Produção e estética dos conteúdos televisivos em ambiente de convergência: o caso da TV Unesp

Novos processos de produção de conteúdo estão reconfigurando os organogramas e os fluxogramas de setores ligados à criação de programas informativos e de entretenimento nas emissoras de televisão. A elaboração de conteúdos centrados em um modo de Comunicação que procura contemplar a participação e a colaboração da audiência nas construções discursivas impõe a existência de estruturas capazes de responder às demandas de uma plataforma multimídia, engendrada por tecnologias que possibilitem a conectividade entre os diversos dispositivos móveis e portáteis. Além de evidenciar os desafios de caráter organizacional, o presente trabalho, baseado em pesquisa bibliográfica e documental, tem como objetivo discutir as implicações estéticas dos conteúdos gerados para o consumo multimídia. Assim, toma como objeto de análise a estrutura e a programação da Televisão Universitária Unesp, da Universidade Estadual Paulista, em fase de implantação no campus de Bauru-SP.

Conditional reasoning: A key to assessing computer-based knowledge-building communication processes

This article describes a methodological approach to conditional reasoning in online asynchronous learning environments such as Virtual-U VGroups, developed by SFU, BC, Canada, consistent with the notion of meaning implication: If part of a meaning C is embedded in B and a part of a meaning B is embedded in A, then A implies C in terms of meaning [Piaget 91]. A new transcript analysis technique was developed to assess the flows of conditional meaning implications and to identify the occurrence of hypotheses and connections among them in two human science graduate mixed-mode online courses offered in the summer/spring session of 1997 by SFU. Flows of conditional meaning implications were confronted with Virtual-U VGroups threads and results of the two courses were compared. Findings suggest that Virtual-U VGroups is a knowledge-building environment although the tree-like Virtual-U VGroups threads should be transformed into neuronal-like threads. Findings also suggest that formulating hypotheses together triggers a collaboratively problem-solving process that scaffolds knowledge-building in asynchronous learning environments: A pedagogical technique and an built-in tool for formulating hypotheses together are proposed. © Springer Pub. Co.

On-line collaborative learning for in-service teacher education

This article brings some of the results of a study that analyzes a hybrid course for in-service teachers in the Project Teletandem Brazil: foreign languages for all. In this project, Brazilian teachers of Spanish as a foreign language took part in a blended tandem learning course, communicating via videoconferencing with Uruguayan teachers of Portuguese as a foreign language. The aim of the study was to verify Brazilian teachers' concepts and beliefs concerning language and culture and how the teletandem interactions affected them. After the interactions, teachers' views of culture seemed to also incorporate aspects of culture as an interpersonal process, instead of the factual and static view which was previously predominant. Therefore teacher education programs must consider the possibility of conjugating theory and reflective practice through the use of videoconference tools in order to allow teachers to experience culture rather learn facts about it. © 2011 ACADEMY PUBLISHER.