<?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>S1981-416x2018000300760</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.058.ds08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação híbrida e design instrucional: estudo de caso no Ensino Superior Tecnológico]]></article-title>
<article-title xml:lang="en"><![CDATA[Blended learning and Instructional Design: case study in Technologic Higher Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñanza híbrida y diseño instruccional: estudio de caso en la Educación Superior Tecnológica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Adriane Belluci Belório de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mill]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Tecnologia de Botucatu  ]]></institution>
<addr-line><![CDATA[Botucatu SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>58</numero>
<fpage>760</fpage>
<lpage>778</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000300760&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000300760&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000300760&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em um cenário em constante transição, um dos desafios vividos, atualmente, no âmbito educacional, é o que envolve o planejamento e a construção de modelos de design instrucional compatíveis às emergentes necessidades de aprendizagem do aluno em qualquer nível de formação, seja básico, seja superior. Assim, com o intuito de experimentar um ambiente em que se tem a implementação de princípios da educação híbrida, este artigo tem por objetivo apresentar um estudo de caso em que se planejou e aplicou uma proposta de design instrucional, com ênfase na utilização de inovações e aplicações tecnológicas como apoio a aulas presenciais, para a disciplina de Comunicação e Expressão em um curso superior tecnológico público.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In a scenario in constant transition, one of the challenges currently faced in the educational sphere is what involves planning and constructing instructional design models compatible with the emerging learning needs of the student at any level of training, whether basic or superior. The aim of this article is to present a case study in which an instructional design was planned and implemented, with the emphasis on the use of innovations and technological applications as support for face-to-face classes, for the subject of Communication and Expression in a public technological higher education course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En un escenario en constante transición, uno de los desafíos vividos, actualmente, en el ámbito educativo, es lo que implica la planificación y la construcción de modelos de diseño instruccional compatibles con las emergentes necesidades de aprendizaje del alumno en cualquier nivel de formación, sea básico, sea superior. Así, con el propósito de explorar un ambiente en que se tiene la implementación de principios de la enseñanza híbrida, este artículo tiene por objetivo general presentar un estudio de caso en que se planificó y aplicó una propuesta de diseño instruccional, con énfasis en la utilización de innovaciones y aplicaciones tecnológicas, com el fin de apoyar las clases presenciales en la disciplina de Comunicación y Expresión en un curso superior de tecnología público.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aplicações tecnológicas]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Inovações educacionais]]></kwd>
<kwd lng="en"><![CDATA[Technological applications]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Educational innovations]]></kwd>
<kwd lng="es"><![CDATA[Aplicaciones tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Innovaciones educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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