<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000100195</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ambientes Virtuais enriquecidos com tecnologias audiovisuais e o seu impacto na promoção de competências de aprendizagem de estudantes de pós-graduação em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual Environments enriched with audio-visual technologies and their impact on the promotion of learning skills of postgraduate students in Portugal]]></article-title>
<article-title xml:lang="es"><![CDATA[Ambientes virtuales enriquecidos con tecnologías audiovisuales y su impacto en la promoción de las competencias de aprendizaje de los estudiantes de posgrado en Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[J. António]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias-Trindade]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta de Portugal  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra Faculdade de Letras ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>195</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100195&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As relações humanas, sociais e pedagógicas contemporâneas têm sofrido grandes transformações impulsionadas pela apropriação das tecnologias, que assumem um papel crucial na mudança de hábitos e comportamentos. E perante esta realidade as instituições educativas enfrentam, hoje, o desafio não só de criar cenários de aprendizagem que promovam a aquisição de conhecimentos, mas também de conceber ambientes para o desenvolvimento de competências de aprendizagem. Neste artigo, é precisamente um desses cenários que pretendemos analisar, descrevendo o seu impacto nas competências de aprendizagem de vinte e quatro estudantes de pós-graduação, a partir da análise qualitativa das suas perceções e narrativas e tendo como referencial o Modelo Pedagógico desenvolvido por Moreira (2017) para o desenho de e-Atividades de aprendizagem centradas na &#8220;desconstrução&#8221; de imagens em movimento. Os resultados mostram que o design do ambiente, ancorado no modelo pedagógico considerado e na utilização de tecnologias audiovisuais, pode ter efeitos muito positivos na autoaprendizagem dos estudantes de pós-graduação, a nível das diferentes dimensões consideradas: Aprendizagem Ativa, Iniciativa e Autonomia. São discutidas as implicações dos resultados encontrados, tanto do ponto de vista de intervenção prática, quer em termos de investigações futuras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Contemporary human, social, and pedagogical relationships have undergone major transformations driven by the appropriation of technologies, which play a crucial role in changing habits and behaviours. Faced with this reality, educational institutions face the challenge of not only having to create learning environments conducive to the acquisition of knowledge, but also scenarios suited to the development of learning skills. In this article the analysis focuses precisely on one of such scenarios and will determine its impact on the learning skills of twenty-four graduate students, based on the qualitative analysis of their perceptions and narratives having as reference the Pedagogical Model developed by Moreira (2017) for the design of e-Activities centred on the &#8220;deconstruction&#8221; of moving images. The findings show that the design of the environment, anchored on this pedagogical model and on the use of audio-visual technologies, can have very positive effects on the self-learning of postgraduate students, in the different dimensions considered: Active Learning, Initiative and Autonomy. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las relaciones humanas, sociales y pedagógicas contemporáneas han sufrido grandes transformaciones impulsadas por la apropiación de tecnologías, que desempeñan un papel crucial en el cambio de hábitos y comportamientos. Ante esta realidad, las instituciones educativas enfrentan el desafío de no solo tener que crear entornos de aprendizaje propicios para la adquisición de conocimientos, sino también escenarios adecuados para el desarrollo de habilidades de aprendizaje. En este artículo el análisis se enfoca precisamente en uno de estos escenarios y determinará su impacto en las habilidades de aprendizaje de veinticuatro estudiantes de posgrado, basado en el análisis cualitativo de sus percepciones y narrativas que tienen como referencia el Modelo Pedagógico desarrollado por Moreira (2017) para el diseño de e-Actividades centradas en la &#8220;deconstrucción&#8221; de imágenes en movimiento. Los resultados demuestran que el diseño del ambiente, anclado en este modelo pedagógico y en el uso de tecnologías audiovisuales, puede tener efectos muy positivos en el autoaprendizaje de los estudiantes de posgrado, en las diferentes dimensiones consideradas: Aprendizaje activo, Iniciativa y Autonomía. Se discuten las implicaciones de los resultados, tanto desde el punto de vista de la intervención práctica como con vistas a futura investigación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competências de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Audiovisuais]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes Virtuais de Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Learning Skills]]></kwd>
<kwd lng="en"><![CDATA[Audio-visual Technologies]]></kwd>
<kwd lng="en"><![CDATA[Virtual Learning Environments]]></kwd>
<kwd lng="es"><![CDATA[Competencias de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías Audiovisuales]]></kwd>
<kwd lng="es"><![CDATA[Ambientes Virtuales de Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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