INTERATIVIDADE PROPORCIONADA PELOS AMBIENTES VIRTUAIS DE APRENDIZAGEM

Daniela Bagatini, Valderi R. Q. Leithardt, Débora Conforto, Lucila Santarosa

Abstract


Teachers seek the technology artifacts to makethe teaching and learning process more meaningful. VirtualLearning Environments (AVA) are configured as sharedspaces for interaction, support the construction, integrationand information exchange among students. These boost therole of the teacher as systematizing of experiences,opportunities for multiple tracing experiments andexpression, provoking situations and constructing pathways[1]. However, adopting a virtual environment is providingnew ways to think about, productions, looks in a constructivecollective circle that allows access and connections withcultures. To discuss the interface and the ability to designAVAs interaction that we can not refute the thinking from theconcept of "interactivity". This paper presents the results ofa research that explores the Moodle AVA, Teleduc,Eduquito, performing a comparative analysis of the toolsfrom the point of view of interactivity. In order to encourageand develop collaborative and cooperative work.Index Terms ⎯ Interactivity, Virtual LearningEnvironments.

Full Text: PDF (Português (Brasil))

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

----------------------------------------------------------------------

Indexing

Logotipo do IBICT

----------------------------------------------------------------------

Scientific Societies and Directories

Logotipo COPEC Logotipo SHERO Logotipo da Capes

----------------------------------------------------------------------

Follow Us

Logotipo facebook Logotipo LinkedIn Logotipo Twitter