A Visual Tool to Support Multimodal Instructional Planning
Resumo
O LEML Studio.Br é uma ferramenta visual projetada para apoiar o planejamento instrucional multimodal em ambientes presenciais, síncronos, assíncronos e híbridos. Avaliamos a ferramenta com 16 professores universitários de Engenharia de Software por meio de um questionário on-line de métodos mistos que combinava itens da escala de Likert e respostas abertas. Os participantes relataram alta usabilidade e forte alinhamento com experiências anteriores de modelagem de processos, mas revelaram uma lacuna persistente entre a fluência técnica com a notação e a apropriação pedagógica de seus elementos. Concluímos que a modelagem visual facilita a externalização e a inspeção dos fluxos instrucionais e ajuda a identificar lacunas no planejamento, mas seu impacto pedagógico depende de estruturas conceituais integradas e do desenvolvimento profissional direcionado dos professores.
Palavras-chave:
Tecnologia educacional, Ensino multimodal, Design instrucional, Modelagem visual, Linguagem de Modelagem de Ambientes de Aprendizagem, Desenvolvimento profissional de professores
Referências
Jiang, Z. (2011) “The educational modeling languages in Instructional Design: Towards a UML application”, In: 6th International Conference on Computer Science & Education (ICCSE). DOI: 10.1109/ICCSE.2011.6028608.
Kikbanova, A.; Zhienbayeva (2024), N. “The Concept of Hybrid Training of Future Special Educators”. 3i Intellect Idea Innovation, v 4, n 1. DOI: 10.52269/22266070_2024_4_238
Kourouma, M. K., Warren, R., Jackson, L., Atkins-Ball, D. S. and Dora, R. (2022) “Multimodal Course Design and Implementation using LEML and LMS for Instructional Alignment”, International Journal of Managing Information Technology, v 14, DOI: 10.5121/ijmit.2022.14301.
Laforcade, P. (2005) “Towards a UML-Based Educational Modeling Language”, In: International Conference on Advanced Learning Technologies, IEEE. DOI: 10.1109/ICALT.2005.288.
Leijon, M. and Lundgren, B. (2019) “Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model with a Focus on Teacher Interaction”, Journal of Learning Spaces. v 8. n 1. [link]
Mentzer, N., Mammadova, E., Koehler, A., Mohandas, L. and Farrington, S. (2025) “Analyzing the impact of basic psychological needs on student academic performance: a comparison of post-pandemic interactive synchronous hyflex and pre-pandemic traditional face-to-face instruction”, Educational Technology Research and Development. n 73, DOI: 10.1007/s11423-024-10417-2
Rojas-Magdaleno, J. and López-Morteo, G. (2025) “Systematic review on learning analytics to detect problems in secondary education”, Apertura. v.17 n.2 DOI: 10.32870/ap.v17n2.2698
Selander, S. (2021) “A Design-Theoretic and Multimodal Approach to Language Teaching and Learning”, In: Multimodality in English Language Learning, pp. 16–26, Routledge, New York. DOI: 10.4324/9781003155300-2
Shim, M. (2023) “Case study on the Application of Hyflex Classes for Educational Innovation: Focused on Analyzing the Learner’s Learning Experience”, Korean Association for Qualitative Inquiry. v.12 DOI: 10.30940/jqi.2023.9.4.255
Yingyi, X., Razak, R. A. and Halili, S. H. (2024) “Factors affecting learner engagement in HyFlex learning environments”, International Journal of Evaluation and Research in Education.v.13 n.5 DOI: 10.11591/ijere.v13i5.28998.
Kikbanova, A.; Zhienbayeva (2024), N. “The Concept of Hybrid Training of Future Special Educators”. 3i Intellect Idea Innovation, v 4, n 1. DOI: 10.52269/22266070_2024_4_238
Kourouma, M. K., Warren, R., Jackson, L., Atkins-Ball, D. S. and Dora, R. (2022) “Multimodal Course Design and Implementation using LEML and LMS for Instructional Alignment”, International Journal of Managing Information Technology, v 14, DOI: 10.5121/ijmit.2022.14301.
Laforcade, P. (2005) “Towards a UML-Based Educational Modeling Language”, In: International Conference on Advanced Learning Technologies, IEEE. DOI: 10.1109/ICALT.2005.288.
Leijon, M. and Lundgren, B. (2019) “Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model with a Focus on Teacher Interaction”, Journal of Learning Spaces. v 8. n 1. [link]
Mentzer, N., Mammadova, E., Koehler, A., Mohandas, L. and Farrington, S. (2025) “Analyzing the impact of basic psychological needs on student academic performance: a comparison of post-pandemic interactive synchronous hyflex and pre-pandemic traditional face-to-face instruction”, Educational Technology Research and Development. n 73, DOI: 10.1007/s11423-024-10417-2
Rojas-Magdaleno, J. and López-Morteo, G. (2025) “Systematic review on learning analytics to detect problems in secondary education”, Apertura. v.17 n.2 DOI: 10.32870/ap.v17n2.2698
Selander, S. (2021) “A Design-Theoretic and Multimodal Approach to Language Teaching and Learning”, In: Multimodality in English Language Learning, pp. 16–26, Routledge, New York. DOI: 10.4324/9781003155300-2
Shim, M. (2023) “Case study on the Application of Hyflex Classes for Educational Innovation: Focused on Analyzing the Learner’s Learning Experience”, Korean Association for Qualitative Inquiry. v.12 DOI: 10.30940/jqi.2023.9.4.255
Yingyi, X., Razak, R. A. and Halili, S. H. (2024) “Factors affecting learner engagement in HyFlex learning environments”, International Journal of Evaluation and Research in Education.v.13 n.5 DOI: 10.11591/ijere.v13i5.28998.
Publicado
13/10/2026
Como Citar
DAMASCENO, Eduardo F.; SILVA, Armando P. da; LOCATELLI, Ederson L.; PRYBYSZ, André L.; ALMEIDA, Eduarda M. de.
A Visual Tool to Support Multimodal Instructional Planning. In: ARTIGOS DE PESQUISA - CONFERÊNCIA LATINO-AMERICANA DA TECNOLOGIAS DE APRENDIZAGEM (LACLO), 21. , 2026, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 102-113.
