Abstract

JUNQUEIRA, Eduardo S.. Conteúdos hipermodais para fins de aprendizagem: usos em contexto pelos alunos. Educ. Rev. [online]. 2010, vol.26, n.03, pp.371-386. ISSN 0102-4698.

The analysis of the use of hypermodal artifacts and content by distance learning students indicated two key elements. Content structure and cohesion, established by stable semiotic categories of hypermodal artifact’s analysis, indicated that they have not determined the student's use. Guided by cultural elements and their own goals, students established communicative practices that extrapolated the print/digital dichotomy. The students printed the online content and established the centrality of the printing material for their learning without disregarding hypermodal content. From the printing material, they used content as “webs” and developed paths as they coherently navigated and read the materials. The study indicates the need to establish flexible, open to participation processes of content design aimed at the student's participation to produce more interactive and democratic content for the production of learning.

Keywords : Hypermodality; Communicative Practices; Learning.

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