- Juliana Monteiro is graduated in Communication Sciences by the University of Porto (2006) and Master in Multimedia, with specialization in Education, also by the University of Porto (2013). Juliana is currently PhD Candidate in the Doctoral Program in Digital Media held by the UT Austin | Portugal Program and fellow researcher from the Portuguese Foundation for Science and Technology, with research interests in the fields of storytelling, cultural identity, the audiovisua... moreJuliana Monteiro is graduated in Communication Sciences by the University of Porto (2006) and Master in Multimedia, with specialization in Education, also by the University of Porto (2013).
Juliana is currently PhD Candidate in the Doctoral Program in Digital Media held by the UT Austin | Portugal Program and fellow researcher from the Portuguese Foundation for Science and Technology, with research interests in the fields of storytelling, cultural identity, the audiovisual discourse and the roles social media have on amplifying all this.
Juliana has also been sharing her passion for Digital Media through teaching since 2013 as Assistant Professor at the Faculty of Psychology and Educational Sciences of the University of Porto.edit
Os alunos do Séc. XXI são diferentes dos alunos de há 20 anos atrás. O manancial de informação disponibilizado pela sociedade da informação acabou por moldar necessidades, maneiras de pensar e até estruturas cognitivas, apontando o... more
Os alunos do Séc. XXI são diferentes dos alunos de há 20 anos atrás. O manancial de informação disponibilizado pela sociedade da informação acabou por moldar necessidades, maneiras de pensar e até estruturas cognitivas, apontando o caminho para uma necessidade de trabalhar novas estratégias de ensino-aprendizagem para melhor ir de encontro a estes nativos digitais. Concomitantemente, o surgimento de novas ferramentas da sociedade da informação e o ritmo alucinante a que a informação passou a circular acabaram por dar origem a novas formas de narrativa, que espelham na sua morfologia grandes influências da forma como a própria informação circula nesta Aldeia Global de McLuhan. Surgem assim narrativas hipertextuais, não lineares e multilineares, que entusiasmam aqueles que conviveram desde cedo com a linguagem do hipertexto e têm assim moldada a forma como processam a informação. Neste artigo que reflete o trabalho de investigação realizado no âmbito do Mestrado em Multimédia da Faculdade de Engenharia da Universidade do Porto, estudamos a utilização da narrativa multilinear na esfera educativa como ferramenta capaz de envolver e entusiasmar as crianças do primeiro ciclo no contacto com a leitura de um livro digital, tendo como objeto de estudo um conto infantil neste formato. Através dos indicadores recolhidos, pudemos aferir que a narrativa multilinear contribuiu eficazmente para impulsionar o interesse pelos conteúdos e foi capaz de envolver os participantes nas atividades de leitura. Para além disso, as crianças revelaram especial interesse na adoção da narrativa multilinear para matérias escolares, indicando que aprender a mesma coisa de formas diferentes não seria " tão aborrecido " e que facilitaria a aprendizagem.
Students from the XXI century are diferente from those from 20 years ago. The huge information stream ended up shaping needs, ways of thinking and even cognitive structures, showing that it increasingly importante to work on new teaching and learning strategies so that we can meet the needs of these digital natives students. Simultaneously, both the new tools from this information society and the fast rythm at which information now flows, gave way to the birth of new narrative morphologies, which sipped great influences in the way information flows in this information society itself. Hypertext narratives, non-linear and multilinear, all came up for the amusement of those who have always lived immersed in hypertext and thus have shaped the way they process information accordingly. In this article that mirrors an investigation work decurrent from the Multimedia Master from – Faculty of Engineering of the University of Porto, we study the usage of the multilinear narrative on the education field as a tool able to engage and enthuse 1st grade students with reading activities with a digital book with an educative short story. Through the data collected, we could infer that the multilinear narrative contributed effectively to boost interest in the contents and it was able to engage participants on the reading activities. In addition, children also showed particular interest in the adoption of multilinear narrative for school subjects, indicating that learning the same thing by different ways would be "less boring" and that would make learning easier.
Students from the XXI century are diferente from those from 20 years ago. The huge information stream ended up shaping needs, ways of thinking and even cognitive structures, showing that it increasingly importante to work on new teaching and learning strategies so that we can meet the needs of these digital natives students. Simultaneously, both the new tools from this information society and the fast rythm at which information now flows, gave way to the birth of new narrative morphologies, which sipped great influences in the way information flows in this information society itself. Hypertext narratives, non-linear and multilinear, all came up for the amusement of those who have always lived immersed in hypertext and thus have shaped the way they process information accordingly. In this article that mirrors an investigation work decurrent from the Multimedia Master from – Faculty of Engineering of the University of Porto, we study the usage of the multilinear narrative on the education field as a tool able to engage and enthuse 1st grade students with reading activities with a digital book with an educative short story. Through the data collected, we could infer that the multilinear narrative contributed effectively to boost interest in the contents and it was able to engage participants on the reading activities. In addition, children also showed particular interest in the adoption of multilinear narrative for school subjects, indicating that learning the same thing by different ways would be "less boring" and that would make learning easier.
Research Interests:
This paper analyses a project to enhance and develop Chemistry communication skills. A design-based research focused on 32 pre-university students, organized in three rounds, that developed resources using digital tools for different... more
This paper analyses a project to enhance and develop Chemistry communication skills. A design-based research focused on 32 pre-university students, organized in three rounds, that developed resources using digital tools for different audience targets. Contrarily to initial assumptions, the subjects did not show signs of “chemophobia” or digital expertise. Random groups, cadavres exquis and group discussions helped to identify and to build more relevant, grounded and complex social contexts. When subjects have positive feelings about Chemistry and are not aware of the possible negative meanings of the Chemistry lexicon in society, it is necessary to stimulate a cognitive reframe and attitudinal awareness so that they can communicate Chemistry. Implications include the acknowledgment of the relevance of summer school projects that address socioscientific issues to bridge conceptual knowledge and contextual significance.