Videoaulas sobre computação por instrutores novatos: um estudo de caso com estúdio e com sala de aula na produção de vídeos interativos
Resumo
São vários os esforços para tornar a computação acessível para todos. A disponibilização de material didático na forma textos e vídeos é um exemplo. Em particular, é comum a gravação de palestras e de apresentações com o objetivo de tornar o conteúdo correspondente disponível (como um documento de vídeo ou multimídia). Duas abordagens comumente utilizadas para capturar tais eventos são usar um estúdio ou instrumentar uma sala de aula convencional com câmeras e microfones para registrar a atividade no local. Neste artigo estudamos a influência que o uso desses dois ambientes pode ter no processo de gravação. Relatamos um estudo de caso com 27 participantes que registraram apresentações acadêmicas curtas nos dois cenários e também discutimos como o ambiente afetou o comportamento dos participantes. Entender tais influências contribui para a concepção de infraestruturas destinadas a apoiar novatos na criação de documentos multimídia interativos a partir de experiências ao vivo.
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Wolff, L., de Moura Castro, C., Navarro, J. C., and García, N. (2002). Television for secondary education: Experience of Mexico and Brazil. Technologies for education: Potentials, parameters, and prospects, pages 144–152.
Boling, E. and Adams, S. S. (2008). Supporting teacher educators’ use of hypermedia video-based programs. English Education, 40(4):314–339.
Brackett, J. W. (1998). Satellite-based distance learning using digital video and the internet. IEEE Multimedia, 5(3):72–76.
Brotherton, J. A. and Abowd, G. D. (2004). Lessons learned from eclass: Assessing automated capture and access in the classroom. ACM Trans. Comput.-Hum. Interact., 11(2):121–155.
Cunha, B. C., Uscamayta, A. O. M., and Pimentel, M. d. G. C. (2016). Opportunistic recording of live experiences using multiple mobile devices. In Proceedings of the 22Nd Brazilian Symposium on Multimedia and the Web, Webmedia ’16, pages 99–102, New York, NY, USA. ACM.
Damasceno, A. L., Galabo, R. J., and Soares Neto, C. S. (2014). Cacuriá: Authoring tool for multimedia learning objects. In Proceedings of the 20th Brazilian Symposium on Multimedia and the Web, WebMedia ’14, pages 59–66, New York, NY, USA. ACM.
Denoue, L., Carter, S., and Cooper, M. (2015). ”Searching Live Meeting Documents ”Show Me the Action”. In Proc. ACM DocEng ’15, pages 195–198.
Denoue, L., Carter, S., Girgensohn, A., and Cooper, M. (2014). Building digital project rooms for web meetings. In Proc. ACM DocEng ’14, pages 135–138.
Dijksman, J. A. and Khan, S. (2011). Khan academy: the world’s free virtual school. Bulletin of the American Physical Society, 56.
Estapa, A., Pinnow, R. J., and Chval, K. B. (2016). Video as a professional development tool to support novice teachers as they learn to teach english language learners. The New Educator, 12(1):85–104.
Ferreira de Sousa, S. W., Bezerra, E. P. B., Soares, I. M. S., and Brennand, E. G. a. d. G. B. (2013). Marker: A tool for building interactive applications for t-learning. In Proceedings of the 19th Brazilian Symposium on Multimedia and the Web, WebMedia ’13, pages 281–284, New York, NY, USA. ACM.
Fox, A. (2013). From moocs to spocs. Commun. ACM, 56(12):38–40.
Halawa, S., Pang, D., Cheung, N.-M., and Girod, B. (2011). Classx: an open source interactive lecture streamingsystem. In Proc. ACM MM ’11, pages 719–722.
Jansen, J., Frantzis, M., and Cesar, P. (2015). Multimedia document structure for distributed theatre. In Proceedings of the 2015 ACM Symposium on Document Engineering, DocEng ’15, pages 199–202, New York, NY, USA. ACM.
Martins, D. S. and Pimentel, M. d. G. C. (2014). Activetimesheets: Extending web-based multimedia documents with dynamic modification and reuse features. In Proceedings of the 2014 ACM Symposium on Document Engineering, DocEng ’14, pages 3–12, New York, NY, USA. ACM.
Melo, E. L., Viel, C. C., Teixeira, C. A. C., Rondon, A. C., Silva, D. d. P., Rodrigues, D. G., and Silva, E. C. (2012). WebNCL: a web-based presentation machine for multimedia documents. In Proc. WebMedia ’12, pages 403–410.
Monserrat, T.-J. K. P., Li, Y., Zhao, S., and Cao, X. (2014). L.ive: An integrated interactive video-based learning environment. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’14, pages 3399–3402, New York, NY, USA. ACM.
Tucker, B. (2012). The flipped classroom. Education next, 12(1).
Viel, C. C., Melo, E. L., Pimentel, M. d. G., and Teixeira, C. A. (2013). Multimedia multi-device educational presentations preserved as interactive multi-video objects. In Proceedings of the 19th Brazilian Symposium on Multimedia and the Web, WebMedia ’13, pages 51–58, New York, NY, USA. ACM.
Viel, C. C., Rodrigues, K., Melo, E. L., Bueno, R., Pimentel, M. d. G. C., and Teixeira, C. A. C. (2014). Interaction with a problem solving multi video lecture: Observing students from distance and traditional learning courses. Intl. Journal of Emerging Technologies in Learning, 9(1).
Westwood, M. A., Flett, A. S., Riding, P., and Moon, J. C. (2009). How to webcast lectures and conferences. BMJ, 338.
Wolff, L., de Moura Castro, C., Navarro, J. C., and García, N. (2002). Television for secondary education: Experience of Mexico and Brazil. Technologies for education: Potentials, parameters, and prospects, pages 144–152.
Publicado
02/07/2017
Como Citar
VIEL, Caio C.; RODRIGUES, Kamila R. H.; ZAINE, Isabela; TEIXEIRA, Cesar A. C.; PIMENTEL, Maria da Graça C..
Videoaulas sobre computação por instrutores novatos: um estudo de caso com estúdio e com sala de aula na produção de vídeos interativos. In: SEMINÁRIO INTEGRADO DE SOFTWARE E HARDWARE (SEMISH), 44. , 2017, São Paulo.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 2634-2645.
ISSN 2595-6205.
DOI: https://doi.org/10.5753/semish.2017.3370.
