Potencial educativo dos mapas de tópicos e objetos de aprendizagem para aprendizagem móvel na sociedade do conhecimento

References

• sociedade do conhecimento Miguel Ángel MARZAL1 Silvia PEDRAZZI1 Abstract The aim of the article is to present topic maps as a model for managing digital education content and learning objects for the design of digital teaching materials as the building blocks for an ideal educational model for the knowledge society: mlearning. We assess the educational benefits of topic maps using double entry tables for m-learning and propose criteria for determining the effectiveness of learning objects in mlearning. The findings reveal a need for further research for the effective management of educational content specific to mlearning, which is considered in pedagogical models such as in connectivism. Keywords: Learning objects. Mobile communication services. Mobile learning. Topic maps. Resumo  none0 
• TM is an excellent tool for sharing and integrating content in technological environments. Moreover, the TM adapts well to the visual mapping software VIzigator, providing a more intuitive view of information. However, the learning environments must be investigated based on pedagogical theories that will generate relevant content and suitable teaching materials according to the new technologies. As these training materials have their own characteristics and design (Sharples et al., 2002), it is important to understand the educational theories and teaching strategies, particulary about evaluation of Table 1. Double entry table of the Search element. Search tools Search Categories displayed Results displayed Topic Maps Thesauri Indices Engine By document language05.205.200.400.4 By category spec.00.400.405.205.237.237.2 Source: Preparation by the authors (2014).  none0 
• AUTHORS M.A. MARZAL & S. PEDRAZZI Table 2. Double entry table of the Accessibility element. Accessibility Document clarity and simplicity Navigation mechanism clarity Element size adjustability008.408.413.213.203.603.63.625.225.23.6 Source: Preparation by the. TransInformação, Campinas, 27(3): 229-244, set./dez., 2015 http://dx.doi.org/10.1590/0103-37862015000300005 Table 3., 2014. Disponível em: http://dx.doi.org/10.1590/0103-37862015000300005.  LINK 
• AL. LO in m-learning contexts. According to Vidal et. from the point of view of production, the quality of a LO can be measured differently if we consider it as product or as process., 2008. Disponível em: http://dx.doi.org/10.1590/0103-37862015000300005.  LINK 
• LORI (Learning Object Review Instrument)(Nesbit et al., 2003)Furnishes an evaluation framework for LO based on the analysis of nine items, scored on a five-tier scale. The nine dimensions evaluated are: content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, standards compliance.  none0 
• IMPORTANT M.A. MARZAL & S. PEDRAZZI The second area is one of the most; ANALYZED not previously mentioned in any of the m-learning projects; CAÑAS is as follows: the quality of cognitive ergonomics. As defined by. cognitive ergonomics studies human activities related to information processing and knowledge that influence or are influenced by objects., 2006. Disponível em: http://dx.doi.org/10.1590/0103-37862015000300005-.  LINK 
• M.A. MARZAL & S. PEDRAZZI TransInformação, Campinas, 27(3): 229-244, set./dez., 2015 http://dx.doi.org/10.1590/0103-37862015000300005  none0