L’utilisation de technologies éducatives (outils informatiques et médias numériques) dans l‘enseignement de la musique en conservatoire constitue un phénomène émergent dont nous nous efforcerons de mesurer l’ampleur. Dans quelle mesure peut-il intéresser les sciences de l’information et de la communication, alors que des analyses approfondies ont déjà été menées dans le milieu de l’enseignement général ? Nous faisons l’hypothèse que la création et la diffusion de dispositifs de cet ordre est susceptible de modifier substantiellement les relations entre les acteurs du milieu spécifique que constitue l’enseignement spécialisé de la musique, tant sur un plan organisationnel que socio-économique, et que l’on peut d’ores et déjà en mesurer l’incidence. Nous aborderons donc ce terrain dans une perspective communicationnelle. Pour mener à bien cette recherche, nous nous appuierons sur une construction méthodologique articulant I‘analyse des discours produits par les institutions et les acteurs industriels qui encouragent chacun à s’emparer de ces outils et médias, l’exploitation d’une série d’entretiens menés auprès d’acteurs représentatifs des secteurs concernés, l’observation de situations d’enseignement, enfin, l’analyse d’une documentation complémentaire constituée notamment de rapports d’activité et de projets d’établissements d’enseignement. / This thesis questions the place of ICT in music conservatories in France. Where a ‘digital revolution’ is supposed to affect the worlds of education, our analyses show that, on the contrary, few of the changes announced can be observed in both teaching and learning, in production and distribution of educational ICT. From an original methodological approach combining discourse analysis, fieldwork and socio-economic analysis of cultural and educational industries, our analyses let us elaborate three sets of observations. First, the collection of (rhetorical) topoï about digital educational media shows consistent elements of a 'major project' of digitization of education. The hopes and promises that characterize this project affect the main aspects of its organization. Secondly, this project is based on the belief that ICT (educational or presented as such) could work as tools of re-mediation, in a world suffering from a lack of mediations: institutions that fail to keep their public interested, isolated teachers, publishers or readers without users. Thirdly, the existence of the an ICT economic sector is a major aspect of the ‘communicational’ project presented above. However, our analyses show that the conditions for a structured market are not met, although experiments can be observed at different levels.

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This Field Study centered on the preparation, presentation and evaluation of an introductory course in educational media for first year teacher education students. The introduction provides the rationale (theoretical and practical) for such a course and outlines the nature and purpose of the project. The approach used is clarified and justified. Basically the approach is on formal, traditional lines with regard to curriculum development; but the intention is to provide the first detailed written account of such proceedings in the educational media field. Necessary terms (educational media, multi-media, older and newer media) are defined and general aims and objectives are developed taking into account the usual constraints as well as the results of classroom surveys, consultations and case studies. Appropriate reviews of literature and previous research which are relevant to the topic are dealt with under the following headings: the need for the course; the operation of equipment; selection and production of materials; application to the classroom; the place of media in the curriculum; theory, background and attitudes. The plan follows systematic lines along the model provided in Teaching and Media. A Systematic Approach, (Gerlach and Ely: 1971:7). This involves providing the detailed objectives, specifying content, assessing time and space, selecting resources, evaluating performance and finally analysing feedback. Experiments conducted fall into three categories. Firstly, students were evaluated by means of a multi-media kit of materials, ability to operate equipment and a multi-choice test. Secondly, the course itself was evaluated by means of a questionnaire given to the students. This questionnaire was subsequently rewritten to eliminate the predictability of some of the responses. The third experiment involved two classroom surveys on media use (details included in the introduction). These provided useful evidence in connection with the project. Findings and recommendations for better practice are provided under the following headings: General Objectives of Course and Content of the Course Strategy Time for Course Resources Evaluation Location of Course Staff Education.

The present study examined whether the exposure to likeable characters and educational content would affect the attitudes and behaviors of children after playing an educational children's game. The parasocial interaction (PSI) experienced by children was measured between children playing an educational game with interactive characters and those children who watched videos with the same character. This study also investigated the presence of mediated scaffolding provided by the interactive character in the educational game. A three group between subjects experimental design was employed. Subjects were randomly assigned to play an educational game, watch a video, or color on a tablet for 10 minutes. They were asked a series of questions about their experience on the tablet and the interaction with the character and then offered an educational prize or non-educational prize at the end. This study found that children in both the educational game and video condition reported experiencing a PSI with the character Alpha-Pig. Additionally, it was found that when kindergarteners were exposed to the educational game and the educational video, they chose an educational reward more often than the control group. This study also found that with this particular age group and the use of tablets, there were many findings that were impacted by a ceiling effect: children in all groups scored high on the educational worksheet and showed high levels of motivation for current and future learning. These findings support past PSI research, showing that children are experiencing a PSI while interacting with a likeable character in an educational game. Additionally, this study adds to the understanding of scaffolding, extending its effects from only personal interactions to mediated interactions. Ultimately, this study helps parents and teachers to understand the importance of likeable characters in educational games for children.

Colleges and universities have started to recognize the benefits of shifting from a professor-centered instructional paradigm that focuses on the dissemination of information to the learner to a student-centered paradigm. This latter paradigm is designed to provide an environment that enables the student to personalize, analyze, synthesize, and apply the information learned both inside and outside the classroom. Few would argue that such a paradigm shift would be best supported with the provision of a cost-effective, digitally interactive textbook that supports this type of personalized student-centered learning anywhere, anytime. Additionally, an Internet-based textbook would give the student more control of when, what, and how much he/she learns allowing for a potentially deeper exploration of content. This quantitative study was conducted to ascertain if the use of an instructionally designed, interactive college nutrition textbook (iTextbook) with embedded links to digitally-rich supporting graphics, videos, figures, and self-assessments would significantly improve students’ knowledge acquisition and application of the information as compared to the use of an identical print textbook and a static electronic textbook (eTextbook) in a Portable Digital Format (PDF). This study also looked at the time-on-task for reading the textbook content in each of the three formats. Lastly, this study assessed if students would prefer this type of instructionally designed, digitally-rich iTextbook format rather than reading the same information in a print textbook or a PDF eTextbook. The results of the study alluded that while there was a trend for a higher mean exam score measuring knowledge acquisition and application of the information read in the iTextbook group and a lower mean exam score in the eTextbook group, the scores among the three formats were not significantly different. The time-on-task spent by each group reading the textbook content was also similar among the three formats. However, the students reading the eTextbook spent a significantly longer amount of time reading the eTextbook compared to the iTextbook yet obtained the lowest average exam score among the three groups. In response to a final questionnaire, students significantly preferred the iTextbook rather than the print or eTextbook formats. College students reading a textbook in an iTextbook format obtained similar exam scores as those reading the same content in a print or eTextbook format. Compared to the iTextbook, the time-on-task was not only longer for those reading the eTextbook format but this format also produced a lower exam score measuring knowledge acquisition and application. The iTextbook format was more favorably received by college students than the print or eTextbooks formats.

"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."

This essay researches video games and learning. The academic interest in video games is steadily growing and this teacher‟s degree unifies interactive game play with the learning possibilities of the media. The study compares the Swedish upper secondary school curriculum Lpf94 with Gee‟s educational theory. The correlations are analyzed for compatibility, and Bioware‟s 2007 video game Mass Effect is applied to see what elements are capable to teach playing students English. A qualitative methodology is used according to Malterud‟s template analysis style and follows a top-down fashion. The material is analyzed through a triangulation system where each piece is read as a text and is compared and interpreted. The results show that Lpf94 and Gee‟s theory has a generally high compatibility. English learning is viable since Mass Effect provides the player with a language simulator that puts the language in a logical environment. Although the game script is static, the study shows that Mass Effect includes vocabulary training, a pragmatic understanding of language, and a tool for class room teaching.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-06T20:39:54Z No. of bitstreams: 1 fabriciobrunellimachado.pdf: 1734930 bytes, checksum: 282d36fc8afcb594bca21a70dbdb5864 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-07T16:16:14Z (GMT) No. of bitstreams: 1 fabriciobrunellimachado.pdf: 1734930 bytes, checksum: 282d36fc8afcb594bca21a70dbdb5864 (MD5) / Made available in DSpace on 2017-04-07T16:16:14Z (GMT). No. of bitstreams: 1 fabriciobrunellimachado.pdf: 1734930 bytes, checksum: 282d36fc8afcb594bca21a70dbdb5864 (MD5) Previous issue date: 2014-08-18 / O objetivo central deste trabalho envolve a produção de alguns produtos exemplos de mídias educacionais digitais (audiovisual, de áudio, escrita e multimídia) que tenham em seu âmago todos os quesitos e normas de acessibilidade, de modo a servir de parâmetro para os cursos hoje existentes na UFJF. Também, produzir uma mídia audiovisual que instrua os cursos no tocante aos requisitos de acessibilidade das mídias educacionais digitais. A fundamentação desses modelos foi pensada a partir da análise da legislação internacional e nacional acerca do tema, que versa sobre a acessibilidade, entendida esta como maneira de eliminar barreiras, sejam de que natureza forem, propiciando uma vida melhor para quem não tem acesso em condições normais aos diversos bens produzidos pela sociedade. Essa fundamentação se pauta inclusive na análise da normatização técnica pertinente. No capítulo 1, a pesquisa focou a legislação internacional e nacional acerca da acessibilidade. Já o capítulo 2 versou sobre as normas técnicas sobre acessibilidade existentes e sobre os estudos anteriormente publicados sobre o assunto. Esses estudos comprovaram que há muitos recursos de tecnologia assistiva à disposição dos autores de mídias educacionais digitais acessíveis. Também revelou que não é um processo excessivamente complexo a adequação de acessibilidade aqui propugnada. Este estudo ainda foi cotejado com outras duas análises qualitativas. A primeira diz respeito aos dados da UFJF, entidade que não apresenta, em três dos seus principais setores produtores de materiais didáticos, quais sejam, Centro de Educação a Distância (CEAD), Instituto de Ciências Exatas (ICE) – mídias produzidas no seio do Edital 15/2010/DED/CAPES – e Produtora de Multimeios – materiais produzidos para a Faculdade de Administração e Ciências Contábeis da UFJF, adequação de acessibilidade das mídias produzidas. A segunda se dá com relação aos dados que indicam da existência de alunos deficientes no seio da instituição, inclusive auditivos e visuais, atingidos mais diretamente pelos benefícios das tecnologias digitais assistivas que ajudam na adequação de acessibilidade das mídias educacionais digitais acessíveis. Desse modo, no capítulo 3, são trazidos modelos de produção de mídias educacionais digitais acessíveis separado por espécies (audiovisual, de áudio, escrita e multimídia), tornando concreta toda normatização analisada. Da mesma maneira, ainda é produzido um material audiovisual que orienta os autores e quem os ajuda na missão de construir mídias digitais, sejam docentes ou técnicos, a adequar a produção ao público deficiente existente na UFJF. Chega-se à conclusão de que tal adequação é, de certa maneira, exequível e deve figurar como uma prática dos autores. Por fim, é importante ressaltar que foi feito um estudo de caso, em que observações e pesquisas documentais e bibliográficas tiveram preponderância fundamental. São feitas, ainda, em forma de considerações finais, ponderações quanto à implementação dos modelos nos cursos da UFJF. / The central objective of this work involves the production of some product examples of digital educational media (visual, audio, written and multimedia) that have at their core all requirements and accessibility standards in order to serve as a benchmark for existing courses today in UFJF. Also produce an audiovisual media to instruct courses regarding accessibility requirements of digital educational media. The basis of these models was designed based on the analysis of national and international on the subject, which deals with accessibility legislation, understood as a way to eliminate barriers, whether of any nature whatsoever, providing a better life for those who have no access conditions normal to the various goods produced by society. Such reasoning is guided in the analysis including the relevant technical norms. In chapter 1, the research focused on international and national legislation regarding accessibility. Chapter 2 already versou on existing technical standards on accessibility and on previously published studies on the subject. These studies show that there are many assistive technology resources available to the authors of accessible digital educational media. Also revealed that a process is not overly complex adequacy accessibility advocated here. This study was also collated with two other qualitative analyzes. The first relates to data UFJF, an entity that does not present, in three of its main sectors producing teaching materials, namely, Centre for Distance Education (CEAD), Institute of Exact Sciences (ICE) - media produced within the Notice 15/2010/DED/CAPES - and Multimedia Producer - materials produced for the College of Business Administration and Accounting UFJF, adequacy of accessibility of media produced. The second is with respect to data that indicate the existence of disabled students within the institution, including auditory and visual, more directly affected by the benefits of digital assistive technologies that help in adjusting accessibility of accessible digital educational media. Thus, in Chapter 3, are brought production models accessible digital educational media separated by species (visual, audio, written and multimedia), making concrete the entire standardization analyzed. Likewise, it is still produced an audiovisual material that guides authors and those who help them in their mission to build digital media, are teachers or technicians, to adapt production to the existing poor public UFJF. Comes to the conclusion that such adaptation is, in a way, enforceable and shall appear as a practice of the authors. Finally, it is important to note that a case study, in which observations and documentary and literature searches were instrumental preponderance was done. They are also made in the form of final thoughts, considerations regarding the implementation of the models in the courses UFJF.

A bexiga neurogênica é uma disfunção vesical decorrente principalmente da lesão medular. O cateterismo vesical intermitente é o tratamento mais indicado na atualidade, deve ser realizado de 4 a 6 vezes ao dia, durante toda a vida, visando a proteção do trato urinário superior e a aquisição da continência urinária. Na reabilitação desses indivíduos, a autocateterização vesical é um desafio enfrentado na busca pela autonomia, privacidade, inserção social e participação. Os vídeos educativos são utilizados para o aprendizado do autocateterismo em vários países, por serem de fácil utilização e acesso via internet. Apesar disso, não existem vídeos realizados para o contexto brasileiro, levando em consideração os cateteres urinários e a técnica utilizada no Brasil. Este estudo teve como objetivo desenvolver e validar um vídeo educativo para a realização do autocateterismo vesical intermitente limpo. Trata-se de um estudo quantitativo, desenvolvido em duas fases: 1ª fase com a avaliação de vídeos educativos públicos direcionados para a aprendizagem do autocateterismo vesical intermitente com a técnica limpa; e 2ª Fase, com o desenvolvimento e validação de um vídeo educativo voltado para aprendizagem do autocateterismo. O levantamento dos vídeos utilizou um site de compartilhamento de vídeos utilizando o descritor \"autocateterismo\". Os vídeos foram avaliados por três juízes da área de saúde. O processo de desenvolvimento e validação do roteiro do vídeo educativo utilizou questionários previamente ratificados. Participaram dessas etapas, respectivamente, 18 e 17 juízes experts em reabilitação e/ou no ensino em saúde. O levantamento mostrou que apenas 3,5% (172) do total de vídeos disponíveis no site pesquisado eram voltados para o aprendizado do autocateterismo no contexto brasileiro. Seis vídeos eram específicos para o autocateterismo, dos quais quatro tinham informações desatualizadas ou incorretas, apenas dois atingiram a pontuação aceitável. Na validação do roteiro observou-se um predomínio de participantes do sexo feminino (94,44%), com idade de 30 a 60 anos, dos quais 72,22% possuíam mestrado e 50% atuavam há mais de cinco anos na área de reabilitação. O roteiro foi considerado validado com 96,29% das respostas dos juízes \"concordo\" ou \"concordo totalmente\" nas questões referentes ao quesito objetivo, 91,09% para quesito conteúdo, 98,12% em relação ao quesito relevância, 75% quanto ao quesito ambiente, 71,11% no quesito linguagem verbal e 92,70% referente à inclusão de tópicos. A produção do vídeo contou com uso de tecnologia 3D e apoio de uma equipe técnica especializada. No que se refere à validação do conteúdo do vídeo educativo, o conteúdo do vídeo foi considerado validado com 100% dos juízes que responderam \"concordo\" ou \"concordo totalmente\" nas questões referentes à funcionalidade, 86,27% referentes à usabilidade, 97,06% no quesito eficiência, 100% para técnica audiovisual, 94,11% quanto ao ambiente e 97,05% procedimento. O vídeo educativo foi avaliado positivamente tanto pela qualidade das informações quanto pela didática do ensino, mostrando a relevância da validação de materiais educativos. A expectativa é disseminar o vídeo educativo em diferentes centros de reabilitação e Universidades, visando propagar e tornar o conhecimento sobre a temática mais acessível à sociedade e aos profissionais de saúde, em especial os de reabilitação. Além de incentivar e embasar metodologicamente o desenvolvimento de outros vídeos educativos na área da saúde / The neurogenic bladder is a vesical dysfunction mainly due to spinal cord injury. Clean intermittent catheterization is currently the best treatment and it should be performed 4-6 times a day, during the entire lifetime, in order to protect the upper urinary tract and the acquisition of urinary continence. The rehabilitation of the affected people, by the use of self-catheterization is a challenge, which has to be faced to maintain autonomy, privacy, social inclusion and participation. Educational videos on self-catheterization are used in several countries because of its handling and wide accessibility via Internet. However, there are no videos concerning Brazilian context, considering the urinary catheters and catheterization techniques used in Brazil. This study aimed to develop and validate an educational video on how to perform intermittent self- catheterization in Brazilian context. It is a quantitative study, divided in two phases: The 1st phase including the evaluation of existing public educational videos with the aim to learn the intermittent self-catheterization using a clean technique and the 2nd phase with the development and validation of an educational video with the objective to learn the self-catheterization. Educational videos have been gathered searching the keyword \"self- catheterization\" on a video- sharing Website. Three judges of the healthcare area evaluated the videos. The development and validation process of the storyboard of the educational video used previously evaluated questionnaires. In these phases, respectively, 18 and 17 judges, who are experts in rehabilitation and/or health education took part. The first evaluation showed that only 3.5% of all videos available (172) on the website had learning self-catheterization as content in Brazilian context. Six videos were specific about self-catheterization, of which four had outdated or incorrect information and only two achieved an acceptable score. In the evaluation of the storyboard participated mainly female specialists (94.44%), aged between 30 and 60 years, of which 72.22% had a master\'s degree and 50% worked for more than five years in the area of rehabilitation. The judges rated the storyboard with 96.29% of the responses being \"agree\" or \"fully agree\" regarding the purpose of the video, 91.09% regarding the content, 98.12% in relation to the relevance, 75% regarding the ambience, 71 11% regarding the verbal language and 92.70% in relation to the query inclusion of topics. The production of the video used 3D technology and was supported by a specialized technical team. With regard to the validation of educational video, the video content was considered validated with 100% of the judges responded \"agree\" or \"fully agree\" on issues related to functionality, 86.27% for usability, 97.06% in the query efficiency, 100% on the visual technique, 94.11% to the environment query and 97.05% for the procedure. Regarding the educational video validation, it was considered validated with 100% of respondents \"agree\" or \"strongly agree\" on issues related to functionality, 86.27% respondents to the query usability, 97.06% related to efficiency, 100% in the visual technique, 94.11% to the environment and 97.05% for the procedure. Both, the quality of information and the teaching didactic of the educational video was evaluated positively, showing the importance of validation of educational materials. The ambition is to spread the educational video in different rehabilitation centers and universities, in order to share the knowledge and make it accessible to the society and the health professionals, especially those working the area of rehabilitation. In addition, the goal is to encourage and consolidate the methodological development of other educational videos in the healthcare area

The purpose of this study was to determine the current status of the educational media programs in six teachers' colleges in Bangkok by analyzing the educational media programs as they are perceived by teachers, educational media teachers, and administrators with regard to utilization, administration, and personnel. The survey instrument was distributed to the 120 teachers, thirty-seven educational media teachers, and sixty administrators in the six major teachers* colleges in Bangkok. The total number of responses was 185, or 85.25 per cent of the population of teachers, educational media teachers, and administrators. The data were tabulated, and categories of availability and usage of educational media were established. The t test was applied to the data obtained from teachers and administrators to determine if significant differences existed at the 0.05 level with regard to the ranking of qualifications needed by educational media teachers. The findings from this study indicate that the teachers, educational media teachers, and administrators surveyed are basically in agreement regarding the utilization of educational media. Teachers and administrators agree on the qualifications of educational media teachers who serve in the teachers" colleges and in the majority of teachers' colleges the educational media center is a separate entity. Recommendations with regard to the training of educational media teachers and classroom teachers and suggestions for further study of the us. of educational media in other types of institutions of higher learning in Thailand are made.