Dec 11, 2014 - Adobe Photoshop CS5), videogames (Multimedia Fusio 2 and Adobe ... and WebPages (Adobe Dreamweaver and Adobe Illustrator). This work.
11/12/2014
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Presentation Abstract Presentation/Poster#: 25.27SA/ZZ65 Theme H Note:
Theme H posters will be on display Saturday 1:00 p.m. – Sunday 5:00 p.m., with onehour presentations occurring either Saturday (presentation number ending in SA) or Sunday (SU).
Title:
Development of educational tools using new media for neuroscience teaching and learning
Location:
Hall AC
Presentation time:
Saturday, Nov 12, 2011, 3:00 PM 4:00 PM
Authors:
*G. ARANHA1,2, A. SHOLLFRANCO2,3; 1Organizacao Ciencias e Cognicao, Niteroi, Brazil; 2Ciências e Cognição Núcleo de Divulgação Científica e Ensino de Neurociências, Inst. Biofísica IBCCF, UFRJ, Rio de Janeiro, Brazil; 3Organização Ciências e Cognição, Niteroi, Brazil
Abstract:
This action research supports the hypothesis that the use of new media can contribute to: 1) extend educational environment, using the principles of ‘playfulness’ and ‘narrativity’; 2) maintenance of classroomworked topics engagement, even outside the school. In this way, we has developed experimental projects for different educational platforms using new medias, such as hypertexts, webcomics, websites, videos, and videogames. Thus, the aim of this study was analyze the creative processes related to the development of educational new medias involved with neuroscience teaching and learning strategies. We organized a multidisciplinary team composed by teachers and students from different academic areas (social communication, literature, arts, science computing, and neuroscience). For the creative multimedia process we used different softwares: webcomics (Manga Studio 4 and Adobe Photoshop CS5), videogames (Multimedia Fusio 2 and Adobe Photoshop), hypertextual narrative (Celtx 2.9), videos (Adobe Premiere), and WebPages (Adobe Dreamweaver and Adobe Illustrator). This work was organized in three parts: preproduction (planning, debates, activities schedules establishment, budget, grants), production (project execution), and postproduction (editing, artwork, playtest, validation). We developed a series of digital narrative objects, collectively named as NeuroAdventure. Our results show that the greater challenge to develop
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11/12/2014
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a multidisciplinary educational platform in new media is: 1) pre production phase the complex dialogue among different areas (perspectives, conceptions and terminologies); 2) production phase training staff to use the different tools, languages and content, as well as overcoming the disciplinary boundaries, creating a unique field of dialogue; 3) postproduction phase the formation of partnerships with educational institutions for implementing the processes of evaluation and validation. These new medias could be understood as “multimodal texts” that create new cognitive schemas to learning: interplay of visual, textual, gestural and bodily modes. The contact of students with these ‘texts’ requires the development of entirely new cognitive practices, because they are very different from a book reading process, demanding sensorimotor multimodal competences. The pervasive new media forms need to be tested and validated in the context of children's learning inside and outside school environment. It will be also necessary to evaluate the interests of the participants in the scholars contents presented surreptitious pleasurable objects for learning. Disclosures:
G. Aranha: Research Grant; Organização Ciências e Cognição. A. ShollFranco: Research Grant; FAPERJ, Organização Ciências e Cognição.
Support:
Organização Ciências e Cognição FAPERJ [Authors]. [Abstract Title]. Program No. XXX.XX. 2011 Neuroscience Meeting Planner. Washington, DC: Society for Neuroscience, 2011. Online. 2011 Copyright by the Society for Neuroscience all rights reserved. Permission to republish any abstract or part of any abstract in any form must be obtained in writing by SfN office prior to publication.
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