IX Jornada de Atualização em Informática na Educação (JAIE 2020)

Autores

Alex Sandro Gomes (ed.)
UFPE
André Maurício Cunha Campos (ed.)
UFRN

Sinopse

As Jornadas de Atualização em Informática na Educação (JAIE) são momentos e conteúdos de atualização científica e tecnológica para a comunidade de Informática na Educação (IE) do Brasil. Elas são organizadas anualmente na programação do Congresso Brasileiro de Informática na Educação (CBIE) sob a forma de um conjunto de minicursos. Cada jornada enfoca temas atuais e relevantes da área de IE. Eles visam estimular a formação de pesquisadores das áreas de Computação, Educação, Psicologia, Design e afins com abordagens teóricas e metodológicas contemporâneas e de vanguarda. Integram essa edição da JAIE, cinco capítulos que sintetizem o estado da arte ou da técnica e ajudem a evoluir a área: “Avanços da Aprendizagem Colaborativa com Suporte Computacional na Educação 4.0”, “Computação criativa com Scratch, Mixly e Arduino: Prototipando com HackEduca Conecta”, “Desenvolvendo Jogos Educacionais Digitais Inovadores e Instigantes com o Framework PlayEduc”, “Desmistificando a adoção de Learning Analytics: um guia conciso sobre ferramentas e instrumentos” e “Análise de Discussões em Fóruns Educacionais Usando Mineração de Texto e Análise de Grafos”.

 

Capítulos:

1. Avanços da Aprendizagem Colaborativa com Suporte Computacional na Educação 4.0
Juliana Baptista dos Santos França, Angélica Fonseca da Silva Dias, Marcos Roberto da Silva Borges
2. Computação criativa com Scratch, Mixly e Arduino: Prototipando com HackEduca Conecta
Elaine Silva Rocha Sobreira, Veronica Gomes dos Santos, Edson Sidnei Sobreira
3. Desenvolvendo Jogos Educacionais Digitais Inovadores e Instigantes com o Framework PlayEduc
Samanta F. Aires, Jorge F. R. Barbosa, Charles A. G. Madeira
4. Desmistificando a adoção de Learning Analytics: um guia conciso sobre ferramentas e instrumentos
Elyda Freitas, Taciana Pontual Falcão, Rafael Ferreira Mello
5. Análise de Discussões em Fóruns Educacionais Usando Mineração de Texto e Análise de Grafos
Vitor Rolim, Rafael Ferreira Mello, Rafael Dueire Lins

Downloads

Não há dados estatísticos.

Referências

Aires, S. F., Madeira, C. A. G. (2020) “Desenvolvimento de Jogos Educacionais Digitais: um Relato de Experiência com o Framework PlayEduc”. RENOTE, 18(1). http://doi.org/10.22456/1679-1916.105959

Aires, S., Madeira, C., Ferreira, G., Nascimento, N. (2019) “Pharos: Um jogo digital para auxiliar no ensino de Matemática nos cursos de licenciatura da Universidade Aberta do Brasil”. Anais do XVI Congresso Brasileiro de Ensino Superior a Distância (ESUD 2019), p.1461-1473.

Anderson, L. W., & Sosniak, L. A. (1994). Bloom’s taxonomy. Univ. Chicago Press Chicago, IL.

Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80–97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5, 1–17. http://dx.doi.org/10.24059/olj.v5i2.1875

Araújo, W. O., da Silva Aranha, E. H., Madeira, C. A. G. (2018) “Geração Procedural de Conteúdo Aplicada a Jogos Digitais Educacionais”. Jornada de Atualização em Informática na Educação, 7(1), 1-20.

Arnold, K. E., Lonn, S., & Pistilli, M. D. (2014). An exercise in institutional reflection: The learning analytics readiness instrument (lari). In Proceedings of the fourth international conference on learning analytics and knowledge (pp. 163–167). https://doi.org/10.1145/2567574.2567621

Awidi, Isaiah T., and Mark Paynter. "The impact of a flipped classroom approach on student learning experience." Computers & Education, 128 (2019): 269-283. http://doi.org/10.1016/j.compedu.2018.09.013

Azevedo, D., Ferreira, R., Mendonca, V., & Miranda, P. (2017). Aplicação de análise de sentimento em fóruns educacionais para prevenir evasão. In Brazilian symposium on computers in education (simpósio brasileiro de informática na educaçao-sbie) (Vol. 28, p. 1097). http://dx.doi.org/10.5753/cbie.sbie.2017.1097

Bacich, Lilian, and José Moran. Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Penso Editora, 2018.

Baneres, D., Caballé, S., & Clarisó, R. (2016). Towards a learning analytics support for intelligent tutoring systems on mooc platforms. In 2016 10th international conference on complex, intelligent, and software intensive systems (cisis) (p. 103-110). http://doi.org/10.1109/CISIS.2016.48

Barbosa, G., Camelo, R., Cavalcanti, A. P., Miranda, P., Mello, R. F., Kovanović, V., & Gašević, D. (2020). Towards automatic cross-language classification of cognitive presence in online discussions. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 605–614). https://doi.org/10.1145/3375462.3375496

Barbosa, J. (2018) “PlayEduc: um framework conceitual para desenvolvimento de jogos educacionais digitais”. Dissertação de Mestrado, Programa de Pós-graduação em Engenharia de Software, Universidade Federal do Rio Grande do Norte.

Barbosa, J., Madeira, C. (2019) “PlayEduc: A Conceptual Framework for the Development of Digital Educational Games”. In the Proceedings of the IEEE 19th International Conference on Advanced Learning Technologies (ICALT 2019), p.103-104. http://doi.org/10.1109/ICALT.2019.00038

Barton, D., & Court, D. (2012). Making advanced analytics work for you. Harvard business review, 90(10), 78–83.

Batista, E. M., & Gobara, S. T. (2007). O fórum on-line e a interação em um curso a distância. RENOTE-Revista Novas Tecnologias na Educação, 5(1). https://doi.org/10.22456/1679-1916.14248

Battistella, P., Von Wangenheim, C. (2016) “Games for Teaching Computing in Higher Education: a Systematic Review”. IEEE Technology and Engineering Education, 9(1):8-30.

Bichsel, J. (2012). Analytics in higher education: Benefits, barriers, progress, and recommendations. EDUCAUSE Center for Applied Research.

Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The solo taxonomy (structure of the observed learning outcome). Academic Press.

Blei, D. M. (2012). Probabilistic topic models. Communications of the ACM, 55(4), 77–84. https://doi.org/10.1145/2133806.2133826

Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003a). Latent Dirichlet Allocation. Journal of Machine Learning Research, 3, 993–1022. Retrieved from http://dl.acm.org/citation.cfm?id=944919.944937

Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003b). Latent dirichlet allocation. Journal of machine Learning research, 3(Jan), 993–1022.

Blei, D., & Lafferty, J. (2006). Correlated topic models. Advances in neural information processing systems, 18, 147.

Boud, D.,&Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in higher education, 38(6), 698–712. https://doi.org/10.1080/02602938.2012.691462

Boud, David, and Grahame Feletti, eds. The challenge of problem-based learning. Psychology Press, 1998.

Brasil, Ministério da Educação. (2017) Base Nacional Comum Curricular. 3ª versão. Disponível em: <http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=78231-anexo-texto-bncc-reexportado-pdf-1&category_slug=%20dezembro-2017-pdf&Itemid=30192 >. Acesso em jul. 2020.

Brasil. Secretaria Especial da Cultura. (2018) “2º Censo da Indústria Brasileira de Jogos Digitais aponta crescimento de games no Brasil”. Disponível em: <http://www.sedetur.al.gov.br/servicos-internos/observatorio-da-economia-criativa-e-do-turismo/publicacoes-de-instituicoes-parceiras/censo-da-industria-brasileira-de-jogos-digitais/send/62-censo-da-industria/136-2-censo-da-industria-brasileira-de-jogos-digitais/ >. Acesso em: 04 jan. 2020

Brennan, K.; Resnick, M. (2012). Using artifact-based interviews to study the development of computational thinking in interactive media design. Paper presented at annual American Educational Research Association meeting, Vancouver, BC, Canada.

Brown, T. (2009) “Design Thinking: Uma Metodologia Poderosa para Decretar o Fim das Velhas Ideias”. 272p, Alta Books.

Buckingham, D. (2010). Cultura Digital, Educação Midiática e o Lugar da Escolarização. Revista Educação & Realidade: revista da Faculdade de Educação da UFRGS, Porto Alegre, v. 35, n. 3, p. 37-58, set./dez., 2010. Disponível em: <http://www.ufrgs.br/edu_realidade >. Acesso em: 12 jun. 2015.

Calado, S. (2020) “Novos modelos de trabalho? covid-19 pode ser oportunidade para testá-los”, https://eco.sapo.pt/especiais/covid-19-poder-seroportunidade-para-testar-novos-modelos-de-trabalho/, Acesso 04/2020.

Campbell, J. P., DeBlois, P. B., & Oblinger, D. G. (2007). Academic analytics: A new tool for a new era. EDUCAUSE review, 42(4), 40.

CAPES (2019) “Workshop premia inovações tecnológicas para educação”. Disponível em:<https://www.capes.gov.br/36-noticias/10059-workshop-premia-inovacoes-tecnologicas-para-educacao>. Acesso em: 18 jul. 2020.

Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., & Gašević, D. (2020). How good is my feedback? a content analysis of written feedback. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 428–437). https://doi.org/10.1145/3375462.3375477

Cavalcanti, A., & Ferreira, R. (2018). Uma medida de similaridade textual para identificação de plágio em fóruns educacionais. In Anais dos workshops do congresso brasileiro de informática na educação (Vol. 7, p. 63). http://dx.doi.org/10.5753/cbie.wcbie.2018.63

Cechinel, C., Ochoa, X., Lemos dos Santos, H., Carvalho Nunes, J. B., Rodés, V., & Marques Queiroga, E. (2020). Mapping learning analytics initiatives in latin america. British Journal of Educational Technology, 51(4), 892-914. https://doi.org/10.1111/bjet.12941

Chandler, H. M. (2012) “Manual de Produção de Jogos Digitais”. Porto Alegre: Bookman.

Cheng, C. K., Paré, D. E., Collimore, L.-M., & Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance. Computers & Education, 56(1), 253–261. https://doi.org/10.1016/j.compedu.2010.07.024

Chou, Y. K. (2014) “Actionable Gamification: Beyond Points, Badges, And Leaderboards”. 1th. Ed. Milpitas: Octalysis Media.

Clow, D. (2012). The learning analytics cycle: closing the loop effectively. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 134–138). https://doi.org/10.1145/2330601.2330636

Colvin, C., Dawson, S., Wade, A., & Gašević, D. (2017). Addressing the challenges of institutional adoption. Handbook of learning analytics, 1, 281–289.

Costa, Joabio Alekson Cortez, Júlia Diniz de Oliveira, and Denis Rodrigues Dantas. "Metodologias ativas e suas contribuições no processo de ensino-aprendizagem." Série Educar-Volume 40 Prática Docente: 8. http://doi.org/10.36229/978-65-86127-71-3.CAP.01

Costa, L. D. (2008) "O que os jogos de entretenimento têm que os jogos com fins pedagógicos não têm: princípios para projetos de jogos com fins pedagógicos". Dissertação Mestrado, Departamento de Artes e Design, Pontifícia Universidade Católica do Rio de Janeiro.

Csikszentmihalyi, M. (1997) “Finding Flow: The Psychology of Engagement with Everyday Life”. 1st. ed. New York: Basic Books.

D’Amato, D., Droste, N., Allen, B., Kettunen, M., Lähtinen, K., Korhonen, J., . . . Toppinen, A. (2017). Green, circular, bio economy: A comparative analysis of sustainability avenues. Journal of Cleaner Production, 168, 716–734. https://doi.org/10.1016/j.jclepro.2017.09.053

Dawson, S., Tan, J. P.-L., & McWilliam, E. (2011). Measuring creative potential: Using social network analysis to monitor a learners’ creative capacity. Australasian Journal of Educational Technology, 27(6), 924-942. https://doi.org/10.14742/ajet.921

De Laet, T., Millecamp, M., Ortiz-Rojas, M., Jimenez, A., Maya, R., & Verbert, K. (2020). Adoption and impact of a learning analytics dashboard supporting the advisor—student dialogue in a higher education institute in latin america. British Journal of Educational Technology, 51(4), 1002–1018. https://doi.org/10.1111/bjet.12962

de Soria, I. M., Alonso, J., Orue-Echevarria, L., & Vergara, M. (2009). Developing an enterprise collaboration maturity model: Research challenges and future directions. In 2009 ieee international technology management conference (ice) (p. 1-8). http://doi.org/10.1109/ITMC.2009.7461411

Deerwester, S., Dumais, S. T., Furnas, G. W., Landauer, T. K., & Harshman, R. (1990). Indexing by latent semantic analysis. Journal of the American society for information science, 41(6), 391–407. https://doi.org/10.1002/(SICI)1097-4571(199009)41:6%3C391::AID-ASI1%3E3.0.CO;2-9

Dewey, J. (1897). My Pedagogical Creed. School Journal, 54(3), 77–80.

Dingel, J. I. and Neiman, B. (2020) “How many jobs can be done at home?”, https://www.nber.org/papers/w26948, Acesso 04/2020.

Dionísio, M., Ferreira, R., Cavalcanti, A., Carvalho, R., & Neto, S. (2017). Mineração de texto aplicada à identificação de colaboração em fóruns educacionais. In Brazilian symposium on computers in education (simpósio brasileiro de informática na educação-sbie) (Vol. 28, p. 1437). http://dx.doi.org/10.5753/cbie.sbie.2017.1437

DMM. (2014). Modelo data management maturity – versão 1.0. CMMI Institute.

Dunwill, E. (2016). “4 changes that will shape the classroom of the future: Making education fully technological.”, https://elearningindustry.com/4- changes-will-shape-classroom-of-the-future-making-education-fully-technological.

Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2012). Design and implementation of a learning analytics toolkit for teachers. Educational Technology & Society, 15, 58–76.

Educadigital, I. (2014) “Kit de Design Thinking para Educadores”. Disponível em: <http://www.dtparaeducadores.org.br/ >. Acesso em: 01 jul. 2020.

Falcao, T. P., Ferreira, R., Rodrigues, R. L., Diniz, J., & Gasevic, D. (2019). Students’ perceptions about learning analytics in a brazilian higher education institution. In 2019 ieee 19th international conference on advanced learning technologies (icalt) (Vol. 2161, pp. 204–206). http://doi.org/10.1109/ICALT.2019.00049

Ferguson, R., Clow, D., Macfadyen, L., Essa, A., Dawson, S., & Alexander, S. (2014). Setting learning analytics in context: Overcoming the barriers to large-scale adoption. In Proceedings of the fourth international conference on learning analytics and knowledge (pp. 251–253).

Fernandes, K. T., Lucena, M. J. N. R., da Silva Aranha, E. H. (2018) “Uma Experiência na Criação de Game Design de Jogos Digitais Educativos a partir do Design Thinking”. Revista Novas Tecnologias na Educação (RENOTE), 16(1). http://doi.org/10.22456/1679-1916.85928

Ferreira, M. A. D., Mello, R. F. L., Garrozi, C., Rolim, V. B., & Cavalcanti, A. P. (2018). Um sistema baseado em pln e ag para apoiar a mediação pedagógica em fóruns de discussão. Revista Brasileira de Informática na Educação, 26(03), 61. http://dx.doi.org/10.5753/rbie.2018.26.03.61

Ferreira, M., Rolim, V., Mello, R. F., Lins, R. D., Chen, G., & Gašević, D. (2020). Towards automatic content analysis of social presence in transcripts of online discussions. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 141–150). https://doi.org/10.1145/3375462.3375495

Ferreira, R., Kovanović, V., Gašević, D., & Rolim, V. (2018). Towards combined network and text analytics of student discourse in online discussions. In International conference on artificial intelligence in education (pp. 111–126). https://doi.org/10.1007/978-3-319-93843-1_9

Ferreira-Mello, R., André, M., Pinheiro, A., Costa, E., & Romero, C. (2019). Text mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(6), e1332. https://doi.org/10.1002/widm.1332

Ferrreira, Tais Borges, et al. "Regras para formação de grupos de colaboração utilizando detecção automática de traços de personalidade." Revista Brasileira de Informática na Educação 28 (2020): 273. http://dx.doi.org/10.5753/rbie.2020.28.0.273

Fink, L. Dee. "Beyond small groups: Harnessing the extraordinary power of learning teams." Team-based learning: A transformative use of small groups in college teaching (2004): 3-26.

Fisk, Peter. "Education 4.0… the future of learning will be dramatically different, in school and throughout life." Last modified (2017).

Freitas, E. L. S. X., Souza, F. d. F. d., & Garcia, V. C. (2019). Learning analytics em ação: Uma revisão sistemática de literatura. In Viii congresso brasileiro de informática na educação (cbie 2019) (p. 1581-1590). http://dx.doi.org/10.5753/cbie.sbie.2019.1581

Freitas, E., Fonseca, F., Garcia, V., Ferreira, R., & Gašević, D. (2020). Towards a maturity model for learning analytics adoption an overview of its levels and areas. In 2020 ieee 20th international conference on advanced learning technologies (icalt) (pp. 122–126). http://doi.org/10.1109/ICALT49669.2020.00059

Freitas, M., & Auxiliadora, S. (2009). Avaliação da aprendizagem em ambientes de formação online: aportes para uma abordagem hermenêutica (Unpublished doctoral dissertation). PhD thesis, UFBA: Faculdade de Educação.

Freitas, S., Jarvis, S. A. (2006) “Framework for Developing Serious Games to meet Learner Needs”. In: I/ITSEC. pp.1-11.

Fuks, H., et al. Teorias e modelos de colaboração, Sistemas Colaborativos, cap. 2. ISBN 978-85-352-4669-8, 2011.

Gagné, R. M. et al. (1992) “Principles of Instructional Design”. Hbj College Publishers.

Garcia, A.C.B., Vieira, V., Vivacqua, A.S., França, J.B.S., Dias, A.F.S. (2020) Groupware 4.0: Avanços e Desafios da Computação Social. JAI CSBC, in press.

Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. http://dx.doi.org/10.1016/j.iheduc.2007.04.001

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1–2), 5–9. http://doi.org/10.1016/j.iheduc.2009.10.003

Gašević, D. (2018). Include us all! directions for adoption of learning analytics in the global south. Learning analyfics for the global south, 1–22.

Gašević, D., Adesope, O., Joksimovic, S., & Kovanovic, V. (2015). Externally-facilitated regulation scaffolding and role assignment to develop cognitive presence in asynchronous online discussions. The Internet and Higher Education, 24, 53–65. http://doi.org/10.1016/j.iheduc.2014.09.006

Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71.

Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2016). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success. The Internet and Higher Education, 28, 68–84. https://doi.org/10.1016/j.iheduc.2015.10.002

Gašević, D., Tsai, Y.-S., Dawson, S., & Pardo, A. (2019). How do we start? an approach to learning analytics adoption in higher education. The International Journal of Information and Learning Technology, 36(4), 342-353. http://doi.org/10.1108/IJILT-02-2019-0024

Gee, J. P. (2009a) “Bons video games e boa aprendizagem”. Perspectiva, 27(1), 167-178.

Gewerc, A., Rodríguez-Groba, A., & Martínez-Piñeiro, E. (2016). Academic social networks and learning analytics to explore self-regulated learning: a case study. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 11(3), 159-166. http://doi.org/10.1109/RITA.2016.2589483

Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Educational Technology & Society, 15(3), 42–57.

Guerra, J., Ortiz-Rojas, M., Zúñiga-Prieto, M. A., Scheihing, E., Jiménez, A., Broos, T., . . . Verbert, K. (2020). Adaptation and evaluation of a learning analytics dashboard to improve academic support at three latin american universities. British Journal of Educational Technology, 51(4), 973-1001. https://doi.org/10.1111/bjet.12950

Gutiérrez, F., Seipp, K., Ochoa, X., Chiluiza, K., De Laet, T., & Verbert, K. (2020). Lada: A learning analytics dashboard for academic advising. Computers in Human Behavior, 107, 105826. https://doi.org/10.1016/j.chb.2018.12.004

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111–1124. https://doi.org/10.1016/j.compedu.2007.11.002

Hew, K. F., Hu, X., Qiao, C., & Tang, Y. (2020). What predicts student satisfaction with moocs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724.

Hilliger, I., Ortiz-Rojas, M., Pesántez-Cabrera, P., Scheihing, E., Tsai, Y.-S., Muñoz-Merino, P. J., . . . Pérez-Sanagustín, M. (2020). Towards learning analytics adoption: A mixed methods study of data-related practices and policies in latin american universities. British Journal of Educational Technology, 51(4), 915-937. https://doi.org/10.1111/bjet.12933

Hmelo-Silver, Cindy E. "Problem-based learning: What and how do students learn?." Educational psychology review 16.3 (2004): 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Hofmann, T. (1999). Probabilistic latent semantic analysis. In Proceedings of the fifteenth conference on uncertainty in artificial intelligence (pp. 289–296).

Hunicke, R., Leblanc, M.G., Zubek, R. (2004) "MDA: A Formal Approach to Game Design and Game Research". In: Proceedings of the AAAI Workshop on Challenges in Game AI. 2004. p. 1722.

Hussin, Anealka Aziz. "Education 4.0 made simple: Ideas for teaching." International Journal of Education and Literacy Studies 6.3 (2018): 92-98. http://dx.doi.org/10.7575/aiac.ijels.v.6n.3p.92

Jean (2016) The Tinkering Studio. Tinkering with Computational Thinking at ASTC https://www.exploratorium.edu/tinkering/blog/2016/10/14/tinkering-with-computational-thinking-at-astc Acesso em jul. 2020.

Jeong, Heisawn, and Cindy E. Hmelo-Silver. "Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help?." Educational Psychologist 51.2 (2016): 247-265. https://doi.org/10.1080/00461520.2016.1158654

Johnson, Claire. "Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning." The Journal of Chiropractic Education 23.1 (2009): 47.

Kafai, Y. B. (2006). Constructionism. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences. New York: Cambridge University Press.

Keengwe, Jared, ed. Promoting active learning through the flipped classroom model. IGI Global, 2014.

Kiili, K. (2005) “Digital game-based learning: Towards an experiential gaming model”. Internet and Higher Education, 8(1):13-24. http://doi.org/10.1016/j.iheduc.2004.12.001

Koster, R. (2013) “Theory of Fun for Game Design”. O’Reilly Media, 279p.

Lang, C., Siemens, G., Wise, A., & Gaševi´c, D. (2017). Handbook of learning analytics (1st ed.). Society for Learning Analytics Research.

Laval, Christian. A escola não é uma empresa: o neoliberalismo em ataque ao ensino público. Boitempo Editorial, 2019.

Lin, Jian-Wei, and Hao-Chiang Koong Lin. "User acceptance in a computer-supported collaborative learning (CSCL) environment with social network awareness (SNA) support." Australasian Journal of Educational Technology 35.1 (2019). https://doi.org/10.14742/ajet.3395

Lipman, M. (1991). Thinking in education. Cambridge University Press.

Macfadyen, L. P., Dawson, S., Pardo, A., & Gašević, D. (2014). Embracing big data in complex educational systems: The learning analytics imperative and the policy challenge. Research & Practice in Assessment, 9, 17–28.

Maskeri, G., Sarkar, S., & Heafield, K. (2008). Mining business topics in source code using latent dirichlet allocation. In Proceedings of the 1st india software engineering conference (pp. 113–120). https://doi.org/10.1145/1342211.1342234

Mattar, J. (2010) “Games em Educação: Como os Nativos Digitais Aprendem”. São Paulo: Pearson Prentice Hall.

Mcauliffe, J. D., & Blei, D. M. (2008). Supervised topic models. In Advances in neural information processing systems (pp. 121–128).

Mello, R. F., & Gašević, D. (2019). What is the effect of a dominant code in an epistemic network analysis? In International conference on quantitative ethnography (pp. 66–76). https://doi.org/10.1007/978-3-030-33232-7_6

Mello, R. F., André, M., Pinheiro, A., Costa, E., & Romero, C. (2019). Text mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 9(6), e1332. https://doi.org/10.1002/widm.1332

Michaelsen, Larry K., and Michael Sweet. "The essential elements of team‐based learning." New directions for teaching and learning 2008.116 (2008): 7-27. https://doi.org/10.1002/tl.330

Miranda, P. B., Mello, R. F., & Nascimento, A. C. (2020). A multi-objective optimization approach for the group formation problem. Expert Systems with Applications, 162, 113828. https://doi.org/10.1016/j.eswa.2020.113828

Miranda, P. B., Mello, R. F., Castro, M., Fiorentino, G., Souza, S., Santos, L., & Silva, L. (2020). Uma abordagem multi-objetivo para seleção de caminhos de aprendizagem para grupo de usuários. Revista Brasileira de Informática na Educação, 27(03), 336. http://dx.doi.org/10.5753/rbie.2019.27.03.336

Mishra, P.; Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. http://doi.org/10.1111/j.1467-9620.2006.00684.x

Morueta, R. T., López, P. M., Gómez, Á. H., & Harris, V. W. (2016). Exploring social and cognitive presences in communities of inquiry to perform higher cognitive tasks. The Internet and Higher Education, 31, 122–131. https://doi.org/10.1016/j.iheduc.2016.07.004

Murphy, E. (2004). Recognising and promoting collaboration in an online asynchronous discussion. British Journal of Educational Technology, 35(4), 421–431. https://doi.org/10.1111/j.0007-1013.2004.00401.x

Norris, D., & Baer, L. (2013). Building organizational capacity for analytics. louisville, co: Educause.

Oliveira, R., Cardoso, R., Braga, J., Campos, R. (2018) “Frameworks para Desenvolvimento de Jogos Educacionais: uma revisão e comparação de pesquisas recentes”. Anais do XXIX Simpósio Brasileiro de Informática na Educação (SBIE 2018). http://dx.doi.org/10.5753/cbie.sbie.2018.854

Papert, S. (1980). Mindstorms: Children, Computers, And Powerful Ideas. Basic Books.

Pardo, A. (2018). A feedback model for data-rich learning experiences. Assessment & Evaluation in Higher Education, 43(3), 428–438. https://doi.org/10.1080/02602938.2017.1356905

Pardo, A., Jovanovic, J., Dawson, S., Gašević, D., & Mirriahi, N. (2019). Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology, 50(1), 128–138. https://doi.org/10.1111/bjet.12592

Passarelli, B. (2012). Mediação da informação no hibridismo contemporâneo: um breve estado da arte. Ciência Da Informação, 43(2). Disponível em <http://revista.ibict.br/ciinf/article/view/1406/1584>. Acesso em jun. 2020.

Passero, G., Ferreira, R., & Dazzi, R. L. S. (2020). Off-topic essay detection: A comparative study on the portuguese language. Revista Brasileira de Informática na Educação, 27(03), 177. http://dx.doi.org/10.5753/rbie.2019.27.03.177

Paul, M. J., & Dredze, M. (2014). Discovering health topics in social media using topic models. PloS one, 9(8). https://doi.org/10.1371/journal.pone.0103408

Paz, I. L. (2019) "Ferramenta eMDAx - Proposta de framework de game design para jogos educacionais". Dissertação de Mestrado, Curso Design e Desenvolvimento de Jogos Digitais, Universidade Da Beira Interior.

Petri, G., Wangenheim, C., Borgatto, A. F. (2016) “MEEGA+: An Evolution of a Model for the Evaluation of Educational Games”. Technical Report INCoD/GQS.03.2016.E, INCoD/INE/UFSC, Florianópolis/Brazil.

PGB (2020) “Relatório Pesquisa Game Brasil 2020”. Disponível em: <https://pesquisagamebrasil.com.br/pt/pesquisa-game-brasil-2020/ >. Acesso em: 04 out. 2020.

Pinedo, R., N. García, and M. Cañas. "Thinking routines across different subjects and educational levels." INTED2018 (2018): 5577-5580. http://doi.org/10.21125/inted.2018.1317

Pontual Falcão, T., Ferreira Mello, R., & Lins Rodrigues, R. (2020). Applications of learning analytics in latin america. British Journal of Educational Technology, 51(4), 871-874. https://doi.org/10.1111/bjet.12978

Pontual Falcão, T., Mello, R. F., Rodrigues, R. L., Diniz, J. R. B., Tsai, Y.-S., & Gašević, D. (2020). Perceptions and expectations about learning analytics from a brazilian higher education institution. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 240–249). https://doi.org/10.1145/3375462.3375478

Preece, J., Rogers, I., Sharp, H. (2005) "Design de Interação: Além da Interação Humano-Computador". Porto Alegre: Bookman.

Prensky, M. (2001) “Digital Natives, Digital Immigrants”. [S.L.]. V. 9, N. 5.

Prensky, M. (2012) “Aprendizagem baseada em jogos digitais”. 1th. ed. São Paulo: Senac.

Presicce, C. (2017). Explorations in computational tinkering. Tese Massachusetts Institute of Technology. Disponível em <https://www.researchgate.net/publication/323722000_Explorations_in_computational _tinkering> Acesso em jul. 2020.

Prieto, L. M. et al. (2005) “Uso das Tecnologias Digitais em Atividades Didáticas nas Séries Iniciais”. Revista Novas Tecnologias na Educação (RENOTE), 3(1):1-11. http://doi.org/10.22456/1679-1916.13934

Raghuveer, V. R., & Tripathy, B. K. (2014). Multi dimensional analysis of learning experiences over the e-learning environment for effective retrieval of los. In 2014 ieee sixth international conference on technology for education (p. 168-171). http://doi.org/10.1109/T4E.2014.7

Ramage, D., Hall, D., Nallapati, R., & Manning, C. D. (2009). Labeled lda: A supervised topic model for credit attribution in multi-labeled corpora. In Proceedings of the 2009 conference on empirical methods in natural language processing: Volume 1-volume 1 (pp. 248–256).

Ramsden, P. (1988). Improving learning: New perspectives. Nichols Pub Co.

Reidsema, Carl, et al. "The Flipped Classroom." Practice and Practices in Higher Education. Ed. Springer (2017).

Reimschisel, Tyler, et al. "A systematic review of the published literature on team-based learning in health professions education." Medical teacher 39.12 (2017): 1227-1237. http://doi.org/10.1080/0142159X.2017.1340636

Reis, Rachel, and Seiji Isotani. "Formação de Grupos em Ambientes CSCL baseada na combinação entre os Traços de Personalidade e Teorias de Aprendizagem Colaborativa." Anais dos Workshops do Congresso Brasileiro de Informática na Educação. Vol. 8. No. 1. 2019. http://dx.doi.org/10.5753/cbie.wcbie.2019.1001

Rivard, R. (2013). Measuring the mooc dropout rate. Inside Higher Ed, 8, 2013.

Rogers, S. (2010). “Level Up! The Guide to Great Video Game Design”. 1st. ed. West Sussex: Wiley.

Rolim, V., de Mello, R. F. L., Ferreira, M., Cavalcanti, A. P., & Lima, R. (2019). Identifying students’ weaknesses and strengths based on online discussion using topic modeling. In 2019 ieee 19th international conference on advanced learning technologies (icalt) (Vol. 2161, pp. 63–65). https://doi.org/10.1109/ICALT.2019.00020

Rolim, V., De Mello, R. F. L., Kovanovic, V., & Gaševic, D. (2019). Analysing social presence in online discussions through network and text analytics. In 2019 ieee 19th international conference on advanced learning technologies (icalt) (Vol. 2161, pp. 163–167). https://doi.org/10.1109/ICALT.2019.00058

Rolim, V., Ferreira, R., & Costa, E. (2016a). Identificação automática de dúvidas em fóruns educacionais. In Brazilian symposium on computers in education (simpósio brasileiro de informática na educação-sbie) (Vol. 27, p. 936). http://dx.doi.org/10.5753/cbie.sbie.2016.936

Rolim, V., Ferreira, R., & Costa, E. (2016b). Método supervisionado para identificação de dúvidas em fóruns educacionais. In Anais dos workshops do congresso brasileiro de informática na educação (Vol. 5, p. 102). http://dx.doi.org/10.5753/cbie.wcbie.2016.102

Rolim, V., Ferreira, R., & Costa, E. (2017). Utilizaçao de técnicas de aprendizado de máquina para acompanhamento de fóruns educacionais. Revista Brasileira de Informática na Educação, 25(03), 112. http://dx.doi.org/10.5753/rbie.2017.25.03.112

Rolim, V., Ferreira, R., Lins, R. D., & Gašević, D. (2019). A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry. The Internet and Higher Education, 42, 53–65. https://doi.org/10.1016/j.iheduc.2019.05.001

Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing Social Presence In Asynchronous Text-based Computer Conferencing. The Journal of Distance Education, 14(2), 50–71. Retrieved from http://www.ijede.ca/index.php/jde/article/view/153

Ruiz, J. S., Díaz, H. J. P., Ruipérez-Valiente, J. A., Muñoz Merino, P. J., & Kloos, C. D. (2014). Towards the development of a learning analytics extension in open edx. In Proceedings of the second international conference on technological ecosystems for enhancing multiculturality (p. 299–306). New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/2669711.2669914

Sales, S. B.; Silva, R. B.; Sobreira, E. S. R.; Nascimento, M. D. R. (2017). Utilizando Scratch e Arduino como recursos para o ensino da Matemática. Anais do XXIII Workshop de Informática na Escola (WIE 2017). VI Congresso Brasileiro de Informática na Educação (CBIE 2017). Disponível em . Acesso em jul.2020. http://doi.org/doi: 10.5753/cbie.wie.2017.538

Santana, E. S. (2018) “O Uso de Jogo Educativo Lúdico para o Ensino e Aprendizado Utilizando a Ferramenta Scratch no Ensino Fundamental Regular”. Encontro Internacional Virtual Educa Bahia, Salvador.

Santos, J. L., Govaerts, S., Verbert, K., & Duval, E. (2012). Goal-oriented visualizations of activity tracking: A case study with engineering students. In Proceedings of the 2nd international conference on learning analytics and knowledge (p. 143–152). New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/2330601.2330639

Santos, V.; Galembeck, E. (2017). Por uma ciência para o dia a dia possibilidades para aprendizagem criativa e significativa na educação básica. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN 0212-4521, ISSN-e 2174-6486, Nº Extra 0, p. 4035-4040; 2017

Savi, R., Ulbricht, V. R. (2008) “Jogos Digitais Educacionais: Benefícios e Desafios”. Revista Novas Tecnologias na Educação (RENOTE), 6(2):1-10. http://doi.org/10.22456/1679-1916.14405

Savin-Baden, Maggi, and Claire Howell Major. Foundations of problem-based learning. McGraw-hill education (UK), 2004.

SBC, Sociedade Brasileira de Computação. (2017). Diretrizes para ensino de Computação na Educação Básica. Disponível em <https://www.sbc.org.br/documentos-da-sbc/send/203-educacao-basica/1220-bncc-em-itinerario-informativo-computacao-2>. Acesso em jun. 2020.

SBC, Sociedade Brasileira de Computação. Itinerário Formativo de Computação. Disponível em <http://www.sbc.org.br/documentos-da-sbc/send/203-educacao-basica/1216-itinerario-formativo-da-computacao>. Acesso em jun. 2020.

Schell, J. (2008). “The Art of Game Design: A book of lenses”. CRC press.

SCHNEIDERS, Luís A. "O método da sala de aula invertida (flipped classroom)." Lajeado: ed. da UNIVATES (2018).

Schuytema, P. (2017) “Design de Games: Uma Abordagem Prática”. Cengage Learning.

Sclater, N., Peasgood, A., & Mullan, J. (2016). Learning analytics in higher education. London: Jisc. Accessed February, 8(2017), 176.

ScratchEd. (2019). Computação Criativa. Escola de Pós-Graduação em Educação de Harvard. Traduzido por Rede Brasileira de Aprendizagem Criativa e Universidade Estadual de Feira de Santana (UEFS), Brasil. Disponível em <https://learn.media.mit.edu/lcl/resources/readings/creative-computing-guide.pt.pdf>. Acesso em out. 2020.

Sepulveda Larraguibel, Yerko, and Juan I. Venegas‐Muggli. "Effects of Using Thinking Routines on the Academic Results of Business Students at a Chilean Tertiary Education Institution." Decision Sciences Journal of Innovative Education 17.4 (2019): 405-417. https://doi.org/10.1111/dsji.12191

Shaffer, D. (2017). Quantitative ethnography. Madison, WI: Cathcart Press.

Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers & Education, 46(3), 223–234. http://doi.org/doi: 10.1016/j.compedu.2005.11.003

Shaffer, D. W., Collier, W., & Ruis, A. R. (2016). A Tutorial on Epistemic Network Analysis: Analyzing the Structure of Connections in Cognitive, Social, and Interaction Data. Journal of Learning Analytics, 3(3), 9–45. http://doi.org/10.18608/jla.2016.33.3

Shaffer, D.W., Hatfield, D., Svarovsky, G. N., Nash, P., Nulty, A., Bagley, E., . . . Mislevy, R. (2009). Epistemic network analysis: A prototype for 21st-century assessment of learning. International Journal of Learning and Media. http://doi.org/10.1162/ijlm.2009.0013

Shanmugam, R. (2019). Practical text analytics: maximizing the value of text data: by murugan anandarajan, chelsey hill and thomas nolan, switzerland, ag, springer press, springer nature, 2019, 285+ xxviii pp., isbn: 978-3-319-956663-3. Taylor & Francis.

Siemens, G., & Baker, R. S. d. (2012). Learning analytics and educational data mining: towards communication and collaboration. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 252–254). https://doi.org/10.1145/2330601.2330661

Sobreira, E. S. R. (2017) Tecnologias digitais no ensino de ciências para crianças: autoria e interações em uma proposta educativa explorando o tema energia. Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Física Gleb Wataghin, Campinas, SP. Disponível em: <http://www.repositorio.unicamp.br/handle/REPOSIP/330423 >. Acesso em set. 2018.

Sobreira, E. S. R., Viveiro, A. A. y Viegas d'Abreu, J.V (2017). Do Paper Circuit à programação de Arduino com Scratch: uma sequência didática para aprendizagem do conteúdo de energia nos anos iniciais do Ensino Fundamental. Anais do XXIII Workshop de Informática na Escola (WIE 2017). VI Congresso Brasileiro de Informática na Educação. Disponível em https://www.br-ie.org/pub/index.php/wie/article/view/6852. Acesso em jul. 2020. http://doi.org/10.5753/cbie.wie.2016.456

Sobreira, E. S. R., Viveiro, A. A. y Viegas d'Abreu, J.V (2018). Aprendizagem criativa na construção de jogos digitais: uma proposta educativa no ensino de ciências para crianças. Tecné, Episteme y Didaxis: TED, 44, 71-88

Stahl, Gerry, and Kai Hakkarainen. "Theories of CSCL." International handbook of computer-supported collaborative learning. New York, NY: Springer. Retrieved from: http://gerrystahl. net/pub/cscltheories. pdf (2020).

Stahl, Gerry, Timothy Koschmann, and Dan Suthers. "Aprendizagem colaborativa com suporte computacional: Uma perspectiva histórica." Traduzido por Hugo Fuks, Tatiana Escovedo (Português do Brasil) (2006).

Stöhr, Christian, Christophe Demazière, and Tom Adawi. "The polarizing effect of the online flipped classroom." Computers & Education 147 (2020): 103789. https://doi.org/10.1016/j.compedu.2019.103789

Sun, J. C., Lin, C., & Chou, C. (2016). Applying learning analytics to explore the influence of online learners’ motivation on their online learning behavioral patterns. In 2016 5th iiai international congress on advanced applied informatics (iiai-aai) (p. 377-380). http://doi.org/10.1109/IIAI-AAI.2016.186

Superdata. A Nielsen Company. (2020a) “2019 Year In Review: Digital Games and Interactive Media”. Disponível em: <https://www.superdataresearch.com/reports/2019-year-in-review >. Acesso em: 04 out. 2020.

Superdata. A Nielsen Company. (2020b) “Worldwide digital games market: August 2020”. Disponível em: <https://www.superdataresearch.com/blog/worldwide-digital-games-market >. Acesso em: 04 out. 2020.

Tardelli, André, et al. "A Influência da Personalidade do Aluno na Construção de Grupos de Trabalho em Sala de Aula." Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE). Vol. 30. No. 1. 2019. http://dx.doi.org/10.5753/cbie.sbie.2019.1916

Teh, Y. W., Jordan, M. I., Beal, M. J., & Blei, D. M. (2005). Sharing clusters among related groups: Hierarchical dirichlet processes. In Advances in neural information processing systems (pp. 1385–1392).

Trevelin, Ana Teresa Colenci, Marco Antonio Alves Pereira, and José Dutra de Oliveira Neto. "A utilização da “sala de aula invertida” em cursos superiores de tecnologia: comparação entre o modelo tradicional e o modelo invertido “flipped classroom” adaptado aos estilos de aprendizagem." Revista de estilos de aprendizaje 6.12 (2013).

Tsai, Y.-S., & Gasevic, D. (2017). Learning analytics in higher education—challenges and policies: a review of eight learning analytics policies. In Proceedings of the seventh international learning analytics & knowledge conference (pp. 233–242). https://doi.org/10.1145/3027385.3027400

Tsai, Y.-S., Moreno-Marcos, P. M., Jivet, I., Scheffel, M., Tammets, K., Kollom, K., & Gašević, D. (2018). The sheila framework: Informing institutional strategies and policy processes of learning analytics. Journal of Learning Analytics, 5(3), 5–20. https://doi.org/10.18608/jla.2018.53.2

Verbert, K., Duval, E., Klerkx, J., Govaerts, S., & Santos, J. L. (2013). Learning analytics dashboard applications. American Behavioral Scientist, 57(10), 1500–1509. https://doi.org/10.1177/0002764213479363

Virvou, M., Alepis, E., & Sidiropoulos, S. (2015). A learning analytics tool for supporting teacher decision. In 2015 6th international conference on information, intelligence, systems and applications (iisa) (p. 1-3). https://doi.org/10.1109/IISA.2015.7388012

Vivacqua, Adriana Santarosa, and Ana Cristina Bicharra Garcia. "Ontologia de colaboração." Sistemas Colaborativos 1 (2011).

Wanas, N., El-Saban, M., Ashour, H., & Ammar, W. (2008). Automatic scoring of online discussion posts. In Proceedings of the 2nd acm workshop on information credibility on the web (pp. 19–26). https://doi.org/10.1145/1458527.1458534

Wendler, R. (2012). The maturity of maturity model research: A systematic mapping study. Information and Software Technology, 54(12), 1317 - 1339. Retrieved from http://www.sciencedirect.com/science/article/pii/S0950584912001334 (Special Section on Software Reliability and Security). https://doi.org/10.1016/j.infsof.2012.07.007

Winn, B. M. (2009) “The design, play, and experience framework”. In: Handbook of research on effective electronic gaming in education. IGI Global. p.1010-1024.

Wise, A., Zhao, Y., & Hausknecht, S. (2014). Learning analytics for online discussions: Embedded and extracted approaches. Journal of Learning Analytics, 1(2), 48–71.

Wolberg, Rochelle Ibañez, and Allison Goff. "Thinking routines: Replicating classroom practices within museum settings." Journal of Museum Education 37.1 (2012): 59-68. https://doi.org/10.1080/10598650.2012.11510718

Yassine, S., Kadry, S., & Sicilia, M. (2016). A framework for learning analytics in moodle for assessing course outcomes. In 2016 ieee global engineering education conference (educon) (p. 261-266). https://doi.org/10.1109/EDUCON.2016.7474563

Capa para IX Jornada de Atualização em Informática na Educação (JAIE 2020)
Data de publicação
13/11/2020

Detalhes sobre o formato disponível para publicação: Volume Completo

Volume Completo
ISBN-13 (15)
978-65-87003-27-6