Creación de objetos de enseñanza y aprendizaje mediante el uso didáctico de la Pizarra Digital Interactiva (PDI).

Resumen basado en el de la publicación

Media Art Wiki. Uso de Wikis para la enseñanza interdisciplinar y multimedia del arte de los nuevos medios de comunicación en entornos virtuales de aprendizaje.

Número especial dedicado a WIKI y educación superior en España (II parte), en coedición con Revista de Docencia Universitaria (Red U). Resumen tomado de la publicación

Internet en el contexto de la comunicación multimedia : un instrumento para el desarrollo científico en educación.

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Media Art Wiki : uso de Wikis para la enseñanza interdisciplinar y multimedia del arte de los nuevos medios de comunicación en entornos virtuales de aprendizaje.

Monográfico con el título: 'Wiki y Educación Superior en España (II parte)'. Artículo coeditado con la Revista de Educación a Distancia (RED). Resumen basado en el de la publicación

Compartir contenido educativos con la pizarra digital del aula. Aplicación web "pizarra digital en casa".

Resumen tomado de la publicación

Necesidades formativas del profesorado universitario en infografía y multimedia

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Do impresso ao digital : perspectivas da concep????o e produ????o do livro did??tico digital brasileiro de f??sica

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Livro did??tico digital o presente, as tend??ncias e as possibilidades do mercado editorial no contexto brasileiro e internacional

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Multimedia telephone systems as a valuable communication tool for the hearing-impaired

This paper discusses videoconferencing systems as a communication tool for the hearing impaired.

How level and type of deafness affects user perception of multimedia video clips

Our research investigates the impact that hearing has on the perception of digital video clips, with and without captions, by discussing how hearing loss, captions and deafness type affects user QoP (Quality of Perception). QoP encompasses not only a user's satisfaction with the quality of a multimedia presentation, but also their ability to analyse, synthesise and assimilate informational content of multimedia . Results show that hearing has a significant effect on participants’ ability to assimilate information, independent of video type and use of captions. It is shown that captions do not necessarily provide deaf users with a ‘greater level of information’ from video, but cause a change in user QoP, depending on deafness type, which provides a ‘greater level of context of the video’. It is also shown that post-lingual mild and moderately deaf participants predict less accurately their level of information assimilation than post-lingual profoundly deaf participants, despite residual hearing. A positive correlation was identified between level of enjoyment (LOE) and self-predicted level of information assimilation (PIA), independent of hearing level or hearing type. When this is considered in a QoP quality framework, it puts into question how the user perceives certain factors, such as ‘informative’ and ‘quality’.

Working with Dyslexic Learners: Authoring in a Multimedia Environment

The fundamental principles of the teaching methodology followed for dyslexic learners evolve around the need for a multisensory approach, which would advocate repetition of learning tasks in an enjoyable way. The introduction of multimedia technologies in the field of education has supported the merging of new tools (digital camera, scanner) and techniques (sounds, graphics, animation) in a meaningful whole. Dyslexic learners are now given the opportunity to express their ideas using these alternative media and participate actively in the educational process. This paper discussed the preliminary findings of a single case study of two English monolingual dyslexic children working together to create an open-ended multimedia project on a laptop computer. The project aimed to examine whether and if the multimedia environment could enhance the dyslexic learners’ skills in composition. Analysis of the data has indicated that the technological facilities gave the children the opportunity to enhance the style and content of their work for a variety of audiences and to develop responsibilities connected to authorship.

A digital ecosystems model of assessment feedback on student learning

The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the principles of digital ecosystems may help us understand how to maximise technology to benefit active, self-regulated learning especially among groups of learners. Here, feedback on student learning is presented within a conceptual digital ecosystems model of learning. Additionally, we have developed a Web 2.0-based system, called ASSET, which incorporates multimedia and social networking features to deliver assessment feedback within the functionality of the digital ecosystems model. Both the digital ecosystems model and the ASSET system are described and their implications for enhancing feedback on student learning are discussed.

Multimedia selection: Allowing educators to act critically and independently

In Brazil, important portals like the Portal do Professor, or Teacher's Portal, from the Ministry of Education, offer multimedia products like audios, videos, games, animations, simulations and others with an accompanying teacher's guide. These guides in general suggest ways to prepare the students to use the products while offering indications on how to practice that knowledge after using the products in the classrooom. Despite this, portals with huge repositories that receive new products every week don't present to teachers a solution for a problem: How to select the appropriate products to use in the classroom and how to assess their use after teaching in order to check if the learning was meaningful? In this way, this paper discusses multimedia selection for meaningful learning while considering concept mapping and abstraction classification. The development of multimedia repositories has created both opportunities for easy access to digital content and areas of serious concerns since the misuse of products by teachers may lead to different problems.

Digital proficiency and digital inclusion: Comparison between students of computer science, public relations and engineering

New information and communication technologies may be useful for providing more in-depth knowledge to students in many ways, whether through online multimedia educational material, or through online debates with colleagues, teachers and other area professionals in a synchronous or asynchronous manner. This paper focuses on participation in online discussion in e-learning courses for promoting learning. Although an important theoretical aspect, an analysis of literature reveals there are few studies evaluating the personal and social aspects of online course users in a quantitative manner. This paper aims to introduce a method for diagnosing inclusion and digital proficiency and other personal aspects of the student through a case study comparing Information System, Public Relations and Engineering students at a public university in Brazil. Statistical analysis and analysis of variances (ANOVA) were used as the methodology for data analysis in order to understand existing relations between the components of the proposed method. The survey methodology was also used, in its online format, as a research instrument. The method is based on using online questionnaires that diagnose digital proficiency and time management, level of extroversion and social skills of the students. According to the sample studied, there is no strong correlation between digital proficiency and individual characteristics tied to the use of time, level of extroversion and social skills of students. The differences in course grades for some components are partly due to subject 'Introduction to Economics' being offered to freshmen in Public Relations, whereas subject 'Economics in Engineering' is offered in the final semesters of Engineering and Information Systems courses. Therefore, the difference could be more tied to the respondent's age than to the course. Information Systems students were observed to be older, with access to computers and Internet at the workplace, compared to the other students who access the Internet more often from home. This paper presents a pilot study aimed at conducting a diagnosis that permits proposing actions for information and communication technology to contribute towards student education. Three levels of digital inclusion are described as a scale to measure whether information technology increases personal performance and professional knowledge and skills. This study may be useful for other readers interested in themes related to education in engineering. © 2013 IEEE.