Multimedia design and transmedia storytelling: content production for microtrainings.

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dc.contributorTÉRCIA ZAVAGLIA TORRES, CNPTIA; MARCIA IZABEL FUGISAWA SOUZA, CNPTIA; JOSÉ RUY PORTO DE CARVALHO, CNPTIA; SILVIO ROBERTO MEDEIROS EVANGELISTA, CNPTIA.
dc.creatorTORRES, T. Z.
dc.creatorSOUZA, M. I. F.
dc.creatorCARVALHO, J. R. P. de
dc.creatorEVANGELISTA, S. R. M.
dc.date2016-01-29T11:11:11Z
dc.date2016-01-29T11:11:11Z
dc.date2016-01-29
dc.date2015
dc.date2016-02-19T11:11:11Z
dc.date.accessioned2026-07-07T04:14:29Z
dc.descriptionThis article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled "production cycle of pedagogical contents (microcontents)" is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experiences, thus helping them to resignify their realities and to build new rationalities to address their problems. The model "production cycle of pedagogical contents (microcontents)" was built to potentialize the chances of making microtrainings via mobile devices into massive actions that favour the TT process of Brazilian Agricultural Research Corporation (Embrapa), under a constructivist learning approach.
dc.identifierCreative Education, v. 6, p. 2466-2480, Dec. 2015.
dc.identifierhttp://www.alice.cnptia.embrapa.br/alice/handle/doc/1035570
dc.identifier.urihttp://hdl.handle.net/123456789/455151
dc.languageeng
dc.rightsopenAccess
dc.subjectMultimedia Design
dc.subjectMultimídia
dc.subjectTecnologia digital
dc.subjectFerramenta pedagógica
dc.subjectGestão da informação
dc.subjectEducação não formal
dc.subjectMicroconteúdo
dc.subjectMicrocontent
dc.subjectNew techonology
dc.subjectTecnologia da informação
dc.subjectAdoção de inovações
dc.subjectInnovation adoption
dc.subjectEducation
dc.subjectInformation technology
dc.titleMultimedia design and transmedia storytelling: content production for microtrainings.
dc.typeArtigo de periódico

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Embrapa Agricultura Digital (CNPTIA)