Pesquisa-design formação: uma proposta metodológica para a produção de Recursos Educacionais Abertos na cibercultura

Essa pesquisa inspirou-se nos movimentos sociais recentes relacionados à abertura de materiais digitais para compartilhamento, (re) uso e remixagem no ciberespaço. Assim, partimos da seguinte problemática: como desenvolver atos de currículo capazes de contribuir para a produção de Recursos Educacionais Abertos (REA) para a docência e aprendizagem na cibercultura? O objetivo foi desenvolver um dispositivo-metodológico como ato de currículo que atualiza a pesquisa-formação para o design de situações de aprendizagemensino e de artefatos pedagógicos que contemplem a autoria dos praticantes culturais. Para atingir o proposto, foi desenvolvido um dispositivo que atualiza o método da pesquisa-formação para a docência e aprendizagem na cibercultura (SANTOS, 2005; 2014) com alguns princípios da pesquisa-design (GRAVEMEIJER; COBB, 2006; van den AKKER, 1999; BROWN, 1992; COLLINS, 1992; NEWMAN, 1990; KELLY, 2003; RAMOS; STRUCHINER, 2008) para propiciar a produção de artefatos digitais utilizando os recursos oferecidos pelas plataformas da Web 2.0. A pesquisa-design formação, como método e o design interativo aberto como dispositivo, foram criados com o objetivo de sistematizar o processo de construção e implementação de atos de currículos e arquitetar percursos abertos em plataformas da Web 2.0. A metodologia proposta parte da bricolagem da pesquisa-formação multirreferencial na cibercultura com a pesquisa-design. A pesquisa está estruturada em quatro conceitos-tema importantes: a) educar na cibercultura: mídias em destaque; b) Design na Web 2.0: faça você mesmo e de preferência acompanhado; c) Professor-autor e a sua construção epistemológica e metodológica, e; d) Professor-autor em formação: enunciação, negociação e autoria. Essa pesquisa revelou alguns achados nas dimensões referente ao design como produto e processo, método e atos de currículo, que têm a intenção de contribuir para: a) a sistematização de processos de aprendizagemensino, promovendo a produção de artefatos digitais abertos por professores e alunos; b) o design estrutural e proposicional das atividades pedagógicas; c) a formação de sujeitos-autores na cibercultura. Portanto, esta pesquisa contribuiu para a autorização e autonomização dos praticantes culturais através da metodologia pesquisa-design formação bem como a disponibilização de materiais digitais abertos na cibercultura.

Separate representations of dynamics in rhythmic and discrete movements: evidence from motor learning.

Rhythmic and discrete arm movements occur ubiquitously in everyday life, and there is a debate as to whether these two classes of movements arise from the same or different underlying neural mechanisms. Here we examine interference in a motor-learning paradigm to test whether rhythmic and discrete movements employ at least partially separate neural representations. Subjects were required to make circular movements of their right hand while they were exposed to a velocity-dependent force field that perturbed the circularity of the movement path. The direction of the force-field perturbation reversed at the end of each block of 20 revolutions. When subjects made only rhythmic or only discrete circular movements, interference was observed when switching between the two opposing force fields. However, when subjects alternated between blocks of rhythmic and discrete movements, such that each was uniquely associated with one of the perturbation directions, interference was significantly reduced. Only in this case did subjects learn to corepresent the two opposing perturbations, suggesting that different neural resources were employed for the two movement types. Our results provide further evidence that rhythmic and discrete movements employ at least partially separate control mechanisms in the motor system.

Mortality and movement of Yellowtail Flounder (Limanda ferruginea) tagged off New England

From 2003 to 2006, 44,882 Yellowtail Flounder (Limanda ferruginea) were captured and released with conventional disc tags in the western North Atlantic as part of a cooperative Yellowtail Flounder tagging study. From these releases, 3767 of the tags were recovered. The primary objectives of this tagging program were to evaluate the mortality and large-scale movement of Yellowtail Flounder among 3 stock areas in New England. To explore mortality, survival and recovery rate were estimated from traditional Brownie tag-recovery models fitted to the data with Program MARK. Models were examined with time and sex-dependent parameters over several temporal scales. The models with a monthly scale for both survival and recovery rate had the best overall fit and returned parameter estimates that were biologically reasonable. Estimates of survival from the tag-recovery models confirm the general magnitude of total mortality derived from age-based stock assessments but indicate that survival was greater for females than for males. In addition to calculating mortality estimates, we examined the pattern of release and recapture locations and revealed frequent movements within stock areas and less frequent movement among stock areas. The collaboration of fishermen and scientists for this study successfully resulted in independent confirmation of previously documented patterns of movement and mortality rates from conventional age-based analyses.

Context-dependent partitioning of motor learning in bimanual movements.

Human subjects easily adapt to single dynamic or visuomotor perturbations. In contrast, when two opposing dynamic or visuomotor perturbations are presented sequentially, interference is often observed. We examined the effect of bimanual movement context on interference between opposing perturbations using pairs of contexts, in which the relative direction of movement between the two arms was different across the pair. When each perturbation direction was associated with a different bimanual context, such as movement of the arms in the same direction versus movement in the opposite direction, interference was dramatically reduced. This occurred over a short period of training and was seen for both dynamic and visuomotor perturbations, suggesting a partitioning of motor learning for the different bimanual contexts. Further support for this was found in a series of transfer experiments. Having learned a single dynamic or visuomotor perturbation in one bimanual context, subjects showed incomplete transfer of this learning when the context changed, even though the perturbation remained the same. In addition, we examined a bimanual context in which one arm was moved passively and show that the reduction in interference requires active movement. The sensory consequences of movement are thus insufficient to allow opposing perturbations to be co-represented. Our results suggest different bimanual movement contexts engage at least partially separate representations of dynamics and kinematics in the motor system.