Submitted by Fernanda Rodrigues de Lima (fernanda.rlima@ufpe.br) on 2018-07-30T19:42:00Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Ricardo Alexandre Amaral Muniz.pdf: 5671154 bytes, checksum: d44f7530dbef9fbeccf52d1f86ac4ca2 (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2018-08-01T22:00:56Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Ricardo Alexandre Amaral Muniz.pdf: 5671154 bytes, checksum: d44f7530dbef9fbeccf52d1f86ac4ca2 (MD5) / Made available in DSpace on 2018-08-01T22:00:56Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Ricardo Alexandre Amaral Muniz.pdf: 5671154 bytes, checksum: d44f7530dbef9fbeccf52d1f86ac4ca2 (MD5) Previous issue date: 2017-02-20 / CAPES / O uso da tecnologia através da web se apresenta como uma ferramenta de fácil utilização e de baixo custo onde qualquer pessoa poderá criar, publicar e partilhar conteúdos próprios de forma participativa e interativa. Este estudo possibilitou descrever a construção e validação de um podcast como uma tecnologia educacional no qual acadêmicos de enfermagem contribuíram para desenvolver conteúdos educacionais na sua área de atuação. Para fundamentar este estudo foi elaborado um artigo de revisão integrativa que objetivou analisar a produção científica sobre o uso de podcast como ferramenta educacional em saúde. A amostra foi constituída por sete estudos internacionais, em dez bases de dados (MEDLINE, SCOPUS, CINAHL, Web of Science, ADOLEC, CIDSAUDE, CUIDEN, LILACS, IBECS e BDEnf) que versavam sobre a utilização do podcast como tecnologia educacional fortalecendo o ensino-aprendizagem com acadêmicos de enfermagem de graduação e pós-graduação ou ainda como ferramenta de educação e promoção à saúde para prevenção de morbidades. O ambiente acadêmico apresenta-se como espaço social favorável para se exercitar e implementar novas práticas educacionais que alavanquem construções participativas e inclusivas. Nesta perspectiva, no artigo original, realizou-se um estudo metodológico. Para a primeira etapa foi construído um podcast com conteúdo educacional em saúde no qual os acadêmicos de enfermagem se apresentaram como sujeitos ativos em sua produção. Utilizou-se gênero peça radiofônica para aproximar a informação a ser transmitida e a visão cultural e cientifica dos participantes. Esses elementos favoreceram a criatividade dos discentes para a construção da tecnologia educacional voltada para o cuidado relacionado à hanseníase desde sua pré-produção até a pós-produção do podcast. Para a segunda etapa, foi realizada a validação de conteúdo com 22 juízes especialistas multidisciplinares das áreas de saúde, comunicação, educação e tecnologia educacional. Posteriormente, os dados foram analisados no software SPSS® Statistics, versão 20.0. Realizou-se o cálculo do I-IVC Índice de Validade de Conteúdo. Após análise as mudanças sugeridas foram implementadas. A concordância foi satisfatória na maioria dos itens. Quanto à relevância 25 de 30 itens tiveram I-IVC acima de 0,80 entre os juízes. Os cinco itens abaixo de 0,80 foram alterados. Portanto, a validação do podcast a partir das contribuições dos juízes especialistas multidisciplinares, considerou-o como adequado para utilização em ações de educação em saúde. / The use of technology through the web presents itself as an easy-to-use and low-cost tool where anyone can create, publish and share their own content in a participatory and interactive way. This study made it possible to describe the construction and validation of a podcast as an educational technology in which nursing students contributed to the development of educational contents in their area of activity. In order to support this study, an integrative review article was elaborated that aimed to analyze the scientific production on the use of podcast as an educational tool in health. The sample consisted of seven international studies, in ten databases (MEDLINE, SCOPUS, CINAHL, Web of Science, ADOLEC, CIDSAUDE, CUIDEN, LILACS, IBECS and BDEnf) that dealt with the use of podcast as an educational technology, learning with nursing undergraduate and postgraduate nursing students or as a health education and promotion tool for morbidity prevention. The academic environment presents itself as a favorable social space for exercising and implementing new educational practices that leverage participatory and inclusive constructions. In this perspective, in the original article, a methodological study was carried out. For the first stage, a podcast was created with educational content in health in which the nursing students presented themselves as active subjects in their production. A radiophonic dramaturgy was used to approximate the information to be transmitted and the cultural and scientific vision of the participants. These elements favored the creativity of the students for the construction of educational technology focused on leprosy related care from their pre-production to podcast post-production. For the second stage, content validation was carried out with 22 multidisciplinary specialist judges from the areas of health, communication, education and educational technology. Subsequently, the data were analyzed in the software SPSS® Statistics, version 20.0. The calculation of the I-IVC Content Validity Index was performed. After analysis the suggested changes were implemented. Agreement was satisfactory on most items. Regarding the relevance 25 of 30 items had I-IVC above 0.80 among the judges. The five items below 0.80 were changed. Therefore, the validation of the podcast from the contributions of the multidisciplinary expert judges, considered it as suitable for use in health education actions.

Coincidental increases in online instruction at institutions of higher education and in online social networking generally in the U.S. have created opportunities for research into how digital interpersonal connectivity affects online learning. This study examined interactive webcasts, or webcasts plus chat, that were part of an online undergraduate course covering Internet knowledge and skills at a large public university. Symbolic interactionism served as the theoretical framework for explicating interactive webcasts as useful online learning environments by exploring the complex processes that instructional staff employed to manage their actions and interactions as moderators in the webcasts and chats. A constructivist grounded theory approach guided the collection and analysis of empirical data in the form of webcast media and transcripts, chat logs, students‘ reflective writing, and semi-structured, intensive interviews with instructional staff. From the study emerged theoretical categories in three tiers related to a generalized moderator process called minding the verge: moderators minded the verge in three conditions of interaction– converging, attending, and diverging; in three loci of interaction – webcasts, chats, and webcasts+chat; and through six actions of moderating – bonding, orientating, guiding, tending, validating, and branching. The results of this study provide moderators for the course with insights into their actions in the interactive webcasts and with concepts moderators can use to explore how to manage interactive webcasts more effectively. Beyond effecting substantive changes to interactive webcasts for the course, the study may guide others who wish to pursue further studies of webcasts+chat as they occur in the course or elsewhere, or of other mixed-media environments, or who wish to adopt mixed-media environments for instruction. Other potential areas for research that emerged from this study include the affective states of participants in the webcasts+chat and the use of affective devices, such as emoticons and abbreviations, for showing affective states; the effect that format has on the efficacy of webcasts+chat used for computer-mediated instruction; and the processes students employ to manage actions and interactions in the webcasts and chats. / text