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Advisor(s)
Abstract(s)
Existe hoje fnalmente a perceção de que
a aplicação das tecnologias digitais em
educação começa a traduzir-se em resultados
efetivos e globais. Estes resultados não se
limitam a meras situações experimentais,
como até aqui, existem tendências e vias
de progresso evidentes: o controlo da
aprendizagem passou do professor para
o aluno, os materiais “livrescos” cederam
lugar aos recursos digitais, a informação
passou a estar disponível online em vez de
offine, e as atividades tornaram-se sessões
interativas partilhadas em comunidades de
aprendizagem. Mas, talvez mais importante,
os aprendentes deixaram de ser simples
utilizadores e passaram a ser produtores
de materiais multimédia, jogadores em
ambientes virtuais, detentores de informação
atualizada e incansáveis comunicadores em
permanente mobilidade. Neste contexto,
o modelo AIDLET (Availability and cost,
Interaction and comunication capabilities,
Distance Education workfow integration,
Learning design potential, Engagement and
ease of play, Thematic value and adequacy),
foi desenvolvido para permitir aos autores
e professores, mas também a tecnólogos
e tutores, tomarem decisões sustentadas
acerca da aplicação de jogos, simulações
e realidade aumentada em ambientes
de aprendizagem virtual, para poderem
acompanhar e orientar pedagogicamente
toda uma geração de estudantes que
cresceu com as consolas de jogos e com a
Internet.
There is fnally the perception that the application of digital technologies in education begins to translate into effective and global results. These results are not limited to mere experimental situations, as we have witnessed for a long time, in fact there are trends and obvious progress: learning control migrated from teacher to student, printed materials gave way to digital resources, information became widely available online rather than offine, and activities have become interactive sessions shared in learning communities. But, perhaps more importantly, learners are no longer simple users but have become producers of multimedia materials, gamers in virtual environments, beholders of up-to-date information, and engaged mobile communicators. In this context, the AIDLET model (Availability and cost, Interaction and comunication capabilities, Distance Education workfow integration, Learning design potential, Engagement and ease of play, Thematic value and adequacy) was developed to allow authors and teachers, but also technologists and tutors, to make sustainable decisions about the application of games, simulations and augmented reality in virtual learning environments, in order to follow up and guide pedagogically a whole generation of students who grew up with game consoles and the internet.
There is fnally the perception that the application of digital technologies in education begins to translate into effective and global results. These results are not limited to mere experimental situations, as we have witnessed for a long time, in fact there are trends and obvious progress: learning control migrated from teacher to student, printed materials gave way to digital resources, information became widely available online rather than offine, and activities have become interactive sessions shared in learning communities. But, perhaps more importantly, learners are no longer simple users but have become producers of multimedia materials, gamers in virtual environments, beholders of up-to-date information, and engaged mobile communicators. In this context, the AIDLET model (Availability and cost, Interaction and comunication capabilities, Distance Education workfow integration, Learning design potential, Engagement and ease of play, Thematic value and adequacy) was developed to allow authors and teachers, but also technologists and tutors, to make sustainable decisions about the application of games, simulations and augmented reality in virtual learning environments, in order to follow up and guide pedagogically a whole generation of students who grew up with game consoles and the internet.
Description
Keywords
Modelo AIDLET Aprendizagem online Aprendizagem online Pedagogia do eLearning Mobile learning Jogos Simulações Realidade aumentada AIDLET model Online learning eLearning pedagogy Mobile learning Games Simulations Augmented reality
Citation
Bidarra, J., & Figueiredo, M. (2016). A aprendizagem online com base nos jogos e na realidade aumentada: Aplicação do modelo AIDLET. In P. Dias, D. Moreira & A. Mendes (eds.) Práticas e Cenários de Inovação em Educação Online (pp. 128-156). Universidade Aberta, coleção: Educação a Distância e eLearning. ISBN: 978-972-674-786-4.
Publisher
Universidade Aberta