Interactive eBook Design

Resumo O advento da plataforma digital fez surgir uma nova forma de narrativa no campo da comunicação, caracterizada pela incorporação de elementos dinâmicos como áudio, vídeo e infográficos interati-vos. Entretanto, as pesquisas sinalizam a necessidade de releitura do design no que se refere à carac-terização e avaliação dos livros digitais. Assim, este artigo apresenta os resultados de um estudo exploratório-descritivo que mapeou os elementos de interação e de navegação em livros digitais, identificou os princípios e padrões do design da informação e design de interação, onde as informa-ções levantadas foram confrontadas com o modelo similar proposto para a análise de revistas digi-tais multimídia. Foi possível identificar padrões comuns e características particulares a cada tipo de publicação. A pesquisa indica a possibilidade de aplicação do modelo na análise do design de apli-cativos leitores e livros digitais, assim como recurso de avaliação para o redesign de livro digital. P...

This research aims to develop an Android-based e-textbook for a learning media course to enhance student learning outcomes. The learning media course was selected because students require an e-textbook to improve their comprehension of the criteria and creation techniques of learning media during online learning. This study utilized the research and development method with the 4D model created by Thiagarajan and Semmels. Six learning media expert validators tested the product's feasibility, and the product's effectiveness was tested on students through experiment research. Descriptive statistics and an eligibility criteria table were used to determine the product's feasibility and usability. In addition, an independent sample t-test was used to determine the product's effectiveness. According to the expert evaluation results, the product validity falls into the "very good" category (4.50 out of 5, or 90%) in aspects of language, presentation, appearance, and usefulness. The effectiveness test results indicated that the Android-based e-textbook significantly affects student learning outcomes. In addition, students' perceptions of the usefulness, ease of use, and satisfaction of the Android-based e-textbook are also in the "very good" category (4.27 out of 5, or 85%). According to a qualitative data survey, students mentioned that the most useful aspects of the product were the tutorial videos, quizzes, menus, and page markers. Nevertheless, a few students experienced difficulties with their internet connection and reading limitations.

The Common Core State Standards were written and implemented to prepare all students for college or career readiness including students with disabilities. Students with learning disabilities often have significant difficulties and face challenges when the instruction is framed within The Common Core State Standards. The purpose of this qualitative study was to explore the perceptions of special educators on teaching students with learning disabilities using The Common Core State Standards. The two conceptual frameworks used in this study were the Universal Design for Learning and The Zone of Proximal Development. The research questions focused on teachers\u27 perception regarding students with learning disabilities being instructed with Common Core instructions, how teachers perceive providing Common Core instructions to students with learning disabilities is preparing them for college and career readiness, and also, what teachers perceived to be the missing components for providing...

Penelitian ini memiliki tujuan untuk melakukan evaluasi yang komprehensif terhadap Pemanfaatan Media Digital E-book dalam Peningkatan Literasi Membaca pada Siswa Kelas 6 Sekolah Dasar di Indonesia.  Fokus utama dalam penelitian ini pada pemanfaatan e-book sebagai media digital untuk memenuhi kebutuhan belajar siswa kelas 6 supaya bisa belajar mandiri dengan ketersediaann sumber belajar yang mencukupi,  melakukan analisis dampak yang timbul terhadap berbagai aspek hasil belajar siswa (kognitif, afektif, dan psikomotorik), dan mengidentifikasi faktor-faktor penentu yang mempengaruhi efektivitasnya secara mendalam.  Metode yang digunakan adalah metode kulaitatif dengan mengambil data dari berbagai sumber referensi diantarnya jurnal dan buku. Hasil penelitian diharapkan dapat memberikan gambaran yang lebih detail tentang pemanfaatan e-book sebagai media pembelajaran digital pada sekolah dasar,  mempertimbangkan faktor-faktor kontekstual seperti kualitas infrastruktur teknologi informasi dan komunikasi (TIK),  tingkat kompetensi dan pelatihan guru dalam memanfaatkan teknologi digital untuk pembelajaran,  desain pembelajaran yang inovatif dan sesuai dengan karakteristik siswa,  serta dukungan dari pihak sekolah, keluarga dan pemerintah.

Online education has provided good opportunities for educationally disadvantaged people. However, some traditional learning management systems (LMSs), the base systems of online education, had the limitations in offering standardized education for diversified learners with different skills, objectives, abilities, preferences, and backgrounds. In addition, the traditional LMSs, which required a constant connection of the Internet, could not be used where it is not available, that is, in the half of the world. Thus, we developed a new learning platform for large-scale online courses (LSOC), called "the Creative Higher Education with Learning Object (CHiLO)". CHiLO is a comprehensive, open-network learning system which can realize e-textbooks, competency-based education (CBE), digital badges, and social learning. CHiLO can contribute to future

De acordo com a pesquisa Retratos da Leitura no Brasil, 81% dos leitores usam a internet para aprofundar um conhecimento particular. Apesar do grande número de leitores digitais, de modo geral 65% dos consumidores dizem preferir ler livros impressos. Então, apesar da leitura nos meios digitais atrair muitas pessoas, sua experiência ainda não é a preferida entre leitores, existindo uma oportunidade para torná-la mais atrativa. Diante disso, esse estudo teve como objetivo geral criar uma publicação digital que permitisse enriquecer a experiência de leitura em telas por meio da interação e imersão. Para tal, adaptou-se a proposta de Dick e Gonçalves (2016), que divide o projeto de publicações digitais em cinco eixos: Conceito, Conteúdo, Funcionalidades, Experiência e Superfície. Como resultado, produziu-se um protótipo de alta fidelidade de uma publicação digital, que consiste na versão digital do livro Abaixo as Regras de Rick Poynor.

Sebbene in una società ipermediale come la nostra si avverta l’urgenza di riconsiderare l’insegnamento della letto-scrittura, declinandola in molteplici linguaggi e codici comunicativi, circa la metà dei manuali scolastici non risulta essere ancora accessibile. È quanto emerge dalla ricerca-azione collegata alla campagna «Testa il tuo testo», che ha coinvolto, a vario titolo, circa 1000 operatori della comunità educante e condotto all’analisi della componente inclusiva di oltre 350 libri. Questo studio fornisce gli elementi scientifici per valorizzare le fasi di decision making sia nelle scuole che nelle case editrici. Il volume, che si basa su recenti studi interdisciplinari, è rivolto non soltanto a docenti e personale educativo, ma anche alle molteplici figure che, all’interno della comunità educante, intesa nel suo senso più ampio, contribuiscono alla crescita armonica degli studenti.

P.P.Grzybowski, Dom zapomnianych książek, Oficyna Wydawnicza „Impuls”, Kraków 2024. ISBN 978-83-8294-373-3

„Dom zapomnianych książek” to opowiadanie o nieoczywistym losie książek i ich bohaterów. Zachęca do lektury i uczy szacunku do książek - szczególnie tych z dawnych lat. Budzi refleksję nad znaczeniem książkowych opowieści dla czytelników w każdym wieku.
Zilustrowała Lucyna Fic.

Social skills and communication for students with Autism Spectrum Disorder (ASD) are a challenging area in spite of many years of research and interventions. Whilst the vast majority of strategies and interventions reported in the literature for students with ASD are teacher/expert-generated, this study focuses on the use of technology to create possibilities for students to develop their social and literacy skills. This paper reports on part of a larger study that explored the potential of seven high school students with ASD using a new form of video making called “Blended Digital Media”, which integrates video and still images with an audio narration, to digitally communicate their personal interests as a means of developing social and multimodal literacies. The research used a multiple case study design incorporating a range of qualitative methods to ascertain to what extent and with what implications students were able to create their own personal blended digital media about the...

The author of the article, inspired by Dariusz Nowacki’s review, proposes a thesis opposite to that of the famous critic, who calls Szczepan Twardoch’s and Jacek Dehnel’s diaries “a show-off of avatars.” In defence of Twardoch’s book, Wieloryby i ćmy [Whales and moths] the author decides to concentrate on its ideological and literary values. Most importantly, he strives to prove that the diaries constitute an original and innovative attempt at developing a genre of intimate diaries and have a multifaceted interpretive potential. The author of Morfina [Morphine] expresses in his diaries a desire for “directing a great life,” understood as a consistent creation of literary works as well as a life imitating literature. The analyses and commentaries included in the article focus on the oppositions and hypostases found in the text, for example, of the world and provincial, history and life, literature and nothingness, settlement and foreignness, life and death, presence and absence, life according to spirit and life according to body, responsibility and its lack.

Proposição da homeostase, conforme definida por António Damásio, como função dominante da ficção. Proposição do prazer na leitura como explicação do interesse pela literatura; explicação desse prazer como resultado da homeostase proporcionada pela leitura. Seguindo Damásio, compreenderemos a homeostase como um tipo de equilíbrio psíquico proporcionado pela experiência da arte, que permite, no decorrer da sua fruição, que indivíduos e coletividades processem problemas sociais ainda não propriamente interpretados e nomeados. Como esse equilíbrio não é apenas conscientemente processado, é preciso explicar como os componentes semânticos nele implicados podem se efetivar infraconscientemente; para tanto, recorremos aos conceitos de affordances e relevância. Inspirados pela apropriação de Terence Cave da proposição original de James J. Gibson, propomos que affordances textuais orientam o leitor na postura assumida diante do texto. Quanto à teoria da relevância de Dan Sperber e Deirdre Wi...

The introduction of mobile computing devices in 21st century culture has generated new practices and experiences in reading habits in contemporary society, especially in the new generation (digital natives). The well-known e-books now open space for one more possibility provided by the improvement of the tablets and smartphones, which are the e-picturebooks, influenced by the emergence of the electronic literature allied to the potentialities of the digital children's literature, as well as theories of the illustrated book or picturebook theory. This research, therefore, investigated how cyberculture has re-appropriated the media illustrated children's book and reconfigured its structure and dimensioning from remediation, new media and interart studies, presenting as general objective the construction of readings operations and the profile of the reader in the Digital Age. The qualitative, bibliographical, exploratory and explanatory methodology brought together diverse sources, among academic materials, books and digital publications to support the ideas presented here. In order to exemplify the object of study in the light of new media, we investigate the awarded works, between the years 2015 and 2017, within the awards of the biggest events in children's literature and the world and national illustrated book, namely: Bologna Ragazzi Digital Award and Jabuti Infantil Digital Award. In this way, we relate traces of the theories of cyberculture to the profile of the children's cyber-reader and to the new operations of reading, providing clues to how contemporary society has experienced reading at the beginning of this century.

Addressing the unique needs of children of all ages and abilities, Universal Design for Learning (UDL) is gaining momentum in schools and preschools around the nation and the globe. This article explores Universal Design for Learning and its promising applications to a variety of reading and language arts experiences in the Early Childhood classroom. In UDL-infused classrooms, literacy experiences become multi-sensory and meaningful for young learners, thereby increasing their motivation and ultimate reading comprehension. The four core principles of Universal Design for Learning-multiple means of representation, multiple means of engagement, multiple means of engagement, and multiple means of assessment-are integrated into a sample literacy comprehension program designed to improve young children's text connections. The applications of UDL to enhancing children's reading and comprehension connections are demonstrated through the use of grand conversations, literacy circles, oral language experiences, creative dramatics, and play in teaching reading and language arts. This article illustrates how informed teachers may enlist a plethora of multiple intelligence and cognitive theory-based literacy strategies that promote automaticity and a lifelong love of reading for young children. Using stimulating and engaging text-to-text, text-to-self, and text-to-world connections, teachers and learners realize the rich implications of the four key principles of Universal Design for Learning. I. Provide multiple means of representation (Knowledge Networks

O objeto livro tem evoluído ao longo da sua história acompanhando os avanços tecnológicos da sua época. Entretanto, muito se discute sobre a sobrevivência do livro impresso e do impacto ambiental do livro digital em relação ao impresso. Diante disso, esta pesquisa pretende comparar o impacto ambiental provocado tanto pelo livro impresso quanto pelo livro digital a partir da comparação de emissão de CO2 e análise do ciclo de vida desses produtos. Utilizou-se o método comparativo a partir de uma base de dados secundários referente à emissão de CO2 e posteriormente analisou-se o ciclo de vida dos dois produtos. Para o livro impresso, foram utilizados dados de duas pesquisas de 2008, uma nos Estados Unidos (EUA) e outra na França, relacionadas à emissão de CO2. Para o livro digital, buscou-se relatórios ambientais da Apple e Amazon sobre o iPad e Kindle, respectivamente, e fez-se a comparação entre a emissão de CO2 do livro impresso e do suporte digital. Além disso, apresenta um ciclo de vida do livro impresso e do livro digital, adaptado da publicação da Publishing Trendsetter de novembro de 2011, e realiza uma análise comparativa dos processos. Percebeu-se que ainda há lacunas nos dados levantados, impossibilitando uma análise definitiva. No entanto, foi possível indicar tendências para: um melhor desempenho ambiental do livro digital; possibilidade de convivência harmônica entre esses dois objetos; e a existência de um campo de pesquisa e atuação do designer.

Nos ambientes interativos, o uso do som não tem avançado como tecnologia na mesma proporção de desenvolvimento dos elementos gráficos, e a predominância do estímulo visual tem feito com que usuários-e desenvolvedores-tomem a ausência do estímulo sonoro como um padrão. Como resultado, tem-se experimentado um universo de interfaces nãosonoras ou poluídas acusticamente. No entanto, nos últimos 20 anos, uma série de esforços tem sido conduzidos por diversos pesquisadores para que o som adquira significado e relevância na área de IHC. O presente estudo objetiva sumarizar tais esforços, bem como expor os conceitos pertinentes do áudio dinâmico, e contextualizar sua aplicação. Ao levantar tais questões, busca-se contribuir para que as discussões acerca do design de som e do design de interface adquiram relevância, e a temática de estudo venha a se desenvolver de modo consistente.

Este artigo tem a intenção de explorar possibilidades para a interpretação de ilustrações em livros predominantemente textuais. Nossa atenção recaiu sobre esse tipo de livro, que consegue ter seu sentido compreendido sem necessariamente recorrer à presença da ilustração, a partir da pesquisa de Pinheiro e Gomes (2018), que argumenta sobre a contribuição da imagem para a construção de significados mesmo quando o texto prescinde delas. Ao longo da discussão, recorremos a autores como Drucker (2009, 2013, 2022), Oliveira e Waechter (2021, 2022) e Unger (2016) para demonstrarmos a natureza construída da materialidade gráfica das páginas de livros e delinearmos alternativas possíveis para a compreensão da ilustração em livros de leitura contínua. Ao final, consideramos ser proveitoso enxergar a imagem em 1) suas possibilidades e limitações, 2) juntamente às demais imagens próximas a ela e 3) considerando especificidades de seu contexto de origem. A presença das ilustrações pode também somar à experiência de leitura, tornando-a mais significativa e expandindo-a para além de um nível utilitário.

The purpose of the paper is to discuss instructional and technological developments based on the history of computer-based instruction (CBI). Historically, the development of the CBI movement began in earnest at the end of 1960s and in the early 1970s. At that time, computers, for the first time, began to be used in education, basically for teaching language and mathematics. Historically, CBI emerged from the programmed instruction and teaching machines of the middle of the 1950s. Educational computing began with a few large, government-funded projects on mainframe and minicomputers. At this time, several projects were developed to be utilized in instructional processes, such as PLATO and TICCIT. As a result, the developments after the 1970s will be discussed regarding the CBI process so as to indicate new instructional and technological developments as part of new learning technologies from past to present for students and educators in schools.

This book offers teachers guidelines and suggestions for adapting and/or selecting materials for use with students with disabilities in general language arts, social studies, and science classrooms (grades 6 through 8). Following an introduction, chapter 1 offers a nine-step procedure for adapting materials from first, creating a plan for adapting materials, through fourth, determining the need for content adaptations versus format adaptions for adapting materials, to ninth, fading the adaptation when possible. The following three chapters offer examples of material adaptations including adapting existing materials, mediating existing materials, and selecting alternate materials. These 12 contributions are: (1) "Differentiated Textbook Instruction" (Steve Horton); (2) "The Quality Assignment Routine and the Quality Quest Planner" (Jean Schumaker); (3) "S.O.S.: Survey, Obtain Information, Self-Test" (Jean Schumaker); (4) "Content Organizers" (B. Keith Lenz); (5) "Concept Organizers" (Janis Bulgren); (6) "Mnemonic Adaptations" (Margo Mastropieri and Tom Scruggs); (7) "Problem-Solving Prompts for Performance Assessments" (Jerry Tindal); (8) "Title: The SuFvey Routine" (Jean Schumaker); (9) "Coherent Text Built around Big Ideas" (Bonnie Grossen); (10) "Reasoning and Writing" (Bonnie Grossen); (11) "Science Videodisc Media" (Bonnie Grossen); and (12) "Connecting Math Concepts, SRA, and Core Concepts Videodisc Programs" (Bonnie Grossen). (Individual sections contain references.) (DB)

Os estudos sobre leitura fragmentada e leitura religiosa no Brasil apresentam características peculiares sobre o público leitor, bem como levantamentos recentes sobre a temática, como a pesquisa Retratos da Leitura no Brasil (2020) , evidenciam a leitura da Bíblia como uma das mais recorrentes entre variadas faixas etárias. Este artigo busca compreender de que maneira estes estudos ajudam a entender o fenômeno da leitura religiosa com o advento dos smartphones, a partir de comentários selecionados sobre os cinco aplicativos para a leitura da Bíblia com mais downloads no Brasil em 2020. Por meio da Análise de Conteúdo, este trabalho se propõe a enquadrar 50 comentários, sendo dez de cada aplicativo, a partir das categorias Portabilidade, Leitura Fragmentada, Leitura Compartilhada, Customização e Interface do app.

Universal Design for Learning is not widely used in postsecondary STEM education. The purpose of this literature review is to synthesize the empirical literature using Universal Design for Learning in postsecondary STEM education for all learners. The criteria for this review are (a) empirical literature in (b) peer reviewed journals (c) published after 2006. Keywords used were STEM, UDL/UDI/Universal Design, and postsecondary/university/college/higher education. This review identified four studies and three literature reviews that met the search criteria; the analysis of the identified literature provides a model for how Universal Design for Learning can impact postsecondary STEM instruction, including an increase in inclusive teaching methods and self-advocacy from students with disabilities, and leads to recommendations for additional research.

The LINE application is often conceived as purely social space; however, the authors of this paper wanted to determine if it could be used for academic purposes. In this study, we examined how undergraduate students accepted LINE in terms of using it for classroom-related activities (e.g., submit homework, follow up course information queries, download materials) and explored the factors that might affect their intention to use it. Data were collected from 144 undergraduate students enrolled in an English course that utilized some activities based on LINE app using a questionnaire developed from TAM. Data were analyzed to see if relationships existed among factors when LINE was used to organize classroom experiences. The findings revealed that perceived usefulness and attitude toward usage had positive relationships with intention to use while perceived ease of use was positively related to perceived usefulness. In contrast with TAM assertions, this study did not find any relationship between perceived ease of use and attitude toward usage. Also, the number of social networking sites that students are using had no relationship with intention to use. The study also suggested some kinds of LINE-based learning activities preferred by students, which would be proposed for future courses. This study revealed several useful implications that TAM can be employed as a useful theoretical framework to predict and understand users' intention to use new technologies in education.

The e-book is currently not so much used in the teaching and learning system, because there are still many teachers who like teaching and learning with the old method but do not rule out the possibility that in the future the e-book will be used more, because in this article the author reviews research studies on the use of e-books in learning by reviewing the evidence of several weaknesses and advantages of e-books. From the overall findings discussed, we conclude that e-books provide a positive response to students.

No cenário contemporâneo, as fronteiras entre formas de entretenimento e aprendizado estão cada vez mais difusas, impulsionadas pelo avanço tecnológico. Dentro desse contexto, os jogos eletrônicos emergem não apenas como uma plataforma de entretenimento, mas como uma expressão artística dinâmica que pode ser moldada para envolver, educar e inspirar. Paralelamente, a literatura infantil e juvenil permanece uma pedra angular no desenvolvimento cognitivo e emocional das novas gerações. Este breve artigo busca explorar a interseção intrigante entre jogos eletrônicos e a literatura destinada ao público jovem, explorando como essas duas formas de mídia podem se entrelaçar para criar narrativas envolventes e experiências de aprendizado únicas. Ao entender as nuances de cada meio, podemos vislumbrar como a convergência entre jogos eletrônicos e literatura pode enriquecer o universo cultural das crianças e jovens, oferecendo novas perspectivas e oportunidades de desenvolvimento.

Contributing to extant academic discourse on the emerging trend of digital humanities and electronic literature, this study explores the evolving landscape of French electronic literature (French E-Lit), focusing on the pivotal role played by digital platforms in its dissemination and reception. The aim is to gain valuable insights into how digital platforms have impacted the accessibility, visibility, and reception of French E-Lit, and assess the contribution of these platforms to the existing body of knowledge in contemporary literature, while offering an outlook on potential future developments within the field. The study is grounded in a multidisciplinary theoretical framework that combines elements from literary studies, media studies, and digital humanities. A mixed-methods approach is adopted in this study, combining both qualitative and quantitative data collection methods. The research reveals that digital platforms have significantly democratized the dissemination of French E-Lit. These platforms have allowed authors to reach wider audiences, experiment with new forms of storytelling, and engage with interactive elements, fostering an innovative literary environment. This study's gain lies on fact that it enriches our understanding of the evolving literary landscape in the digital age.

Contributing to extant academic discourse on the emerging trend of digital humanities and electronic literature, this study explores the evolving landscape of French electronic literature (French E-Lit), focusing on the pivotal role played by digital platforms in its dissemination and reception. The aim is to gain valuable insights into how digital platforms have impacted the accessibility, visibility, and reception of French E-Lit, and assess the contribution of these platforms to the existing body of knowledge in contemporary literature, while offering an outlook on potential future developments within the field. The study is grounded in a multidisciplinary theoretical framework that combines elements from literary studies, media studies, and digital humanities. A mixed-methods approach is adopted in this study, combining both qualitative and quantitative data collection methods. The research reveals that digital platforms have significantly democratized the dissemination of French E-Lit. These platforms have allowed authors to reach wider audiences, experiment with new forms of storytelling, and engage with interactive elements, fostering an innovative literary environment. This study's gain lies on fact that it enriches our understanding of the evolving literary landscape in the digital age.

Este artigo discute, com base em Roger Chartier e outros pensadores, questões ligadas às novas tecnologias do livro. Considera-se o processo presente de “domesticação”, tomando uma expressão de Chartier. A transição entre um modo tradicional e um modo novo de produzir livros é a tônica deste trabalho, que apresenta exemplos de experimentação e tentativas de encontrar um “modo digital” de leitura.

The value and importance of partnerships between public schools and universities is more evident now than ever. This paper highlights the design, implementation, and initial results of a partnership between teachers and administrators from a high-needs, high-poverty high school, and university teacher education and arts and sciences faculty to address school improvement plans that incorporated Common Core State Standards (CCSS) at the preservice and in-service levels of teacher education. This effort is part of a continuing federally funded Teacher Quality Partnership project.

Toca que lá vem história: a reconfiguração das experiências de storytelling nos e-picturebooks infantis There's story coming: the reconfiguration of storytelling experiences in children's e-picturebooks Toca que allí viene historia: la reconfiguración de las experiencias de storytelling en los e-picturebooks infantiles

Resumo This paper is part of an initial doctoral research which focuses on an alternative teaching approach for Trainee Programs in undergraduate courses in Business. Through this new approach, concepts like Social Networking and Cloud Education are used to promote collaborative learning, by providing better interaction among students in a trainee program. The methodology proposes to use Kindle, an Amazon Cloud Library access gadget, as a collaborative learning interface to improve the absorption of theoretical ...

W 1992 r. Dania zaskoczyła cały świat i zdobyła mistrzostwo Europy w piłce nożnej. Jedną z czołowych postaci tamtej drużyny był bramkarz Peter Schmeichel. Potem jeszcze wiele razy zachwycał kibiców jako zawodnik Manchesteru United. W Polsce cieszył się dużą popularnością, ponieważ grono kibiców "Czerwonych Diabłów" nad Wisłą jest całkiem spore. Jednak nazwisko Schmeichel nie brzmi jak polskie, więc w latach dziewięćdziesiątych nikt się nie zastanawiał nad pochodzeniem potężnego Duńczyka. Jeśli ktoś uważnie wczytał się w jego biogram, mógł najwyżej zwrócić uwagę na drugie imię Bolesław. Dopiero od niedawna dość powszechnie wiadomo, że Peter Schmeichel jest synem, a Kasper Schmeichel wnukiem, Antoniego Aleksandra "Tolka" Schmeichela, Polaka z Chełmży. To właśnie zapewne wpłynęło na decyzję krakowskiego wydawnictwa Sine Qua Non o publikacji polskiej wersji autobiografii Petera Schmeichela, która ukazała się pod koniec 2021 r. Jako autor widnieje oczywiście główny bohater, ale jak to zazwyczaj w takich przypadkach bywa, opowieść spisał doświadczony

Abstract: The purpose of this investigation was two-fold:(1) to gather descriptive information in the areas of salient student characteristics, level of participation in general education classes, current level of functioning, and student outcomes (eg, GPAs, performance on ...

Teachers must employ instructional approaches and tools that assist all students in accessing the curriculum, engaging in learning activities, and demonstrating their achievements. Universal design for learning and assistive technology make the curriculum and instructional practices accessible and engaging for all students. As there is little research examining the use of assistive technology in inclusive environments, this exploratory study uses semi-structured interviews with teachers, focus groups with students, and classroom observations to examine how elementary teachers implement assistive technology in general education classrooms within the context of universal design for learning and the supports and challenges that influence these practices.

The pilot study of the Accessibility Digital Textbook for learners in grade one was undertaken in March 2019.It was designed as a mixed methods study to investigate the opportunities and challenges of the Accessible digital textbook. The need to extend the provision of accessible formats to include digital learning resources (in addition to braille, audio, and large print) led to this study. An accessible digital textbook is a tool that allows all learners, including those with disabilities, to access information in alternative formats. While conventional teaching and learning resources are reasonably accessible to regular learners, they clearly present significant barriers for learners who have long-term physical, mental, intellectual or sensory impairments. In an effort to promote the dignity of learners with disabilities, there is need to harness information and communications technologies (ICT) to cater for their educational needs. One strategy to address this, is the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and resources to support persons with disabilities. This article explores the benefits and challenges of developing an accessible digital textbook in relation to the VARK (Visual, Auditory, Read/Write, and Kinaesthetic) Learning style model. It is hoped issues raised in this paper will respond to a broad audience of different stakeholders engaged in either development or utilisation of digital accessible textbooks. accessible digital textbook, learners, disabilities, ICT, teaching and learning resources, curriculum

Aquesta és una traducció autoritzada d'un document del W3C. La publicació d'aquesta traducció ha seguit els passos descrits en la política de traduccions autoritzades W3C. En cas de dubte, la versió normativa de l'especificació és el document anglès original. Directrius per a l'accessibilitat al contingut web, versió 1.0 Directrius per a l'accessibilitat al contingut web, versió 1.0.

As tecnologias digitais facilitam e potencializam os mecanismos de informação e comunicação. No contexto do design do livro acessível, várias ferramentas podem ser utilizadas para auxiliar a educação de uma criança surda. Atualmente, a política de inclusão do governo brasileiro necessita de material bilíngue, língua de sinais e português, para contribuir com o processo de aprendizagem em sala de aula. No caso dos livros digitais, ainda não se estabeleceu critérios de qualidade e eficiência para utilizá-los. Assim, este estudo buscou, por meio de uma análise descritiva de dois eBooks para surdos, mostrar critérios e princípios de design visual de interface, especificamente o design de tela, que poderão contribuir para a produção de livros digitais com mais qualidade.

Considerando a íntima relação da obra A vida e as opiniões do Cavalheiro Tristram Shandy (1759-1767), de Laurence Sterne, com a textualidade digital, o objetivo desse artigo é compreender os elementos da obra e seu deslocamento nas adaptações no meio digital, ao comparar o livro em suas versões físicas e no formato amazon kindle. Desse modo, observa-se que as adaptações falharam em perceber as especificidades da obra e o que possui de moderno. Sendo assim, é necessário um maior cuidado nas adaptações, especialmente daquelas obras que são inovadoras.

Teachers must employ instructional approaches and tools that assist all students in accessing the curriculum, engaging in learning activities, and demonstrating their achievements. Universal design for learning and assistive technology make the curriculum and instructional practices accessible and engaging for all students. As there is little research examining the use of assistive technology in inclusive environments, this exploratory study uses semi-structured interviews with teachers, focus groups with students, and classroom observations to examine how elementary teachers implement assistive technology in general education classrooms within the context of universal design for learning and the supports and challenges that influence these practices.

O objetivo deste artigo é descrever as categorias imanentes do livro em tela. Primeiramente, discute-se o "livro em tela" como objeto, substancialmente afetado pela mediação digital. Em seguida, trata-se das condições epistemológicas dadas para sua investigação. Partindo de uma concepção teórico-crítica do fenômeno, buscou-se compreender como o livro em tela aparece para o seu leitor. Esta pesquisa envolveu entrevistas semiabertas (gravadas e sem aplicação de questionário) com dez leitores adultos e brasileiros, focalizando as imagens do livro em tela que compareciam nas falas dos entrevistados. A análise destas imagens permitiu identificar as seguintes categorias imanentes do livro em tela: efemeridade; bidimensionalidade; altaportabilidade; inconstância do fundo; disposição em rede; responsibilidade; inflexibilidade; multifuncionalidade; personificação; conservação temporária; acessibilidade imediata; e semipadronização. Espera-se que este estudo possa tornar mais evidentes as mudanças recentes da forma do livro, que se encontram articuladas à estrutura de nossa experiência no contexto da digitalização da cultura.