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dc.contributor.authorTORRES, T. Z.pt_BR
dc.contributor.authorSOUZA, M. I. F.pt_BR
dc.contributor.authorCARVALHO, J. R. P. dept_BR
dc.contributor.authorEVANGELISTA, S. R. M.pt_BR
dc.date.accessioned2016-01-29T11:11:11Zpt_BR
dc.date.available2016-01-29T11:11:11Zpt_BR
dc.date.created2016-01-29pt_BR
dc.date.issued2015pt_BR
dc.identifier.citationCreative Education, v. 6, p. 2466-2480, Dec. 2015.pt_BR
dc.identifier.urihttp://www.alice.cnptia.embrapa.br/alice/handle/doc/1035570pt_BR
dc.descriptionThis article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled "production cycle of pedagogical contents (microcontents)" is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experiences, thus helping them to resignify their realities and to build new rationalities to address their problems. The model "production cycle of pedagogical contents (microcontents)" was built to potentialize the chances of making microtrainings via mobile devices into massive actions that favour the TT process of Brazilian Agricultural Research Corporation (Embrapa), under a constructivist learning approach.pt_BR
dc.language.isoengeng
dc.rightsopenAccesseng
dc.subjectMultimedia Designpt_BR
dc.subjectMultimídiapt_BR
dc.subjectTecnologia digitalpt_BR
dc.subjectFerramenta pedagógicapt_BR
dc.subjectGestão da informaçãopt_BR
dc.subjectEducação não formalpt_BR
dc.subjectMicroconteúdopt_BR
dc.subjectMicrocontentpt_BR
dc.subjectNew techonologypt_BR
dc.titleMultimedia design and transmedia storytelling: content production for microtrainings.pt_BR
dc.typeArtigo de periódicopt_BR
dc.date.updated2016-02-19T11:11:11Zpt_BR
dc.subject.thesagroTecnologia da informaçãopt_BR
dc.subject.thesagroAdoção de inovaçõespt_BR
dc.subject.nalthesaurusInnovation adoptionpt_BR
dc.subject.nalthesaurusEducationpt_BR
dc.subject.nalthesaurusInformation technologypt_BR
riaa.ainfo.id1035570pt_BR
riaa.ainfo.lastupdate2016-02-19pt_BR
dc.contributor.institutionTÉRCIA ZAVAGLIA TORRES, CNPTIA; MARCIA IZABEL FUGISAWA SOUZA, CNPTIA; JOSÉ RUY PORTO DE CARVALHO, CNPTIA; SILVIO ROBERTO MEDEIROS EVANGELISTA, CNPTIA.pt_BR
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