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184 HIPERMÍDIAS: IntERfAcES DIgItAIS EM EA D and general users) conditions to build tacit knowledge (competences and abilities) and explicit knowledge (theory). In that way, it needs to provide real life and interactive experiences (simulations and animations) and other forms to build concepts and cognitive schemes that are used to solve problems. On this perspective it is important to be aware about the many different learning channels. For instance, there are many different kinds of learners as audio, visual, tactile (who needs to be part of the experience), emotional, etc. The second step was to choose between the many media alternatives one that was going to be presented to the Comitê Internacional de Avaliação de Objetos de Aprendizagem as a pilot. After the many considerations, it was agreed that a software was the best media option and it would be the integrator of the proposed solution. This pilot had as main objective to grant the best possible probability to reach the adequate learning channel to the target public variety demanded by the Projeto Condigital MEC/SEED. In addition, instead of presenting just one simulator, it was concebed and produced a complex media that contained a interactive simulator, video elements (that are also used as an acessibility channel to audio and visual deficient people) and theorical references that are presented in a form that make it possible to move forward at problems understanding which are proposed in the evaluation as a learning element. Moreover, the term Complexmedia started being used as a synonym to this learning object and it was concebed in the sense to make possible to use, not just sporadically and systematically by professors, students and other interested users, but also as a preferencial tool to Distance Education and knowledge managing and dissemination, in what it refers as a process of continued formation to physics professors in Brazil. The data reveals that only a small part of professors working nowadays in this
HIPERMÍDIAS: IntERfAcES DIgItAIS EM EA D area, on public institutions, have Physics graduation. The majority of professionals on the Physics courses does not have Physics graduation or are still finishing it. The Complexmedia structure offers the professors access to the material via web (by links), gives the opportunity to read interactively theory references written by technical experts of the specific areas, elements of historical and tecnological context, theme provocations (via magnetic data), evaluation processes that permits to outstand and explore physical themes in a way that can be put on the student context, knowledge management and a navigation map and a Professor’s Guide with detailed orientations about how to use the learning object. The programs and concepts developed to the Complexmedia are in a validation process (with high school teachers and students), to evaluate the potential and strategies of dissemination of structured knowledge built in the platform, this evaluation is being developed as a part of the PhD project of the professor Maria Tais de Melo in the Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento (www.egc.com.br) of the UFSC, more specifically in the Media and Knowledge area by the orientation of the Prof. Fernando Jose Spanhol and co-orientation of the Prof. Francisco Pereira Fialho. It can be seen that decisions like the one described does not bring more cost to contracts already established, instead it can also make more real the social and ethical commitment of the institutions involved with the SEED/MEC proposal permitting them to disseminate Physics knowledge and making more strong the formation of professors and students in Brazil. References CARVALHO NETO, C. Z.; MELO, M. T. Complexmedia: um conceito de autoria dedicado a objetos de aprendizagem. São Paulo: Laborciência Editora, 2009. 185
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11 humana, nossa própria diversida
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14 ABSTRACT HIPERMÍDIAS: IntERfAcE
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47 Figura 1: Fases do processo de d
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51 3.1 Metodologia proposta por Gar
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55 » » » o conteúdo seria apres
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63 wpi.edu/~isg_501/bridget/html>.
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71 Personalizando a experiência de
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73 » » » » » S-2 Amplitude de
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81 Referências HIPERMÍDIAS: IntER
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