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196 HIPERMÍDIAS: IntERfAcES DIgItAIS EM EA D where it plans, prepares, designs, produces and publishes texts, images, graphics, sounds and movements, simulations, activities and tasks related to an area of study – is able to customize the styles and rhythms of individual learning and adaptation to create instructional and regional characteristics of each user. The Instructional design in context (DIC) seeks a balance between process automation planning and personalization and contextualization in the teaching situation, using for that purpose tools features Web 2.0 (FILATRO, 2008). The DIC approaches the instructional design open, as it considers central to human activity, but does not exclude the possibility of using fixed units and pre- programmed, as goals, domain knowledge and specific contexts. In other words, the RCI recognizes the need for change during the execution carried to term by the participants, but admits that the customization and flexibility can also be performed by resources adaptable pre-programmed (FILATRO, 2008). 2. Design methods applied to hypermedia environments Learning situations can be created and enriched with multimedia and interactivity. However, Tarouco et al, (2003) points out that even using authoring languages to create the materials, the development effort involves major financial and human resources. The design of a hypermedia usually starts with a taxable event. This fact generator consists of a clear intention that rests on the tripod consisting of the goal to be achieved (for) the content to be transmitted (which) and an audience to be reached (who) (ULBRICHT, et al. 2008). According to Ulbricht et al. (2008), design and choice of narrative to convey the contents of the field should be appropriate to the User Profile and needs to support the vision of the whole, which is also facilitated by the concept maps. The adoption of an appropriate narrative directly influences the choice of metaphor will be explored in
HIPERMÍDIAS: IntERfAcES DIgItAIS EM EA D interaction design (the interface that has its greatest expression) and in the choice and combination of media that will provide all the screens of the environment. Garret (2003) presents a methodological framework for the construction of hypermedia, divided into two parts: software interface and hypertext system. This occurred because the web was originally conceived as a way to share information hypertext, but with the increasing development of sophisticated technology, encouraged its use as a remote software interface. Thus, interface becomes the link User interaction with the hypermedia. It is then, for this reason that the author presents a model project focused on two parts, based on the interface. Thus, the first part - software interface - correlated elements oriented to the tasks that the User will hold. And the second part - the hypertext system - manages the information-oriented information (content) contained in the hypermedia. Both parties are implemented together and share two characteristics: the information architecture and content requirements that are the basis of the structure. By observing the two methods discussed for hypermedia, it is clear that the phase design permeates the process of image creation and development of interface. The programming data is inherent in both models, as well as the phase of adaptation to the users of the system and textual schema covers the stages of compilation of hypertext content. In this context, when comparing the models (design of hypermedia and the instructional design model by Addi)e, one realizes that it adds these phases, covering the whole methodological structure of hypermedia for learning. Instructional design may be, then, a macro scheme which makes the broad process of developing hypermedia multidisciplinary aligned in a hierarchy. 197
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HIPERMÍDIAS: INTERFACES DIGITAIS E
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SUMÁRIO PREFÁCIO ................
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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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81 Referências HIPERMÍDIAS: IntER
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