Multimedia technology is advancing in a rapid and continuous manner providing numerous opportunities for independent language learning and practice. Despite the vast research about the impact of multimedia on language learning inside language classrooms, little is known about the learning strategies used by language learners outside classrooms through multimedia resources. This study aimed to examine the out-of-class use of multimedia resources for language learning purposes with a sample of 42 Saudi college students. For this purpose, a survey of 25 items, consisting of 19 quantitative questions about frequency and purposes of use of different online and offline multimedia resources, one open-ended question about the overall perceived benefits of multimedia resources for language skills, and five demographic questions was employed. Collected data were analyzed through descriptive statistics, t-tests and chi-square tests for independent samples to elicit potential gender differences. In addition, content analysis was performed to find common patterns of perceived advantages and disadvantages of multimedia sources in learning English. The resultant findings of the study indicated that participants of both gender groups are habitually using one or another online or offline multimedia resource for their independent language learning. In addition, several gender differences were found in terms of frequency and purposes of using specific online and offline multimedia resources as well as in overall perceived benefits for particular language skills. Particularly, female participants seemed to utilize multimedia resources with the purpose of improving their pronunciation, speaking and communication skills, vocabulary knowledge, reading and writing skills with more persistency than their male counterparts. Overall, the findings of this study have offered valuable insights into types of online and offline resources that under the professional guidance of language teachers, can be effectively incorporated into the language curriculum. They can be utilized in classroom practice, homework assignments, group projects, and other teaching tasks in a way that meets learners' gender and language needs. Thus, the effectiveness and pedagogical value of such resources can be increased substantially.

Made available in DSpace on 2016-04-29T14:22:52Z (GMT). No. of bitstreams: 1 Otacilia da Paz Pereira.pdf: 728029 bytes, checksum: f7264a6c8828db0b23d540713806f70b (MD5) Previous issue date: 2011-05-12 / The advent of new information and communication technologies has caused a very representative impact on the working market and on the form people face education, expanding learning spaces and possibilities; what makes many authors to consider the importance of educational design. This master's degree dissertation presents some insights about educational designer, a professional who works in the conception, implementation and management of educational projects that use the internet. The research focused on the attempt to identify the characteristics of the work developed by the educational designer, its profile and the main competencies that must guide such work. In order to develop this paper, we mentioned authors whose research is about educational design issues, in addition to those who are focused on the use of multimedia resources towards online education. In a qualitative field research, data collected from the discussion in a focal group with the educational designers who work at Senac São Paulo were used. From this group, the following categories emerged: multimedia resources and learning, educational designer‟s profile and educational designer‟s role. Result revealed there‟s still a lot of confusion between the role and the most qualified professional profile to work in this area, which seems to indicate the transitoriness of the professional and its main characteristics / O advento das novas tecnologias de informação e comunicação causou um impacto bastante representativo no mercado de trabalho e na forma como a educação é encarada, ampliando espaços e possibilidades de aprendizagem, o que fez com que muitos autores passassem a considerar a importância do design educacional. Esta dissertação de mestrado apresenta algumas reflexões sobre o designer educacional, profissional que atua na concepção, implementação e gerenciamento de projetos educacionais que utilizam a internet como meio. A pesquisa teve seu foco na tentativa de identificar as características do trabalho desenvolvido pelo designer educacional, seu perfil e as principais competências que devem nortear sua atuação. Para tanto, foram utilizados autores cuja pesquisa gira em torno das questões do design educacional, além daqueles cujo foco está mais voltado para a utilização de recursos multimidiáticos na educação on-line. Na pesquisa de campo, de caráter qualitativo, foram utilizados dados coletados a partir da discussão realizada em grupo focal com os designers educacionais que atuam no Senac São Paulo. Desse grupo, emergiram as seguintes categorias: recursos multimídia e aprendizagem, perfil do designer educacional e papel do designer educacional. Os resultados revelaram que há ainda muita confusão entre o papel e o perfil profissional mais indicado para atuação nesta área, o que parece indicar a transitoriedade da profissão e de suas principais características

A disponibilidade gratuita na Internet de imagens de satélite e SIG somada à facilidade dos alunos no manuseio de multimídia através dos seus smartphones criam possibilidades para trabalhar com geotecnologias e recursos de multimídia no ensino de Cartografia. Nesta pesquisa foram avaliadas as contribuições, os limites e as possibilidades da inserção da tecnologia espacial, geoprocessamento e recursos de multimídia nas aulas de Geografia do sétimo ano da rede pública municipal de São Gonçalo/RJ; foi desenvolvida uma metodologia em meio digital, por meio da Internet, denominada Mapeando Meu Rio (MMR) cuja temática abordada foi a Percepção Socioambiental do Rio Alcântara. Observaram-se o interesse e o envolvimento dos alunos no decorrer das atividades propostas, por meio do uso de recursos de multimídia e geotecnologias como materiais de apoio à Educação Ambiental. Os resultados da avaliação do MMR mostraram que os alunos chegaram ao final do sétimo ano com dificuldades em relação à alfabetização cartográfica; isso foi constatado tanto na produção dos mapas mentais como também pela utilização do GPS, Google Earth e do ArcGIS Online. Os alunos tiveram dificuldades em utilizar os conhecimentos básicos da Cartografia para elaborar uma representação espacial, mais especificamente, legenda, coordenadas geográficas e orientação espacial. A alfabetização cartográfica não deve ser considerada como conteúdo que se restringe ao 6 ano, mas uma linguagem de comunicação para o entendimento da dinâmica espacial no decorrer do Ensino Fundamental e do Ensino Médio. As atividades geográficas deve permitir ao aluno melhorar a compreensão do espaço geográfico de uma maneira mais significativa para construir abstrações a partir da própria realidade, ou seja, do espaço vivido. / The free accessibility to satellite images and GIS plus the students ability in handling multimedia on their own smartphones enable the use of geo-technologies and multimedia resources in teaching cartography. This research, has considered the input, limits and possibilities of employing space technology, geo-processing and multimedia resources in Geography classes for 7th-grade students in the public schools of São Gonçalo in Rio de Janeiro; a digital material has also been developed through the web, named Mapeando Meu Rio (MMR) or Mapping My River (MMR), which addresses the issue of the socio-environmental perception of the Alcântara river. The interest and involvement from the students throughout the different activities proposed on the aforementioned methodology has been remarkable especially in the use of multimedia resources and geo-technologies as support material for the Environmental Education. Based on the MMR evaluation, 7th grade students have fallen short in their cartographic literacy at the end of their school year; this failure has been noticed both in their ability to make mental maps and in the handling of GPS, Google Earth and ArcGIS Online. When requested to produce a spatial layout on their own, students were not able to put into practice their basic knowledge of cartography, especially in the use of legends, geographical coordinates, and spatial orientation. The cartographic literacy should not be restrained to the syllabus of 7th grade classes; instead, it should be considered as a means of communication to the understanding of the spatial dynamics during the whole course of elementary and high school. All geography-based activities are meant to give students a better understanding of their geographical space, in such a way that they may be able to build meaningful abstractions from their own reality, that is, from their own living place.

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-09-27T18:21:35Z No. of bitstreams: 1 DissTMP.pdf: 2327175 bytes, checksum: b1fa4671f001a5b6ec4d56fc3a3b6bcb (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:25:18Z (GMT) No. of bitstreams: 1 DissTMP.pdf: 2327175 bytes, checksum: b1fa4671f001a5b6ec4d56fc3a3b6bcb (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:25:25Z (GMT) No. of bitstreams: 1 DissTMP.pdf: 2327175 bytes, checksum: b1fa4671f001a5b6ec4d56fc3a3b6bcb (MD5) / Made available in DSpace on 2016-10-04T18:25:31Z (GMT). No. of bitstreams: 1 DissTMP.pdf: 2327175 bytes, checksum: b1fa4671f001a5b6ec4d56fc3a3b6bcb (MD5) Previous issue date: 2015-08-10 / Não recebi financiamento / Multimedia resources can aid in visualizing fundamentals aspects to the teaching chemistry, mainly, by the fact that there are some contents which are of difficult understanding by the students. In addition, those technological tolls motivate and attract students for the study of chemistry, which is currently seen for most students of them as an uninteresting discipline. Therefore, one of the goals of this work is the develop lessons and videos classes, which uses simulation software features of molecules, simulation experiments (virtual chemistry lab) and videos, with possibilities of scientific dissemination and the use of new methodologies. The scientific dissemination occurred through the video lectures which are available on the Internet, with reflections of data obtained. The classroom with multimedia resources were developed with high school students and a licensed in Chemistry, with the purpose of encourage future teachers of Chemistry to the use of multimedia resources as possibilities in teaching work. In this research, were used questionnaires seeking to verify the opinions of students and teachers basic education, and of the licensed in Chemistry, who were subjected to this research, about the use of multimedia resource in teaching. The results indicated some contribution of the multimedia resources likewise, as well as some difficulties. / Os recursos multimídias podem auxiliar na visualização de aspectos fundamentais para o ensino de Química, principalmente, pelo fato dessa disciplina apresentar alguns conteúdos de difícil entendimento para os estudantes. Além disso, tais ferramentas tecnológicas motivam e atraem os alunos para o estudo de química, que atualmente é visto por grande parte deles como uma disciplina desinteressante. Assim, um dos objetivos desse trabalho é desenvolver aulas e videoaulas nas quais sejam utilizados os seguintes recursos: softwares de simulação de moléculas, software de simulação de experimentos (laboratório virtual de química) e vídeos, com possibilidades de divulgação científica e uso de novas metodologias. A divulgação científica ocorreu por meio das vídeoaulas disponibilizadas na Internet, com reflexões de dados obtidos. As aulas presenciais com recursos multimídias foram desenvolvidas com alunos do Ensino Médio e uma licencianda em química, com o propósito de incentivar futuros professores de química ao uso de recursos multimídias como possibilidades no trabalho docente. Neste trabalho, utilizou-se questionários procurando verificar as opiniões dos alunos e professores da educação básica e da licencianda, sujeitos desta pesquisa, sobre o uso de recurso multimídia no ensino. Os resultados indicam algumas contribuições dos recursos multimídias, assim como, algumas dificuldades encontradas.

A disponibilidade gratuita na Internet de imagens de satélite e SIG somada à facilidade dos alunos no manuseio de multimídia através dos seus smartphones criam possibilidades para trabalhar com geotecnologias e recursos de multimídia no ensino de Cartografia. Nesta pesquisa foram avaliadas as contribuições, os limites e as possibilidades da inserção da tecnologia espacial, geoprocessamento e recursos de multimídia nas aulas de Geografia do sétimo ano da rede pública municipal de São Gonçalo/RJ; foi desenvolvida uma metodologia em meio digital, por meio da Internet, denominada Mapeando Meu Rio (MMR) cuja temática abordada foi a Percepção Socioambiental do Rio Alcântara. Observaram-se o interesse e o envolvimento dos alunos no decorrer das atividades propostas, por meio do uso de recursos de multimídia e geotecnologias como materiais de apoio à Educação Ambiental. Os resultados da avaliação do MMR mostraram que os alunos chegaram ao final do sétimo ano com dificuldades em relação à alfabetização cartográfica; isso foi constatado tanto na produção dos mapas mentais como também pela utilização do GPS, Google Earth e do ArcGIS Online. Os alunos tiveram dificuldades em utilizar os conhecimentos básicos da Cartografia para elaborar uma representação espacial, mais especificamente, legenda, coordenadas geográficas e orientação espacial. A alfabetização cartográfica não deve ser considerada como conteúdo que se restringe ao 6 ano, mas uma linguagem de comunicação para o entendimento da dinâmica espacial no decorrer do Ensino Fundamental e do Ensino Médio. As atividades geográficas deve permitir ao aluno melhorar a compreensão do espaço geográfico de uma maneira mais significativa para construir abstrações a partir da própria realidade, ou seja, do espaço vivido. / The free accessibility to satellite images and GIS plus the students ability in handling multimedia on their own smartphones enable the use of geo-technologies and multimedia resources in teaching cartography. This research, has considered the input, limits and possibilities of employing space technology, geo-processing and multimedia resources in Geography classes for 7th-grade students in the public schools of São Gonçalo in Rio de Janeiro; a digital material has also been developed through the web, named Mapeando Meu Rio (MMR) or Mapping My River (MMR), which addresses the issue of the socio-environmental perception of the Alcântara river. The interest and involvement from the students throughout the different activities proposed on the aforementioned methodology has been remarkable especially in the use of multimedia resources and geo-technologies as support material for the Environmental Education. Based on the MMR evaluation, 7th grade students have fallen short in their cartographic literacy at the end of their school year; this failure has been noticed both in their ability to make mental maps and in the handling of GPS, Google Earth and ArcGIS Online. When requested to produce a spatial layout on their own, students were not able to put into practice their basic knowledge of cartography, especially in the use of legends, geographical coordinates, and spatial orientation. The cartographic literacy should not be restrained to the syllabus of 7th grade classes; instead, it should be considered as a means of communication to the understanding of the spatial dynamics during the whole course of elementary and high school. All geography-based activities are meant to give students a better understanding of their geographical space, in such a way that they may be able to build meaningful abstractions from their own reality, that is, from their own living place.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is becoming increasingly important for learners to be able to master the English language, including English grammatical structures; not only to do well at their internal and external school examinations, but also to communicate effectively in a progressively anglicised educational, occupational and commercial society. Educators of English First Additional Language (FAL) often have to augment existing textbook material, especially in the field of grammar teaching and learning, as many of the more recent textbook publications do not make sufficient provision for the communicative teaching and learning of grammatical structures. One way in which textbook material could be augmented would be to develop interactive multimedia learning material for the teaching of grammar. However, many South African English FAL classrooms are underresourced in terms of computers and other technological tools needed to use such interactive computer assisted language learning (CALL) material. The learners being taught in these technologically barren classrooms may fall far behind their peers in terms of exposure to interactive educational technology, i.e. they may become victims of the digital divide. The objective of this study was to investigate whether the digital divide could be addressed with the development and use of computer assisted language learning material that makes provision for learner interactivity and could be used in classrooms with minimal access to technological tools. To determine the attitudes of educators with regard to grammar instruction in general, as well as the use of technology in the teaching and learning of grammar and the general accessibility of technology in English FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools situated in low-income communities in the Western and Northern Cape were asked to complete a questionnaire. The results of this survey were used to ascertain what kind of multimedia learning material would be suitable for use in technologically challenged English FAL classrooms. As part of this study, exemplar material has been developed to make a recommendation regarding the type of multimedia material that could be used in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer bevoorregte tydgenote. Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan word in klaskamers met minimale toegang tot tegnologie. Om die houdings van opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal wat onder hierdie omstandighede gebruik sou kon word.

Attendees will learn free, specific multimedia resources to entice children to read as well as to improve fluency in vocabulary and comprehension. The majority of young readers are captivated by mobile devices and the Internet. Why not use this to our advantage in reading instruction. Join us to discover games, websites, and apps that engage children and improve phonemic awareness, spelling, vocabulary development, and comprehension.