4y3pIeivD~CXg4s6GL5Mx1voEcOA3seS9dJR44EyKKko2i0Rq4Fm1UWqUNX5~5a0~wPsGc9Z~LQ5df4gj14NyIAdKWNJf7TS~90q5uZLxTCCXgQE3IxGQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":101306296,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/101306296/thumbnails/1.jpg","file_name":"Pinto.pdf","download_url":"https://www.academia.edu/attachments/101306296/download_file","bulk_download_file_name":"The_storytelling_as_a_process_of_artisti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/101306296/Pinto-libre.pdf?1682010529=\u0026response-content-disposition=attachment%3B+filename%3DThe_storytelling_as_a_process_of_artisti.pdf\u0026Expires=1740614528\u0026Signature=BnD~TkQzjBkbTi6I3q7aavbDETXyKGSV7XI7qY6XzQScl-7GQxCdf5C~ppFqoVLFdGcFU7DGzBbsbcIN0UrUdm7G5~22vFVtsCOztOl0RtptU2J-4lyu~TEhNx0cKqoVRJvV79H3Sw0ZR9~4y-5tEL8t~iRevi6PjVZptzGUzYXg4OWHOUsYY56WJ8SvXi14Ojt6M0R8DwNmNcBPpSol6z1EOro8dHle8pqcFYf7G14sOONcJ-1BE2ByPmuNvn290hApecJJJeTKZMcQ77I7m~A9w5o8pAor0m2asUo~oVEQoNxb4FTtzqLZ7-gplBIUtoxxwxIY7NQpwKyE7zBoEg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100498840"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100498840/Educational_video_game_design_by_8th_graders_investigating_processes_and_outcomes"><img alt="Research paper thumbnail of Educational video game design by 8th graders: investigating processes and outcomes" class="work-thumbnail" src="https://attachments.academia-assets.com/101306048/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100498840/Educational_video_game_design_by_8th_graders_investigating_processes_and_outcomes">Educational video game design by 8th graders: investigating processes and outcomes</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports research developed within the Ph.D. Program Technology Enhanced Learning and S...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports research developed within the Ph.D. Program Technology Enhanced Learning and Societal Challenges, funded by Fundacao para a Ciencia e Tecnologia, FCT I.P. – Portugal, under the contract PD/BD/127783/2016. This work is also funded by CIEd – Research Centre in Education, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. We would like to thank D. Sancho I School Group Direction for accommodating the study and making it logistically possible, with special recognition to Professor Cesar Pereira for his collaboration and commitment, and to the partaking teachers and students. Thank you also to Rahul Banerjee, a researcher at the Center for Game Science, University of Washington, and creator of BlockStudio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef3835f84409efa06e1e5f949cfd2cb5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306048,"asset_id":100498840,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306048/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100498840"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100498840"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100498840; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100498840]").text(description); $(".js-view-count[data-work-id=100498840]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100498840; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100498840']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ef3835f84409efa06e1e5f949cfd2cb5" } } $('.js-work-strip[data-work-id=100498840]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100498840,"title":"Educational video game design by 8th graders: investigating processes and outcomes","internal_url":"https://www.academia.edu/100498840/Educational_video_game_design_by_8th_graders_investigating_processes_and_outcomes","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[{"id":101306048,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/101306048/thumbnails/1.jpg","file_name":"Paper_ECGBL18.pdf","download_url":"https://www.academia.edu/attachments/101306048/download_file","bulk_download_file_name":"Educational_video_game_design_by_8th_gra.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/101306048/Paper_ECGBL18-libre.pdf?1682010589=\u0026response-content-disposition=attachment%3B+filename%3DEducational_video_game_design_by_8th_gra.pdf\u0026Expires=1740614528\u0026Signature=YFL7cYVPBXhzSa1qbBwlmVcYoZVuX1Y1xXoCW6YeqhB24GqCDPTJp9uzKDM~C5f8vu54radMDd3f5OBNegqH3Vs~-TnOi4s50dCrk389pfKrLbraIeaCFhhJRYx7IRC1Q57LjY1YWjf0D2ZXq9QrgUGQHrc97iNUPxN~p3nsKj0AY37dpbZCn0Bn9WL6RV3ODyH3QWoLvHlHSVK-eY-v4nNXWoQeHvelrmDQwsofRYP4cCAEWQryHl-OQLHwVDMc9w4elG~rYoFY25ev0fP2sZLM568wvmkM-64ClIA7QGdRKJMcz5LQW60ur7hbxwj0ZDmlKxjhXJu8kGA7FjLUAw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94007995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94007995/Parecemo_nos_tanto_A_autonomia_constr%C3%B3i_se_uns_com_os_outros"><img alt="Research paper thumbnail of Parecemo-nos tanto... A autonomia constrói-se uns com os outros" class="work-thumbnail" src="https://attachments.academia-assets.com/96587206/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94007995/Parecemo_nos_tanto_A_autonomia_constr%C3%B3i_se_uns_com_os_outros">Parecemo-nos tanto... A autonomia constrói-se uns com os outros</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Apresenta-se uma reflexão sobre dois casos de duas escolas públicas de Ensino Básico (uma em Port...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Apresenta-se uma reflexão sobre dois casos de duas escolas públicas de Ensino Básico (uma em Portugal e outra em Espanha) nas quais os professores pretendem usar tecnologias de informação e comunicação com os seus alunos de forma coerente, sensata e útil, tendo em vista uma boa aprendizagem, a motivação eo desenvolvimento da autonomia. Em ambas, estão em fase mais ou menos inicial, projectos que se prolongarão no tempo e que se constituirão, seguramente, em referência de boas práticas. Em ambos ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c1a5a522c738f300ea3f46a07de99432" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96587206,"asset_id":94007995,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96587206/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94007995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94007995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94007995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94007995]").text(description); $(".js-view-count[data-work-id=94007995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94007995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94007995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c1a5a522c738f300ea3f46a07de99432" } } $('.js-work-strip[data-work-id=94007995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94007995,"title":"Parecemo-nos tanto... 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In this paper we present a training action course for teachers interested in learning how to use simple frameworks and tools to be able to either design educational games themselves or facilitate educational game design by their students. We propose a syllabus, a design framework, and a software solution for digital game creation. This approach has been used in Portugal with middle school teachers and students and has been shown to be effective, resulting in the production of functional educational games (digital and non-digital), with preliminary results showing positive outcomes in learning and engagement.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="291961018e99ed257f927262b3d3c31c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96097423,"asset_id":93330417,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96097423/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93330417"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93330417"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93330417; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837110"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837110/Autonomous_Literary_Education_Through_the_Creation_of_Video"><img alt="Research paper thumbnail of Autonomous Literary Education Through the Creation of Video" class="work-thumbnail" src="https://attachments.academia-assets.com/87085501/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837110/Autonomous_Literary_Education_Through_the_Creation_of_Video">Autonomous Literary Education Through the Creation of Video</a></div><div class="wp-workCard_item"><span>ICERI Proceedings</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study has two objectives that complement each other, and it describes a pedagogic experience ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study has two objectives that complement each other, and it describes a pedagogic experience carried out in a Portuguese Public High School, within the Portuguese language subject. The first objective of this research aims to develop an autonomous learning approach for the Portuguese Literature, through the creation and editing of videos. The second objective is to develop a reflection about the (re)definition of the student's role, as well as the teacher's role in its ability to be autonomous as a "teaching professional" and "curriculum manager", in this everchanging social and technological world. It is a case study of exploratory and qualitative nature, framed in an action-critical research environment, carried out in the academic year 2017/2018 with 23 students from a 12 th grade class. It focused on the field of Literary Education, planned for Portuguese classes official program. The teacher-researcher used methodologies and innovative strategies, resorting to digital technologies, and focused on students' skills as "generation Z". The data were collected using various techniques: i) participant observation; ii) document analysis; iii) testing; iv) and surveys, in the form of questionnaires and interviews. Firstly, the results obtained allow to conclude that the approach to literary works, through video, enhanced autonomous, rewarding, and challenging learning: the student is, in fact, placed at the center of the teaching and learning process. It is possible to conclude that the investigation has promoted the fullness education success of the students by: the progress in terms of both written and oral expression, cultural enrichment, technological skills, critical thinking, the ability of working in team, autonomy, time management, creativity, aesthetics, and the results obtained in summative tests as well as in national examinations. In other words, the methodology and the strategies harmoniously reconciled the formal curriculum and the competencies set out in the "Perfil dos Alunos à Saída da Escolaridade Obrigatória" (Profile of Students on Leaving Mandatory Education). Secondly, the study shows the importance of the role of the teacher, as a teaching professional, able to manage the curriculum autonomously, as conferred by the Teaching Career Statute, as well as it proves that the teacher is capable to practice his art, in a permanent self-reflection on his praxis.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db29152732a260408fadb59b9895a2ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085501,"asset_id":80837110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085501/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837110; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837109"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837109/Motiva%C3%A7%C3%A3o_e_aprendizagem_atrav%C3%A9s_da_cria%C3%A7%C3%A3o_de_jogos_educativos"><img alt="Research paper thumbnail of Motivação e aprendizagem através da criação de jogos educativos" class="work-thumbnail" src="https://attachments.academia-assets.com/87085441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837109/Motiva%C3%A7%C3%A3o_e_aprendizagem_atrav%C3%A9s_da_cria%C3%A7%C3%A3o_de_jogos_educativos">Motivação e aprendizagem através da criação de jogos educativos</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O problema do insucesso escolar remete para a necessidade de novas estratégias pedagógicas para m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O problema do insucesso escolar remete para a necessidade de novas estratégias pedagógicas para motivar e ensinar alunos. Vários estudos têm realçado o potencial dos jogos como veículos de aprendizagem e motivação. Colocar alunos no papel de criadores de jogos educativos é uma das possíveis abordagens à integração de jogos na educação, suportada pelo Construcionismo, com resultados positivos, mas ainda pouco aplicada em Portugal. Pretende-se investigar a criação de jogos educativos por alunos do Ensino Básico, em contexto de sala de aula, de forma a compreender os processos e efeitos desta estratégia pedagógica a nível de aprendizagens e motivação. A investigação assume o formato estudo de caso num Agrupamento de Escolas TEIP (Território Educativo de Intervenção Prioritária), e é composta por três fases: 1. Formação de professores, 2. Criação de videojogos por alunos do 5º ano (conteúdos de Matemática e Português), 3. Criação de jogos (digitais e não digitais) por alunos do 8º ano (...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74d6cb949ca2959bd07bad3eeb923e9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085441,"asset_id":80837109,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085441/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837109"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837109"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837109; 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CIEd (Centro de Investigacao em Educacao), projeto UID/CED/01...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Centro de Investigacao em Educacao; CIEd (Centro de Investigacao em Educacao), projeto UID/CED/01661/2019, do Instituto de Educacao da Universidade do Minho, por meio de fundos nacionais da FCT/MCTES-PT</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837106"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837106"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837106; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80837106]").text(description); $(".js-view-count[data-work-id=80837106]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80837106; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80837106']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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</script> <div class="js-work-strip profile--work_container" data-work-id="80837103"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80837103/CO_72_Investigating_the_design_of_educational_video_games_by_5th_graders_and_how_it_affects_motivation_and_learning"><img alt="Research paper thumbnail of CO-72. Investigating the design of educational video games by 5th graders and how it affects motivation and learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80837103/CO_72_Investigating_the_design_of_educational_video_games_by_5th_graders_and_how_it_affects_motivation_and_learning">CO-72. Investigating the design of educational video games by 5th graders and how it affects motivation and learning</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837103"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837103"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837103; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80837103]").text(description); $(".js-view-count[data-work-id=80837103]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80837103; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80837103']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80837103]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80837103,"title":"CO-72. Investigating the design of educational video games by 5th graders and how it affects motivation and learning","internal_url":"https://www.academia.edu/80837103/CO_72_Investigating_the_design_of_educational_video_games_by_5th_graders_and_how_it_affects_motivation_and_learning","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837102"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837102/Experi%C3%AAncias_de_colabora%C3%A7%C3%A3o_na_escola_o_que_dizem_os_professores"><img alt="Research paper thumbnail of Experiências de colaboração na escola: o que dizem os professores?" class="work-thumbnail" src="https://attachments.academia-assets.com/87085504/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837102/Experi%C3%AAncias_de_colabora%C3%A7%C3%A3o_na_escola_o_que_dizem_os_professores">Experiências de colaboração na escola: o que dizem os professores?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Esta comunicação reporta alguns resultados de um projeto de investigação desenvolvido no âmbito d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Esta comunicação reporta alguns resultados de um projeto de investigação desenvolvido no âmbito de um estudo mais amplo que consistiu no design, implementação e avaliação do projeto de intervenção/formação desenvolvido numa EB2/3, situada no Norte de Portugal. Tratou-se de um projeto de formação e reflexão conjunta sobre processos de desenvolvimento profissional e práticas colaborativas. Uma das finalidades deste projeto era estimular a reflexão sobre diferentes aspetos: desenvolvimento profissional, formação e colaboração; a aprendizagem colaborativa no que diz respeito aos processos de desenvolvimento profissional individual e ao desenvolvimento da escola. A metodologia incluiu a organização de um conjunto de sessões de formação e de reflexão conjunta sobre processos de desenvolvimento profissional e práticas colaborativas. Os resultados sugerem que os contextos escolares não têm proporcionado as melhores condições para o desenvolvimento profissional (DP) dos professores, destacando-se a colaboração como uma prática ainda muito incipiente. Neste sentido, torna-se premente construir projetos de formação em contexto escolar para a colaboração e a promoção nas escolas de momentos, espaços e culturas colaborativas com vista a um DP mais efetivo e eficaz, como resposta aos desafios da docência do séc. XXI.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca484d805c709e28d5db77b682b37ffc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085504,"asset_id":80837102,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085504/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837102; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80837102]").text(description); $(".js-view-count[data-work-id=80837102]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80837102; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80837102']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ca484d805c709e28d5db77b682b37ffc" } } $('.js-work-strip[data-work-id=80837102]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80837102,"title":"Experiências de colaboração na escola: o que dizem os professores?","internal_url":"https://www.academia.edu/80837102/Experi%C3%AAncias_de_colabora%C3%A7%C3%A3o_na_escola_o_que_dizem_os_professores","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[{"id":87085504,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87085504/thumbnails/1.jpg","file_name":"Forte_Flores_2017.pdf","download_url":"https://www.academia.edu/attachments/87085504/download_file","bulk_download_file_name":"Experiencias_de_colaboracao_na_escola_o.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87085504/Forte_Flores_2017-libre.pdf?1654527365=\u0026response-content-disposition=attachment%3B+filename%3DExperiencias_de_colaboracao_na_escola_o.pdf\u0026Expires=1740614528\u0026Signature=HQPvHQnYNz-6Xb84aLtgMJF24PZklT6QQ1kry~~qot4dXE2qlWJxsYgnyYAD6DlxH0lKzAcZANqGU573cw3sNg85juyPsPPhxA6TK740lLEZPcpkoVLMLnc8Y0uNEodEBE99PSdfxswdX6Ap4MagrwZGNWXW8gzKD1KwsV7g6daxKitRI9mcU0S3aTLqULkDlxXUic~WFbMUFqyYkW5Q49KemEM8Jc0HOzWsMWry0uBpyHCmZfA6E6mbogSACAGf8xqwiOCyjZRWuv0bpzisntJh9aw8rebPTyg0a9pyGCLOKjrQ2707aHOUasYLcIMhusyoe26wreFCUaj3d79S1A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80837101/A_Complex_Epistemology_to_Approach_Asd_Autism_Spectrum_Disorders_"><img alt="Research paper thumbnail of A Complex Epistemology to Approach Asd (Autism Spectrum Disorders)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80837101/A_Complex_Epistemology_to_Approach_Asd_Autism_Spectrum_Disorders_">A Complex Epistemology to Approach Asd (Autism Spectrum Disorders)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">From a theoretical framework based on the paradigm of complexity, we approach the thematic of the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">From a theoretical framework based on the paradigm of complexity, we approach the thematic of the ASD (Autism Spectrum Disorders) in order to contemplate the fundamental assumption of complexity: the non-separation of the different dimensions of reality. Thus, our central research question is: How does cognition / subjectivation emerge in autistic children acting in an environment of touch (iPad) technologies with challenging devices? Our principal objectives are: to understand the coupling subject/touch-machine technologies and to observe the process of complexification of the implied subjects expressed by access to new cognitive level, better social interactions and subjective changes. So far, from a vast literature review, what we have seen is the presence of approaches that are linear, reductionist and fragmentary to the different human dimensions. They are hegemonic at care of autistic persons, even today, despite a vigorous production of discoveries of the scientific world. The implications of these approaches are disastrous because they do not address to human biological conditions, thus bringing much suffering to autistic subjects and their families. By focusing objectively on specific aspects of children&amp;#39;s behavior such as communication and stereotyping, they fragment the reality of these children because they leave aside the work with self-consciousness that would lead to autonomy, which is fundamental in autopoietic beings (Humberto Maturana and Francisco Varela). These biologists, from the vertex of complexity, consider the self-organization principle as the axis of the process of living. It is the core of our framework. The principle of neuroplasticity follows logically these theoretical assumptions. The methodology consists in the weekly attention care to the subjects of the research in a period of two years with breaks in the school holidays when the children take the iPads home and then they are observed by the parents who, on their return from the holidays, deliver a report about the period far of the university. The empirical emergences of the research are treated without rigid categories that fix the reality but in a cartographic way that show the transformation in the living flow. In six years of research in this project we have seen significant transformations in these subjects in terms of cognitive improvements and better communication, as well as a very interesting process of school inclusion. Our great concern and insistence is in the explication of our epistemology. In the approaches that we find there is no such exposure and therefore we consider such a concealment a risk. Thus, in attempting to deepen our studies on Epistemology and Complexity, we have coined the concept of Ontoepistemogenesis with which we hope that these studies may also help to draw attention to complex neuroscience research and how they can effectively assist in the approach to ASD. 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Nao sendo esta distância apanagio do EAD, ela constitui um problema concreto, porem passivel de minimizacao/resolucao. O professor pode exercer uma mediacao pedagogica caracterizada por um comportamento de suscitador, facilitador e orientador da aprendizagem. Para tal pode servir-se do Facebook para interagir com os estudantes, criando um ambiente de familiaridade e informalidade. Apresenta-se aqui um caso de lecionacao num curso de mestrado academico em Educacao que funciona em regime b-learning e no qual foi usado o Facebook, para alem da plataforma institucional, como forum de discussao e espaco de partilha de trabalhos e sensibilidades. Para recolha de dados foram usadas as tecnicas da observacao e analise de documentos. O curso desenrolou-se num ambiente de investigacao-acao critica no qual o professor investigou as suas praticas com a ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef1cce1e25dd51afcbac69cf1321972d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111499797,"asset_id":80837099,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111499797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837099"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837099"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837099; 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In M. A. Flores; M. A. Moreira & L. R. Oliveira (Orgs.) Desafios curriculares e pedagógicos na Formação de Professores, Ramada: Pedago Editores, pp. 7-16 Desafios curriculares e pedagógicos na formação de professores: Que professores para que currículo e para que alunos?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6ba046fa4becba787eb413b051ebd8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085503,"asset_id":80837098,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085503/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837098"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837098"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837098; 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Centro de Estudos Interdisciplinares do Século 20 (CEIS20)</span><span>, May 15, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0093fa3d390e26538edf10e015dfa2f3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306330,"asset_id":100499181,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306330/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499181"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499181"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499181; 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O Projeto foi desenvolvido num Gabinete de Rendimento Social de Inserção tendo como público-alvo beneficiários do Rendimento Social de Inserção e como objetivo principal promover o desenvolvimento de competências sociais através da realização de atividades centradas na comunicação e na gestão positiva de conflitos. Tratou-se, assim, de um Projeto enquadrado no domínio da Mediação Educacional que visou favorecer o desenvolvimento de competências sociais no sentido da promoção de padrões comunicacionais e relacionais construtivos. As dinâmicas desenvolvidas potenciaram as características positivas do público-alvo, at...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c78afa4f470fedbc3594e43ef9410fb3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306299,"asset_id":100499180,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306299/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499180"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499180"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499180; 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Apercebemos que poderiamos usar este util recurso educativo e criar um jogo digital interativo, nasce assim o Centum-Square. O publico-alvo sao os alunos do primeiro ciclo do ensino basico, e este jogo educativo foi desenhado com o intuito de motivar os alunos a ampliar os seus conhecimentos e reforcar o desenvolvimento, para alem de estimular a sua atencao, concentracao, memoria e raciocinio. Este jogo permite ao aluno desenvolver a nocao de numero e a compreensao das operacoes basicas, adicao e subtracao, bem como a capacidade do calculo mental. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499178"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100499178/Rien_Ne_Vaut_La_Chaleur_De_La_Pr%C3%A9sence_Humaine_Encurtando_a_Dist%C3%A2ncia_Transacional"><img alt="Research paper thumbnail of Rien Ne Vaut La Chaleur De La Présence Humaine : Encurtando a Distância Transacional" class="work-thumbnail" src="https://attachments.academia-assets.com/101306332/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100499178/Rien_Ne_Vaut_La_Chaleur_De_La_Pr%C3%A9sence_Humaine_Encurtando_a_Dist%C3%A2ncia_Transacional">Rien Ne Vaut La Chaleur De La Présence Humaine : Encurtando a Distância Transacional</a></div><div class="wp-workCard_item"><span>Educativa</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumo: Conteudos Educativas e Novas Literacias e uma disciplina do mestrado em Educacao, Tecnolo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumo: Conteudos Educativas e Novas Literacias e uma disciplina do mestrado em Educacao, Tecnologia Educativa, da Universidade do Minho. Entende-se o conceito de literacia de forma abrangente, reportando-se a todo um conjunto sofisticado de atividades significativas, situadas em contextos especificos. Narra-se e discute-se aqui a forma como a disciplina foi organizada, funcionou e foi avaliada — inteiramente online para catorze estudantes e blended para oito —, focando as possibilidades/limitacoes de mediacao providenciadas pela tecnologia, tendo em vista a superacao da distância transacional e a valorizacao da comunicacao interpessoal. Conclui-se que as possibilidades de superacao desta distância dependem, especialmente, do professor. Palavras-chave: pedagogia universitaria; pedagogia online; ensino a distância; distância transacional; novas literacias.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91fce84178726637dc113746830adae7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306332,"asset_id":100499178,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306332/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499178"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499178"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499178; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499177"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/100499177/Nos_ombros_de_gigantes_uma_homenagem_a_Genevi%C3%A8ve_Jacquinot_Delaunay"><img alt="Research paper thumbnail of Nos ombros de gigantes : uma homenagem a Geneviève Jacquinot-Delaunay" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/100499177/Nos_ombros_de_gigantes_uma_homenagem_a_Genevi%C3%A8ve_Jacquinot_Delaunay">Nos ombros de gigantes : uma homenagem a Geneviève Jacquinot-Delaunay</a></div><div class="wp-workCard_item"><span>Distances et médiations des savoirs</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Standing on the shoulders of giants: a tribute to Geneviève Jacquinot-Delaunay This edition of Aç...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Standing on the shoulders of giants: a tribute to Geneviève Jacquinot-Delaunay This edition of Ação Midiática journal presents a special dossier composed of the translation of fourteen writings previously published in December 2014 in the 8th issue of the French journal Distances et Médiations des Savoir which was dedicated to the French teacher and researcher Geneviève Jacquinot-Delaunay. The proposal for translating these writings is to make known, in Portuguese, the thoughts from one of th..</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499177"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499177"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499177; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100499177]").text(description); $(".js-view-count[data-work-id=100499177]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100499177; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100499177']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=100499177]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100499177,"title":"Nos ombros de gigantes : uma homenagem a Geneviève Jacquinot-Delaunay","internal_url":"https://www.academia.edu/100499177/Nos_ombros_de_gigantes_uma_homenagem_a_Genevi%C3%A8ve_Jacquinot_Delaunay","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499176"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/100499176/Data_is_a_Built_Thing_de_constructing_the_curriculum_through_Wikipedia_writing"><img alt="Research paper thumbnail of Data is a Built Thing:(de) constructing the curriculum through Wikipedia writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/100499176/Data_is_a_Built_Thing_de_constructing_the_curriculum_through_Wikipedia_writing">Data is a Built Thing:(de) constructing the curriculum through Wikipedia writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Given the known difficulty of students to critically make use of information freely available on ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Given the known difficulty of students to critically make use of information freely available on the internet, this project proposes to enhance their information literacy (access, selection, evaluation and information assessment) through integration of Wikipedia in the classroom within the formal curriculum. To such end pedagogical and didactical activities were created, embodied in curricular units that will lastly consist in Wikipedia articles, written in a collaborative way, by the students. The collaborative online encyclopedia Wikipedia constitutes a source of knowledge and a space for the possibility of knowledge creation, since it is anonymously edited and in a self-regulated fashion. It also provides a context to develop varied skills in the domain of multiliteracies. We present the design of the study and some preliminary results that point towards a first awareness of the produced nature of official knowledge.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499176"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499176"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499176; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100499176]").text(description); $(".js-view-count[data-work-id=100499176]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100499176; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100499176']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=100499176]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100499176,"title":"Data is a Built Thing:(de) constructing the curriculum through Wikipedia writing","internal_url":"https://www.academia.edu/100499176/Data_is_a_Built_Thing_de_constructing_the_curriculum_through_Wikipedia_writing","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100499175"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100499175/The_storytelling_as_a_process_of_artistic_and_cultural_appropriation_travel_in_the_work_of_Hieronymus_Bosch_mediated_by_a_tangible_surface"><img alt="Research paper thumbnail of The storytelling as a process of artistic and cultural appropriation: travel in the work of Hieronymus Bosch mediated by a tangible surface" class="work-thumbnail" src="https://attachments.academia-assets.com/101306295/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100499175/The_storytelling_as_a_process_of_artistic_and_cultural_appropriation_travel_in_the_work_of_Hieronymus_Bosch_mediated_by_a_tangible_surface">The storytelling as a process of artistic and cultural appropriation: travel in the work of Hieronymus Bosch mediated by a tangible surface</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study begins from the idea of exploring, on a tangible surface (a multitouch table), the wor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study begins from the idea of exploring, on a tangible surface (a multitouch table), the work “The Last Judgment” and “The Garden of Earthly Delights” by Hieronymus Bosch. Imagine a place where people can explore, manipulate and create, by touch, new combinations of images, and/or write about them. This tactile approach to pictorial artistic work, associated with the possibility of a written record of stories on the same interface, might constitute a new place for the creation of original compositions. In this place the ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="273e89fc7f24f5deb8f1278551b3a85d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306295,"asset_id":100499175,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306295/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100499175"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100499175"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100499175; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100498840"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100498840/Educational_video_game_design_by_8th_graders_investigating_processes_and_outcomes"><img alt="Research paper thumbnail of Educational video game design by 8th graders: investigating processes and outcomes" class="work-thumbnail" src="https://attachments.academia-assets.com/101306048/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100498840/Educational_video_game_design_by_8th_graders_investigating_processes_and_outcomes">Educational video game design by 8th graders: investigating processes and outcomes</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports research developed within the Ph.D. Program Technology Enhanced Learning and S...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports research developed within the Ph.D. Program Technology Enhanced Learning and Societal Challenges, funded by Fundacao para a Ciencia e Tecnologia, FCT I.P. – Portugal, under the contract PD/BD/127783/2016. This work is also funded by CIEd – Research Centre in Education, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. We would like to thank D. Sancho I School Group Direction for accommodating the study and making it logistically possible, with special recognition to Professor Cesar Pereira for his collaboration and commitment, and to the partaking teachers and students. Thank you also to Rahul Banerjee, a researcher at the Center for Game Science, University of Washington, and creator of BlockStudio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef3835f84409efa06e1e5f949cfd2cb5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101306048,"asset_id":100498840,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101306048/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100498840"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100498840"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100498840; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100498840]").text(description); $(".js-view-count[data-work-id=100498840]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100498840; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100498840']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ef3835f84409efa06e1e5f949cfd2cb5" } } $('.js-work-strip[data-work-id=100498840]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100498840,"title":"Educational video game design by 8th graders: investigating processes and outcomes","internal_url":"https://www.academia.edu/100498840/Educational_video_game_design_by_8th_graders_investigating_processes_and_outcomes","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[{"id":101306048,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/101306048/thumbnails/1.jpg","file_name":"Paper_ECGBL18.pdf","download_url":"https://www.academia.edu/attachments/101306048/download_file","bulk_download_file_name":"Educational_video_game_design_by_8th_gra.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/101306048/Paper_ECGBL18-libre.pdf?1682010589=\u0026response-content-disposition=attachment%3B+filename%3DEducational_video_game_design_by_8th_gra.pdf\u0026Expires=1740614528\u0026Signature=YFL7cYVPBXhzSa1qbBwlmVcYoZVuX1Y1xXoCW6YeqhB24GqCDPTJp9uzKDM~C5f8vu54radMDd3f5OBNegqH3Vs~-TnOi4s50dCrk389pfKrLbraIeaCFhhJRYx7IRC1Q57LjY1YWjf0D2ZXq9QrgUGQHrc97iNUPxN~p3nsKj0AY37dpbZCn0Bn9WL6RV3ODyH3QWoLvHlHSVK-eY-v4nNXWoQeHvelrmDQwsofRYP4cCAEWQryHl-OQLHwVDMc9w4elG~rYoFY25ev0fP2sZLM568wvmkM-64ClIA7QGdRKJMcz5LQW60ur7hbxwj0ZDmlKxjhXJu8kGA7FjLUAw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94007995"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94007995/Parecemo_nos_tanto_A_autonomia_constr%C3%B3i_se_uns_com_os_outros"><img alt="Research paper thumbnail of Parecemo-nos tanto... A autonomia constrói-se uns com os outros" class="work-thumbnail" src="https://attachments.academia-assets.com/96587206/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94007995/Parecemo_nos_tanto_A_autonomia_constr%C3%B3i_se_uns_com_os_outros">Parecemo-nos tanto... A autonomia constrói-se uns com os outros</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Apresenta-se uma reflexão sobre dois casos de duas escolas públicas de Ensino Básico (uma em Port...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Apresenta-se uma reflexão sobre dois casos de duas escolas públicas de Ensino Básico (uma em Portugal e outra em Espanha) nas quais os professores pretendem usar tecnologias de informação e comunicação com os seus alunos de forma coerente, sensata e útil, tendo em vista uma boa aprendizagem, a motivação eo desenvolvimento da autonomia. Em ambas, estão em fase mais ou menos inicial, projectos que se prolongarão no tempo e que se constituirão, seguramente, em referência de boas práticas. Em ambos ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c1a5a522c738f300ea3f46a07de99432" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96587206,"asset_id":94007995,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96587206/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94007995"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94007995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94007995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94007995]").text(description); $(".js-view-count[data-work-id=94007995]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94007995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94007995']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c1a5a522c738f300ea3f46a07de99432" } } $('.js-work-strip[data-work-id=94007995]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94007995,"title":"Parecemo-nos tanto... 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In this paper we present a training action course for teachers interested in learning how to use simple frameworks and tools to be able to either design educational games themselves or facilitate educational game design by their students. We propose a syllabus, a design framework, and a software solution for digital game creation. This approach has been used in Portugal with middle school teachers and students and has been shown to be effective, resulting in the production of functional educational games (digital and non-digital), with preliminary results showing positive outcomes in learning and engagement.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="291961018e99ed257f927262b3d3c31c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96097423,"asset_id":93330417,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96097423/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93330417"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93330417"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93330417; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837110"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837110/Autonomous_Literary_Education_Through_the_Creation_of_Video"><img alt="Research paper thumbnail of Autonomous Literary Education Through the Creation of Video" class="work-thumbnail" src="https://attachments.academia-assets.com/87085501/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837110/Autonomous_Literary_Education_Through_the_Creation_of_Video">Autonomous Literary Education Through the Creation of Video</a></div><div class="wp-workCard_item"><span>ICERI Proceedings</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study has two objectives that complement each other, and it describes a pedagogic experience ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study has two objectives that complement each other, and it describes a pedagogic experience carried out in a Portuguese Public High School, within the Portuguese language subject. The first objective of this research aims to develop an autonomous learning approach for the Portuguese Literature, through the creation and editing of videos. The second objective is to develop a reflection about the (re)definition of the student's role, as well as the teacher's role in its ability to be autonomous as a "teaching professional" and "curriculum manager", in this everchanging social and technological world. It is a case study of exploratory and qualitative nature, framed in an action-critical research environment, carried out in the academic year 2017/2018 with 23 students from a 12 th grade class. It focused on the field of Literary Education, planned for Portuguese classes official program. The teacher-researcher used methodologies and innovative strategies, resorting to digital technologies, and focused on students' skills as "generation Z". The data were collected using various techniques: i) participant observation; ii) document analysis; iii) testing; iv) and surveys, in the form of questionnaires and interviews. Firstly, the results obtained allow to conclude that the approach to literary works, through video, enhanced autonomous, rewarding, and challenging learning: the student is, in fact, placed at the center of the teaching and learning process. It is possible to conclude that the investigation has promoted the fullness education success of the students by: the progress in terms of both written and oral expression, cultural enrichment, technological skills, critical thinking, the ability of working in team, autonomy, time management, creativity, aesthetics, and the results obtained in summative tests as well as in national examinations. In other words, the methodology and the strategies harmoniously reconciled the formal curriculum and the competencies set out in the "Perfil dos Alunos à Saída da Escolaridade Obrigatória" (Profile of Students on Leaving Mandatory Education). Secondly, the study shows the importance of the role of the teacher, as a teaching professional, able to manage the curriculum autonomously, as conferred by the Teaching Career Statute, as well as it proves that the teacher is capable to practice his art, in a permanent self-reflection on his praxis.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="db29152732a260408fadb59b9895a2ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085501,"asset_id":80837110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085501/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837110; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837109"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837109/Motiva%C3%A7%C3%A3o_e_aprendizagem_atrav%C3%A9s_da_cria%C3%A7%C3%A3o_de_jogos_educativos"><img alt="Research paper thumbnail of Motivação e aprendizagem através da criação de jogos educativos" class="work-thumbnail" src="https://attachments.academia-assets.com/87085441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837109/Motiva%C3%A7%C3%A3o_e_aprendizagem_atrav%C3%A9s_da_cria%C3%A7%C3%A3o_de_jogos_educativos">Motivação e aprendizagem através da criação de jogos educativos</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O problema do insucesso escolar remete para a necessidade de novas estratégias pedagógicas para m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O problema do insucesso escolar remete para a necessidade de novas estratégias pedagógicas para motivar e ensinar alunos. Vários estudos têm realçado o potencial dos jogos como veículos de aprendizagem e motivação. Colocar alunos no papel de criadores de jogos educativos é uma das possíveis abordagens à integração de jogos na educação, suportada pelo Construcionismo, com resultados positivos, mas ainda pouco aplicada em Portugal. Pretende-se investigar a criação de jogos educativos por alunos do Ensino Básico, em contexto de sala de aula, de forma a compreender os processos e efeitos desta estratégia pedagógica a nível de aprendizagens e motivação. A investigação assume o formato estudo de caso num Agrupamento de Escolas TEIP (Território Educativo de Intervenção Prioritária), e é composta por três fases: 1. Formação de professores, 2. Criação de videojogos por alunos do 5º ano (conteúdos de Matemática e Português), 3. Criação de jogos (digitais e não digitais) por alunos do 8º ano (...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74d6cb949ca2959bd07bad3eeb923e9c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085441,"asset_id":80837109,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085441/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837109"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837109"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837109; 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Investigating the design of educational video games by 5th graders and how it affects motivation and learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80837103/CO_72_Investigating_the_design_of_educational_video_games_by_5th_graders_and_how_it_affects_motivation_and_learning">CO-72. Investigating the design of educational video games by 5th graders and how it affects motivation and learning</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837103"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837103"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837103; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80837103]").text(description); $(".js-view-count[data-work-id=80837103]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80837103; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80837103']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80837103]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80837103,"title":"CO-72. Investigating the design of educational video games by 5th graders and how it affects motivation and learning","internal_url":"https://www.academia.edu/80837103/CO_72_Investigating_the_design_of_educational_video_games_by_5th_graders_and_how_it_affects_motivation_and_learning","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837102"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837102/Experi%C3%AAncias_de_colabora%C3%A7%C3%A3o_na_escola_o_que_dizem_os_professores"><img alt="Research paper thumbnail of Experiências de colaboração na escola: o que dizem os professores?" class="work-thumbnail" src="https://attachments.academia-assets.com/87085504/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837102/Experi%C3%AAncias_de_colabora%C3%A7%C3%A3o_na_escola_o_que_dizem_os_professores">Experiências de colaboração na escola: o que dizem os professores?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Esta comunicação reporta alguns resultados de um projeto de investigação desenvolvido no âmbito d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Esta comunicação reporta alguns resultados de um projeto de investigação desenvolvido no âmbito de um estudo mais amplo que consistiu no design, implementação e avaliação do projeto de intervenção/formação desenvolvido numa EB2/3, situada no Norte de Portugal. Tratou-se de um projeto de formação e reflexão conjunta sobre processos de desenvolvimento profissional e práticas colaborativas. Uma das finalidades deste projeto era estimular a reflexão sobre diferentes aspetos: desenvolvimento profissional, formação e colaboração; a aprendizagem colaborativa no que diz respeito aos processos de desenvolvimento profissional individual e ao desenvolvimento da escola. A metodologia incluiu a organização de um conjunto de sessões de formação e de reflexão conjunta sobre processos de desenvolvimento profissional e práticas colaborativas. Os resultados sugerem que os contextos escolares não têm proporcionado as melhores condições para o desenvolvimento profissional (DP) dos professores, destacando-se a colaboração como uma prática ainda muito incipiente. Neste sentido, torna-se premente construir projetos de formação em contexto escolar para a colaboração e a promoção nas escolas de momentos, espaços e culturas colaborativas com vista a um DP mais efetivo e eficaz, como resposta aos desafios da docência do séc. XXI.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca484d805c709e28d5db77b682b37ffc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085504,"asset_id":80837102,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085504/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837102; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/80837101/A_Complex_Epistemology_to_Approach_Asd_Autism_Spectrum_Disorders_"><img alt="Research paper thumbnail of A Complex Epistemology to Approach Asd (Autism Spectrum Disorders)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/80837101/A_Complex_Epistemology_to_Approach_Asd_Autism_Spectrum_Disorders_">A Complex Epistemology to Approach Asd (Autism Spectrum Disorders)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">From a theoretical framework based on the paradigm of complexity, we approach the thematic of the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">From a theoretical framework based on the paradigm of complexity, we approach the thematic of the ASD (Autism Spectrum Disorders) in order to contemplate the fundamental assumption of complexity: the non-separation of the different dimensions of reality. Thus, our central research question is: How does cognition / subjectivation emerge in autistic children acting in an environment of touch (iPad) technologies with challenging devices? Our principal objectives are: to understand the coupling subject/touch-machine technologies and to observe the process of complexification of the implied subjects expressed by access to new cognitive level, better social interactions and subjective changes. So far, from a vast literature review, what we have seen is the presence of approaches that are linear, reductionist and fragmentary to the different human dimensions. They are hegemonic at care of autistic persons, even today, despite a vigorous production of discoveries of the scientific world. The implications of these approaches are disastrous because they do not address to human biological conditions, thus bringing much suffering to autistic subjects and their families. By focusing objectively on specific aspects of children&amp;#39;s behavior such as communication and stereotyping, they fragment the reality of these children because they leave aside the work with self-consciousness that would lead to autonomy, which is fundamental in autopoietic beings (Humberto Maturana and Francisco Varela). These biologists, from the vertex of complexity, consider the self-organization principle as the axis of the process of living. It is the core of our framework. The principle of neuroplasticity follows logically these theoretical assumptions. The methodology consists in the weekly attention care to the subjects of the research in a period of two years with breaks in the school holidays when the children take the iPads home and then they are observed by the parents who, on their return from the holidays, deliver a report about the period far of the university. The empirical emergences of the research are treated without rigid categories that fix the reality but in a cartographic way that show the transformation in the living flow. In six years of research in this project we have seen significant transformations in these subjects in terms of cognitive improvements and better communication, as well as a very interesting process of school inclusion. Our great concern and insistence is in the explication of our epistemology. In the approaches that we find there is no such exposure and therefore we consider such a concealment a risk. Thus, in attempting to deepen our studies on Epistemology and Complexity, we have coined the concept of Ontoepistemogenesis with which we hope that these studies may also help to draw attention to complex neuroscience research and how they can effectively assist in the approach to ASD. This is an ongoing project, so we only have interim conclusions, to be further clarified.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80837101]").text(description); $(".js-view-count[data-work-id=80837101]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80837101; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80837101']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80837101]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80837101,"title":"A Complex Epistemology to Approach Asd (Autism Spectrum Disorders)","internal_url":"https://www.academia.edu/80837101/A_Complex_Epistemology_to_Approach_Asd_Autism_Spectrum_Disorders_","owner_id":38243,"coauthors_can_edit":true,"owner":{"id":38243,"first_name":"Lia Raquel","middle_initials":null,"last_name":"Oliveira","page_name":"LiaRaquelOliveira","domain_name":"uminho","created_at":"2009-04-05T23:49:04.880-07:00","display_name":"Lia Raquel Oliveira","url":"https://uminho.academia.edu/LiaRaquelOliveira"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80837099"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80837099/Media%C3%A7%C3%A3o_Docente_e_Dist%C3%A2ncia_Transacional_Uso_Do_Facebook_Num_Mestrado_Em_Regime_Misto_B_Learning_"><img alt="Research paper thumbnail of Mediação Docente e Distância Transacional: Uso Do Facebook Num Mestrado Em Regime Misto (B-Learning)" class="work-thumbnail" src="https://attachments.academia-assets.com/111499797/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80837099/Media%C3%A7%C3%A3o_Docente_e_Dist%C3%A2ncia_Transacional_Uso_Do_Facebook_Num_Mestrado_Em_Regime_Misto_B_Learning_">Mediação Docente e Distância Transacional: Uso Do Facebook Num Mestrado Em Regime Misto (B-Learning)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">O Ensino a Distância (EAD) continua a ser uma modalidade alternativa ao ensino presencial e nele ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">O Ensino a Distância (EAD) continua a ser uma modalidade alternativa ao ensino presencial e nele persiste o problema da Distância Transacional. Nao sendo esta distância apanagio do EAD, ela constitui um problema concreto, porem passivel de minimizacao/resolucao. O professor pode exercer uma mediacao pedagogica caracterizada por um comportamento de suscitador, facilitador e orientador da aprendizagem. Para tal pode servir-se do Facebook para interagir com os estudantes, criando um ambiente de familiaridade e informalidade. Apresenta-se aqui um caso de lecionacao num curso de mestrado academico em Educacao que funciona em regime b-learning e no qual foi usado o Facebook, para alem da plataforma institucional, como forum de discussao e espaco de partilha de trabalhos e sensibilidades. Para recolha de dados foram usadas as tecnicas da observacao e analise de documentos. O curso desenrolou-se num ambiente de investigacao-acao critica no qual o professor investigou as suas praticas com a ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef1cce1e25dd51afcbac69cf1321972d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111499797,"asset_id":80837099,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111499797/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837099"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837099"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837099; 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In M. A. Flores; M. A. Moreira & L. R. Oliveira (Orgs.) Desafios curriculares e pedagógicos na Formação de Professores, Ramada: Pedago Editores, pp. 7-16 Desafios curriculares e pedagógicos na formação de professores: Que professores para que currículo e para que alunos?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6ba046fa4becba787eb413b051ebd8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87085503,"asset_id":80837098,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87085503/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80837098"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80837098"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80837098; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5511218" id="books"><div class="js-work-strip profile--work_container" data-work-id="26987173"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/26987173/National_Technology_Plan_for_Education_and_Public_Schooling_Tangling_Myths_Limits_and_False_Promises"><img alt="Research paper thumbnail of National Technology Plan for Education and Public Schooling: (Tangling) Myths, Limits, and False Promises" class="work-thumbnail" src="https://attachments.academia-assets.com/47248206/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/26987173/National_Technology_Plan_for_Education_and_Public_Schooling_Tangling_Myths_Limits_and_False_Promises">National Technology Plan for Education and Public Schooling: (Tangling) Myths, Limits, and False Promises</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Following the Lisbon Strategy (European Council 2000), aimed at transforming the European Union "...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Following the Lisbon Strategy (European Council 2000), aimed at transforming the European Union " in the most competitive and dynamic knowledge economy in the world" (and after several european initiative approaches), the Portuguese Government created, in 2007, the Technological Plan for Education (TPE). Its goal is to make Portugal one of the five most technologically advanced countries, aiming at the modernization of education. The TPE has 3 objectives: to promote wide access to Internet broadband high speed connection (≥ 48 Mbps); to increase the number of students with a PC with Internet connection (2); and to foster the percentage of teachers with ICT certification (90%). The TPE privileges partnerships with the private sector (business and banking industry) being equated as the grand solution to the 'crisis' in public education. In this chapter we want to examine the interface between the TPE and public education. To such end, we stand on two work hypotheses. One that makes a kind of zootomia of the TPE, in light of a present social moment determinant and deeply determined by the neo-liberal policies, and a second in which we interpret through which door the TPE is entering public education, trying to undress his limits, myths and false promises. We will conclude with a reflection on the belief in the public school as a social movement leader in social transformation, which requires a re-conceptualization of the TPE interface and public education that, among other things, will set aside the technological determinism that arises as a discourse of salvation for all the problems public school nowadays faces, whose key issues still remain to be discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64155d9ffd7392bb8d27194991f000a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47248206,"asset_id":26987173,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47248206/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26987173"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26987173"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26987173; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="13064001" id="932021"><div class="js-work-strip profile--work_container" data-work-id="60887283"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/60887283/Possibilidade_de_Utiliza%C3%A7%C3%A3o_Educativa_do_Facebook_Zero_no_Ensino_Superior"><img alt="Research paper thumbnail of Possibilidade de Utilização Educativa do Facebook Zero no Ensino Superior" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/60887283/Possibilidade_de_Utiliza%C3%A7%C3%A3o_Educativa_do_Facebook_Zero_no_Ensino_Superior">Possibilidade de Utilização Educativa do Facebook Zero no Ensino Superior</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://lisboa.academia.edu/sisyphus">Sisyphus - Journal of Education</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uminho.academia.edu/LiaRaquelOliveira">Lia Raquel Oliveira</a></span></div><div class="wp-workCard_item"><span>Sisyphus — Journal of Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">[PT] A utilização de redes sociais faz parte da rotina da maior parte das pessoas, de entre as q...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">[PT] <br />A utilização de redes sociais faz parte da rotina da maior parte das pessoas, de entre as quais constam os estudantes do ensino superior. Devido às restrições no acesso à internet em Angola, o Facebook Zero, uma extensão do Facebook que permite o acesso ao utilizador sem custo de internet, tem sido um meio alternativo de comunicação em rede para muitas pessoas. Assim, neste estudo objetivou-se despertar a possibilidade de utilização da rede social Facebook para fins educativos no ensino superior, em Angola. A metodologia desta investigação inscreve-se numa perspetiva quantitativa de tipo empírico-descritiva. Os resultados revelam que a maioria dos participantes eram subscritores de, pelo menos, uma rede social, com maior incidência para a rede social Facebook; por outro lado, a utilização do Facebook Zero, sendo de acesso grátis, de fácil utilização e por meio de dispositivos móveis, pode ser potencializado para a educação, num contexto de educação emergencial. <br /> <br />[EN] <br />The use of social networks is part of the routine of most people, including higher education students. Due to limiting restrictions on internet access in Angola, Facebook Zero, a Facebook extension that allows user access without the cost of internet, has been an alternative means of network communication for many people. Thus, this study aimed to raise the possibility of using Facebook for educational purposes in higher education in Angola. The methodology of this research is in keeping with a quantitative perspective of an empirical-descriptive type. The results reveal that most participants were subscribers of at least one social network, with a higher incidence of the social network Facebook; on the other hand, the use of Facebook Zero, being free to access, easy to use and via mobile devices, can be leveraged for education, in a context of emergency education, as an incremental resource for promoting greater inclusion. <br /> <br />[ES] <br />El uso de las redes sociales es parte de la rutina de la mayoría de las personas, incluidos los estudiantes de educación superior. Al limitar las restricciones al acceso a Internet en Angola, Facebook Zero, una extensión de Facebook que permite el acceso de los usuarios sin el coste de Internet, ha sido un medio alternativo de comunicación en red para muchas personas. Así, este estudio tuvo como objetivo despertar la posibilidad de utilizar la red social Facebook con fines educativos en la educación superior en Angola. La metodología de esta investigación se enmarca en una perspectiva cuantitativa de tipo empírico-descriptivo. Los resultados revelan que la mayoría de los participantes eran suscriptores de al menos una red social, con mayor incidencia para la red social Facebook; Por otro lado, el uso de Facebook Zero, al ser de acceso gratuito, fácil de usar y a través de dispositivos móviles, se puede aprovechar para la educación, en un contexto de educación de emergencia.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="60887283"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="60887283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60887283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60887283]").text(description); $(".js-view-count[data-work-id=60887283]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 60887283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='60887283']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=60887283]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":60887283,"title":"Possibilidade de Utilização Educativa do Facebook Zero no Ensino Superior","translated_title":"","metadata":{"doi":"10.25749/sis.25316","issue":"3","volume":"9","abstract":"[PT]\r\nA utilização de redes sociais faz parte da rotina da maior parte das pessoas, de entre as quais constam os estudantes do ensino superior. Devido às restrições no acesso à internet em Angola, o Facebook Zero, uma extensão do Facebook que permite o acesso ao utilizador sem custo de internet, tem sido um meio alternativo de comunicação em rede para muitas pessoas. Assim, neste estudo objetivou-se despertar a possibilidade de utilização da rede social Facebook para fins educativos no ensino superior, em Angola. A metodologia desta investigação inscreve-se numa perspetiva quantitativa de tipo empírico-descritiva. Os resultados revelam que a maioria dos participantes eram subscritores de, pelo menos, uma rede social, com maior incidência para a rede social Facebook; por outro lado, a utilização do Facebook Zero, sendo de acesso grátis, de fácil utilização e por meio de dispositivos móveis, pode ser potencializado para a educação, num contexto de educação emergencial.\r\n\r\n[EN]\r\nThe use of social networks is part of the routine of most people, including higher education students. Due to limiting restrictions on internet access in Angola, Facebook Zero, a Facebook extension that allows user access without the cost of internet, has been an alternative means of network communication for many people. Thus, this study aimed to raise the possibility of using Facebook for educational purposes in higher education in Angola. The methodology of this research is in keeping with a quantitative perspective of an empirical-descriptive type. The results reveal that most participants were subscribers of at least one social network, with a higher incidence of the social network Facebook; on the other hand, the use of Facebook Zero, being free to access, easy to use and via mobile devices, can be leveraged for education, in a context of emergency education, as an incremental resource for promoting greater inclusion.\r\n\r\n[ES]\r\nEl uso de las redes sociales es parte de la rutina de la mayoría de las personas, incluidos los estudiantes de educación superior. Al limitar las restricciones al acceso a Internet en Angola, Facebook Zero, una extensión de Facebook que permite el acceso de los usuarios sin el coste de Internet, ha sido un medio alternativo de comunicación en red para muchas personas. Así, este estudio tuvo como objetivo despertar la posibilidad de utilizar la red social Facebook con fines educativos en la educación superior en Angola. La metodología de esta investigación se enmarca en una perspectiva cuantitativa de tipo empírico-descriptivo. Los resultados revelan que la mayoría de los participantes eran suscriptores de al menos una red social, con mayor incidencia para la red social Facebook; Por otro lado, el uso de Facebook Zero, al ser de acceso gratuito, fácil de usar y a través de dispositivos móviles, se puede aprovechar para la educación, en un contexto de educación de emergencia.","page_numbers":"72-87","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Sisyphus — Journal of Education"},"translated_abstract":"[PT]\r\nA utilização de redes sociais faz parte da rotina da maior parte das pessoas, de entre as quais constam os estudantes do ensino superior. Devido às restrições no acesso à internet em Angola, o Facebook Zero, uma extensão do Facebook que permite o acesso ao utilizador sem custo de internet, tem sido um meio alternativo de comunicação em rede para muitas pessoas. Assim, neste estudo objetivou-se despertar a possibilidade de utilização da rede social Facebook para fins educativos no ensino superior, em Angola. A metodologia desta investigação inscreve-se numa perspetiva quantitativa de tipo empírico-descritiva. Os resultados revelam que a maioria dos participantes eram subscritores de, pelo menos, uma rede social, com maior incidência para a rede social Facebook; por outro lado, a utilização do Facebook Zero, sendo de acesso grátis, de fácil utilização e por meio de dispositivos móveis, pode ser potencializado para a educação, num contexto de educação emergencial.\r\n\r\n[EN]\r\nThe use of social networks is part of the routine of most people, including higher education students. Due to limiting restrictions on internet access in Angola, Facebook Zero, a Facebook extension that allows user access without the cost of internet, has been an alternative means of network communication for many people. Thus, this study aimed to raise the possibility of using Facebook for educational purposes in higher education in Angola. The methodology of this research is in keeping with a quantitative perspective of an empirical-descriptive type. The results reveal that most participants were subscribers of at least one social network, with a higher incidence of the social network Facebook; on the other hand, the use of Facebook Zero, being free to access, easy to use and via mobile devices, can be leveraged for education, in a context of emergency education, as an incremental resource for promoting greater inclusion.\r\n\r\n[ES]\r\nEl uso de las redes sociales es parte de la rutina de la mayoría de las personas, incluidos los estudiantes de educación superior. Al limitar las restricciones al acceso a Internet en Angola, Facebook Zero, una extensión de Facebook que permite el acceso de los usuarios sin el coste de Internet, ha sido un medio alternativo de comunicación en red para muchas personas. Así, este estudio tuvo como objetivo despertar la posibilidad de utilizar la red social Facebook con fines educativos en la educación superior en Angola. La metodología de esta investigación se enmarca en una perspectiva cuantitativa de tipo empírico-descriptivo. Los resultados revelan que la mayoría de los participantes eran suscriptores de al menos una red social, con mayor incidencia para la red social Facebook; Por otro lado, el uso de Facebook Zero, al ser de acceso gratuito, fácil de usar y a través de dispositivos móviles, se puede aprovechar para la educación, en un contexto de educación de emergencia.","internal_url":"https://www.academia.edu/60887283/Possibilidade_de_Utiliza%C3%A7%C3%A3o_Educativa_do_Facebook_Zero_no_Ensino_Superior","translated_internal_url":"","created_at":"2021-11-03T05:00:56.261-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":87813165,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":37071155,"work_id":60887283,"tagging_user_id":87813165,"tagged_user_id":26125311,"co_author_invite_id":null,"email":"c***e@gmail.com","display_order":0,"name":"Cesario Barbante","title":"Possibilidade de Utilização Educativa do Facebook Zero no Ensino Superior"},{"id":37071156,"work_id":60887283,"tagging_user_id":87813165,"tagged_user_id":38243,"co_author_invite_id":null,"email":"l***a@ie.uminho.pt","affiliation":"Universidade do Minho","display_order":4194304,"name":"Lia Raquel Oliveira","title":"Possibilidade de Utilização Educativa do Facebook Zero no Ensino Superior"}],"downloadable_attachments":[],"slug":"Possibilidade_de_Utilização_Educativa_do_Facebook_Zero_no_Ensino_Superior","translated_slug":"","page_count":null,"language":"pt","content_type":"Work","summary":"[PT]\r\nA utilização de redes sociais faz parte da rotina da maior parte das pessoas, de entre as quais constam os estudantes do ensino superior. Devido às restrições no acesso à internet em Angola, o Facebook Zero, uma extensão do Facebook que permite o acesso ao utilizador sem custo de internet, tem sido um meio alternativo de comunicação em rede para muitas pessoas. Assim, neste estudo objetivou-se despertar a possibilidade de utilização da rede social Facebook para fins educativos no ensino superior, em Angola. A metodologia desta investigação inscreve-se numa perspetiva quantitativa de tipo empírico-descritiva. Os resultados revelam que a maioria dos participantes eram subscritores de, pelo menos, uma rede social, com maior incidência para a rede social Facebook; por outro lado, a utilização do Facebook Zero, sendo de acesso grátis, de fácil utilização e por meio de dispositivos móveis, pode ser potencializado para a educação, num contexto de educação emergencial.\r\n\r\n[EN]\r\nThe use of social networks is part of the routine of most people, including higher education students. Due to limiting restrictions on internet access in Angola, Facebook Zero, a Facebook extension that allows user access without the cost of internet, has been an alternative means of network communication for many people. Thus, this study aimed to raise the possibility of using Facebook for educational purposes in higher education in Angola. The methodology of this research is in keeping with a quantitative perspective of an empirical-descriptive type. The results reveal that most participants were subscribers of at least one social network, with a higher incidence of the social network Facebook; on the other hand, the use of Facebook Zero, being free to access, easy to use and via mobile devices, can be leveraged for education, in a context of emergency education, as an incremental resource for promoting greater inclusion.\r\n\r\n[ES]\r\nEl uso de las redes sociales es parte de la rutina de la mayoría de las personas, incluidos los estudiantes de educación superior. Al limitar las restricciones al acceso a Internet en Angola, Facebook Zero, una extensión de Facebook que permite el acceso de los usuarios sin el coste de Internet, ha sido un medio alternativo de comunicación en red para muchas personas. Así, este estudio tuvo como objetivo despertar la posibilidad de utilizar la red social Facebook con fines educativos en la educación superior en Angola. La metodología de esta investigación se enmarca en una perspectiva cuantitativa de tipo empírico-descriptivo. Los resultados revelan que la mayoría de los participantes eran suscriptores de al menos una red social, con mayor incidencia para la red social Facebook; Por otro lado, el uso de Facebook Zero, al ser de acceso gratuito, fácil de usar y a través de dispositivos móviles, se puede aprovechar para la educación, en un contexto de educación de emergencia.","owner":{"id":87813165,"first_name":"Sisyphus -","middle_initials":null,"last_name":"Journal of Education","page_name":"sisyphus","domain_name":"lisboa","created_at":"2018-07-24T03:55:39.797-07:00","display_name":"Sisyphus - Journal of Education","url":"https://lisboa.academia.edu/sisyphus"},"attachments":[],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication"},{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":30947,"name":"The Internet","url":"https://www.academia.edu/Documents/in/The_Internet"},{"id":48285,"name":"Comunicação","url":"https://www.academia.edu/Documents/in/Comunica%C3%A7%C3%A3o"},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students"},{"id":93855,"name":"Redes Sociais","url":"https://www.academia.edu/Documents/in/Redes_Sociais"},{"id":240516,"name":"Ensino Superior","url":"https://www.academia.edu/Documents/in/Ensino_Superior"},{"id":690705,"name":"Estudantes","url":"https://www.academia.edu/Documents/in/Estudantes"}],"urls":[{"id":13979971,"url":"https://revistas.rcaap.pt/sisyphus/article/view/25316"}]}, dispatcherData: dispatcherData }); 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