| Subject: Re: Autonomia e computador (6 a 12 de janeiro) |
Author:
Lívia Fortes
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Date Posted: 06:39:15 01/08/03 Wed
In reply to:
Vera Menezes
's message, "Autonomia e computador (6 a 12 de janeiro)" on 05:25:23 01/03/03 Fri
A partir da colocação de Healey (p. 392) com respeito ao papel do professor no ambiente favorecedor à autonomia, fica bastante clara a relação entre o aprendizado autônomo e o uso de softwares de autoria, pois a autora sugere que “professores devem guiar seus alunos a buscar as informações por si mesmos e tentar acomodar essas informações em seus esquemas linguísticos ou de conhecimento. Dessa maneira aprendizes podem participar ativamente de seus processos de aprendizagem”. Os programas de autoria favorecem o gerenciamento das novas informações adquiridas por aprendizes e também por professores, uma vez que ao fazer uso desse tipo de tecnologia, não só o aluno, mas também os professores precisam preparar e muitas vezes controlar as atividades sugeridas. Assim cabe ao professor permitir diferentes níveis e oportunidades de se controlar tais atividades, de acordo com o nível de sues aprendizes e também o objetivo das tarefas.
O ambiente virtual portanto favorece a autonomia tanto de professores quanto de alunos, pois o conteúdo das atividades pode ser infinitamente variável, de acordo com o desejo do professor, do aluno ou daquele que desenvolve o instrumento ou o programa. A tabela 24-1 oferece diferentes possibilidades e níveis de controle de conteúdo e estrutura para o desenvolvimento da autonomia no aprendizado.
É muito importante que o professor facilitador esteja atento às condições para motivação sugeridas por Good and Brophy (1987) e também já comentados pela Júnia, a saber, 1. nível apropriado de desafio ou dificuldade; 2. objetivos que sejam significativos para os aprendizes; 3. variação dos métodos usados; 4. feedback intrínseco e extrínseco, e finalmente 5. derrubar as barreiras que impedem o aprendizado. Assim, estando atento às necessidades dos aprendizes e ao seus desejos (pois não há motivação sem desejo), acredito no sucesso do uso de softwares como uma forma de se promover a autonomia tanto de alunos quanto de professores também.
Segue abaixo algumas informações a respeito do Digital Chisel, programa citado por Wachman similar ao Power Point que já é conhecido por todos nós.
Abraços,
Lívia.
Digital Chisel://HTML 2.1
Multimedia authoring doesn't make it on the Web By Joseph SchorrNothing compares to Digital Chisel when it comes to authoring interactive, quiz-style presentations. Like most authoring packages, this entry-level program lets you combine pictures, sounds, movies, and text into a multimedia slide show.
What's unique is that Digital Chisel also lets you record a user's clicked or typed responses during a presentation and compile them in an integrated database. The latest version, Digital Chisel://HTML 2.1.3, lets you export finished projects as HTML files for publishing on the Web. Unfortunately, the program still has more than a few strange bugs and nonstandard interface features left over from earlier versions that detract from its otherwise outstanding features.
Designed with teachers in mind, Digital Chisel://HTML 2.1.3 comes with templates that make it easy to create screens containing test questions. Setting up an electronic "test" is remarkably straightforward: you simply replace a dummy question with your own, then type in or click on the correct answer. When the presentation is run in playback mode, Chisel records correct and incorrect responses, computes the scores, and files the information in a database. Several new features make it easier to create more-sophisticated presentations.
A new library of Smart Buttons, for example, contains a nice variety of slick-looking buttons that change shape or appearance when clicked on. Smart Objects are preprogrammed to perform designated tasks when placed in a presentation. The program's animation features have improved, too. You no longer have to click on hot-linked objects to make them perform an action; you can trigger actions simply by pointing at an object. You can also vary the speed of path animations and, with patience, record your own frame-by-frame animated sequences.
Despite the improvements, Digital Chisel's interface is still riddled with problems. Many menu commands aren't dimmed when they're unavailable, for example. The Tools palette is also terribly confusing–some options are clicked on and others are buttons that trigger pop-up menus. Other parts of the program are just awkwardly designed. Background editing is clumsy: you have to enter a separate mode, and even then you can only add objects to the background; you can't apply fills or gradients. You can't reorganize screens by dragging them into a new order, and you can't zoom in or out of screens to edit them. And although the program requires an LC II with 4MB of RAM, expect performance to be choppy even on faster systems. Also plan on increasing the RAM allocation to avoid "out of memory" messages.
While you can use Digital Chisel://HTML to generate simple Web pages, many of its components–transitions, animations, sounds, video, and the interactive-testing features–simply don't convert when you export to HTML. Nor does the program support image maps, forms, tables, and a number of common Netscape tags. Overall, Digital Chisel just can't be considered a Web authoring tool. The Last WordDigital Chisel://HTML looks and feels as though it needs refinement. It's not a Web authoring tool, but its interactivity strengths make it a great tool for teachers and trainers.
–Joseph Schorr________________________________ RATING: /6.7PROS: Powerful testing functions; integrated database; good animation controls. CONS: Quirky interface; no zoom tool; weak HTML export functions. COMPANY: Pierian Spring Software (503/222-2044, http://www.pierian.com). LIST PRICE: $109; five users $349; ten users $599; site license $995. January 1997 page: 78
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