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s s i o / r e v i s t a d e c i n c i a s d a e d u c a o n . 3 m a i / a g o 0 7 i s s n 1 6 4 9 4 9 9 0
Rbz I E B S:
R F O LMS
Ana Amli a Amorim Carvalho@p..p
U M
Resumo:O I , p E, P Cp P p p p , , b p , pb. A I p pp f p p p pp , p b b p .
C p ,
x . D , p , p XXI b p.
N p, b z LMS (L M Sy), M, p p p p . Ab b p p , z pp : b.
P f, p p z , p p b
p p b.
PalavrasChave:Cb, C, C, LMS, P, Pb online.
C , A A A (2007). Rbz I E B S: R F O LMS. Ssio. Revista de Cincias da Educao, 03, pp. 2540.
C [, ] p://.p..p
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INRODUO
I WWW (W W Wb)z b , p xp I (C, 2004, p. 15). A I z , p. A p C (2004) p,
p, x Gb, xp p ML (1962) p z p p Gb, pp, p, Galxia Internet.
N x [ I], nodalidade, b (C, 2004, p. 267). E b p p p, p .
A W W Wb b
p , p p (BLet al., 1994), .
The World Wide Web (W3) was developed to be a
pool o human knowledge, which would allow collabo-
rators in remote sites to share their ideas and all aspects
o a common project(BL et al., 1994, p. 76).
Ly (2001) Wb
(p. 154), p pb b. A ,
Wb , p, : p (Ly, 2000, p. 154).
, p, p pp p , p p p (C, 2006; C et al., 2005).
Dentro de algumas dezenas de anos, o cibe-
respao, as comunidades virtuais, as suas reser-vas de imagens, as suas simulaes interactivas,
o seu irreprimvel aumento de volume de textos e
sinais, ser o mediador por excelncia da inteli-
gncia colectiva da humanidade. Com este novo
suporte de inormao e de comunicao emergem
gneros de conhecimentos extraordinrios, crit-
rios de avaliao inditos para orientar o saber,
novos protagonistas na produo e tratamento dos
conhecimentos. Toda a poltica de educao de-
ver t-lo em considerao (Ly, 2000, p. 179).
pp M C E p p I . E 2002, M C , p F p Cp Cf N (FCCN), E Sp E U p P
Ap Uz E I E Pb 1 C E
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B, b p I@EB1. E p PjCp B IC EB1, pb M E Ep M CRIE (Cp, R I E), , ,
I E, P CpP, M 2006. D , b p p. P p p bz p p pz I p p, p.
A b z b b p . P
xz , p xp p p p p , z xp, pp p . Z (2007) b p b xp p pz b .
C pz ,
p p p p p , b z , b z p pz p bj j (C, 2004, p. 320).P , p pp p: pz, p b ; pp
pz, p , p pz 1.
P z, p p , b .G p z , p , p b , p , p z , b b. E
b , p b p. N z p Z(2007), b , p b p b .
A p p I p p, b, p b p p p b z .
N , p b , p p p
x b p p z. A, , p : .
D , p x p, ; p bp ; , , pb p . A b p p
, x , , j, , p . P , p b z p, p p z , j b p.
P f, LMS (L M Sy), M, p p pz
p. P p f M, p pj..p, b z p p.
O EMERGIR DA ECONOMIADO CONECIMENO EM REDE
O , P (2007). A
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70, R A, C A, Ly S Jy R pb . N 90, f b , bz
(). Bk (2002), , , p, p p f p p p (apud P, 2007).
O p Wb . O p 18 18 , A S
y D (ASD apudS, 2005). A x p , z .
P , BL W W Wb C (W3C) pb pf p Wb , Wb, . O W3C p p ,
f p p z.
The Semantic Web provides a common ramework
that allows data to be shared and reused across ap-
plication, enterprise, and community boundaries. It
is a collaborative eort led by W3C with participa-
tion rom a large number o researchers and indus-
trial partners (W3C, 2007, .p.).
O Ry (2005) pp Wb 2.0, pz p Wb. A Wb p . A px p w p p p , pb , Wkp, wk, p, b. p b p , 5, yp, p p w. By (2006) b
bkk, D.., wk, E, b, z p ().
A , RSS (Ry SpSy) p b p
2, b z f z p .
D p , b , , x p p . C I, Ab Mx (2007), p: p, p p p b
. Sb p, , b .
M (2005) b I x z , p, p j. O f p p bz I: p p , p , p
b p pp .A p p
p pz .
A , pp p xp. P p , , j.
O xp p pz
, bz Wb, p , p p. O p b b p b b .
Instead o lecturing, the participant [teacher] di-
vided students into small groups. Each group explo-
red a dierent revolution, created a PowerPoint pre-
sentation with pictures rom the Internet, and then
taught the class about their topic. Then, each group
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created test questions () and the teacher drew rom
their test questions to create a () test or the class to
take. Further, all students used Inspiration to create
a web o the wars and Timeliner program to make a
timeline o the major war events (Z, 2007, p. 325).
CONECIIDADE E CONECIISMO
A z j . p p . Sb , , p p b,pp p .
P xp, C (2004, p. 76) p
, j, p p p pp R , , p pb pp , R. S (2003), z p z pz, , p p , : P ,
p pb y , b y z p IC (.p.).
S (2005) p , w p . S p b x b p . Cx p
p .O pz,
b, , xp p pz, pp pz p : .S (2005) pp , , px z. C pp :
pz b p;
pz p x pz ;
pz p p ;
p p ;
x p pz ;
p p f x , ;
z pz ;
p pz: p p ().
C pz, z p S(2005), p b p . A z z b p x pz b. C , x p p p .
Learning (defned as actionable knowledge) can
reside outside o ourselves (within an organization
or a database), is ocused on connecting specialized
inormation sets, and the connections that enable us
to learn more are more important than our current
state o knowing(S, 2005, .p.).
O b
b . D p p j . D , p b , p p z.O z p (S, 2005).
U p p p, j .
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ssio | ana amlia a morim carvalho | rentailiar a internet no ensino sico e secundrio
NA SENDA DA PESqUISA:SELECCIONAR, CIAR E PLAGIAR
30 , b p bb, . A, ,
, Wb. M x j p, p , p z p . N , p Op A p f, z f b , , p p .
D p, A
b Mx (2007), f , , b . E p pb j p , , . P , Wb 2.0 (ORy,2005) pb p p . A, b p
p p p. ,j f p p (C, 2006; C etal., 2005; P, 2006).
F p , , , xp, . C p b j
p I p b ; p p z p. P , p p b ppf, p p z.
, C Wbq, p x Wb, pbz p p p .
p (Cz, 2006; Cz & C, 2005;G, 2005; M, 2007).
A C p , b , p f, p
p p , f (. xp b Ab E3). A Wbq px p p: , , p, (. C, 2002). O 1995 p B D M(D, 1995), p bj p x p
. D (2002) , p p Wbq, pp z p Wbqky. P p , Wbq x Wbq, p p (D, 2006).O p , p, p b . E b p
b z, , p . P , Wbq f, p j pz.
U p p p , p. Rz x bz p. S p,
p z C C4, , .
Eb j , p p p, , , (URL) . A b p b p p. M p p b p , p .Ap , z p
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ssio | ana amlia a morim carvalho | rentailiar a interne t no ensino sico e secundrio
x, p p, , b p.
COMUNICAO, COOPERAOE COLABORAO
A p z z p b I (M, 2005). C z b, p, p .O z (Bk & C, 1998; J et al., 1995; G, 1996). yky (1978) b pp
pz p , z px. O j bf p p p j p j b .
A Wbq, C , , b p, p , pz , p
bz p b z. E , , p bb, p j z .N , z, f b p p. Eb j f (Db, 1999; Gk, 1995; J & J, 2000) , , b p, p
, p b. O p b , p .
C R (1996), b p p b p z , b b z p p, . M z f p p p z b p,
pbz p . P , b p b b, pp ( & I, 2002; J &J, 2000; M, 2003; P, 2005).
O p
, (MSN) (Skyp), p xp. F p, Wk, pb .
PUBLICAR E PARILAR ONLINE
q b pbz
b , z, p z, p, p b p z. E p p b b z, p xp, b (Cz & C, 2006). D , p p Wb (E, 1998),b p Ly (2001).
C Wb 2.0,
pb . O p, pp pp b z. O p bb p z pb .O , p b . A j b p wk p b (C et al., 2006).
A z pb x Wb
b p pp p p . E, , pp p p com , p f (J, 2007, p. 21).
O f z b, p , p p, , z, p pbz (Cz et al., 2007; M & C,2006). E b.
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O p p p , p pf , p p , b p b,
b, p wk, (. Cz, 2006; M,2005). A p Wbq, C , p , x P, p, Yb, .
P b pbz p , p xp, B, Gwy, P, p pbz . O b b
. P z, p , p , .
O , b z p p , b p b pbz, x f p I z .
N x p 5 p p
pb . A xp, : B, WP (b); Pbwk, Wkp (wk), P (p: ),G D & Sp (p x ), Gwy (p p), Bbb,Gk (p ); , D(b ), S (p p), Fk (p ), Bbb, Sy (p ); k
(p 3D); Jp ( p ); M (), G , DyM Yb (p ),G A (), G P C(p Wb), SyMky ( ).
A (, p p ) z.E y, , p b p Wb.
USAR UM LMS (LEARNING MANAGEMENSYSEMS): ANAGENS E LIMIAES
O LMS (L M Sy) p p pz p p . A p
pbz x, , p p , , p , p pz b z p . O, LMS, p pz p, M(2006), w w w , w wk
, w w , w wkw by, w b , (p. 65).
O LMS p z b, p p, b p p p .
O M E Ep M CRIE pp
p p b p open source M, q R F C P IC. E j bz p p , p. N , p p j p p . A : p
p b, wk, , p xp, p p p? I , p p? z ?
N , D et al. (2007) M (2007) pp. A b b b b pp p b . P , D et al. (2007)
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p moodle, pp , b pj xz IC ,
z p pbz p p (p. 614). O p : b j z sotwa-re z [M] p b p p, p b j, sotware p (D et al., 2007, p. 616). M (2007) , , pp, b
b f M (p. 798).
C b CCUM(C Cp U M), M (2007) z p p b z (p. 789). p
p IC, z 2006, , , p M p b, M (2007, p. 789) b p , . A p
p p .R ,
z p M, L (2007), Lp G (2007) F F (2007), p xp IC. L (2007) p p p f pz, z p , p pz b (p. 316), f p p
, , p z Hot Potatoes, , p p (N=42) 10 B G.
Lp G (2007) xp z Ab J 2006
15 B G 11, p p, p . A pp p p z b p pz, pp z p p pz (p. 820).
F F (2007) z M 1 1 C E B,
p p , p p p .P pbz pp: J O, L P, E M, M, I Exp P (p. 496), p p xp f . D 22 , 10 p p 5 I. N , p p I
(F & F, 2007, p. 498). b z p Cz (2004) p p I p p .
Facilidade em usarS p pbz (b, wk, , , , p, .) Wb, ,
, : p p p p p , , p ?
N pb , p M (2007), p z f p z z , p (p. 786).
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A p p p, j x , pbz p p . N, z p: p ,
pf p, p , f p p p p. N p, f pbz b p b b, p xp, p . O , p , p
p p p. E p p pM .
A p z p p, b p Cw (2006), C(2007), L (2007), .
Privacidade e segurana na InternetA p, , p
p p. P , f p p , p p pz. E p, p , b, x. P f p . N p I. P f p.
N , p p,
p, b p j x p b. p .
O p , b z b , , z p , j p p p pz.
M , p , p p p, j p I .
E o uturo
O b. p p z, p p.
N p bp , . S p p z p b p, , p b . P z , p
. O p p pz, z, p pz, p p ? P ?
N j p p , p , z, , x, , ,
, . N p p p p. D, p p , p p pz. Eb p pz p p , p , p ,p p b.
N p p p b p p
p. p p p, p p pbz z . A, b p p pbz . M (2007) b p p, j .
Lp G (2007, p. 819) 17p p , 6 ppbz , , 6
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p p , xp 5 z b p p, z
, pp b , z p pz , , z online (b). O pp z p , f p , : p , 80% p p 15% p pp
(Lp & G, 2007,p. 821).
O b p . E f f p x p jxp (B, 2006; Cz, 2006; G, 2005; O, 2002). A pz, b b p p. D
, p b p pz b p, p. N p b j , p , p p p .
N f M6, p b p 1023 p
26846 p 184 p, pj..p7. P, , p p. D p b , p p? q ? Cbz p ?D p ? A p p / p p pz? q p pz? q p p
b z p?q pp C Ex z p ?
E p p p z p, j p
M.
CONCLUSO
A z x Wb b p, b b . p b
p.Ex
p Wb p b, wk, p, p , ., p p p p b pb b , p , p, b.Ap b b b, p
p pb Wb pbz Wb 2.0.
P , p , , , b , , p b, x pz b f.
p p p p pz, p p p p xp b.
A p x p , pb z . O p , E , pbz p p pz . N z p
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S (2006), p M 12 A E p.
C p M E pb ppbz
p , B RIED (R I E), bj pz p z, p p. A, p p p, p.
Ab 3D pp A W, , R L C, S L (SL). O
3D p , p. Ab pb 2003, 7 256 167 p, SL8. b p, 2005, p p , S L.
A Op Uy, R U, pj S Pk, S L. O b
p, z b p pz b 3D. Opp pj S ( , ) p b. N (w,2007) pj , p pz p
. I p p.
C , b PC,PDA , f p, j f
. A , p Sb 2007 p I, b pj N Op, p p b , ,p p p b p z.
A , p p b p p bz p pz. O
j p b p p. C bw S . C S M : , , p b pb .
F
, p pz, j p pp p , bz .
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Notas
1. E xp k.2. O () RSS.3. Ab E: C p://
www.p..p///C//
( J 2007).4. A L C C,
b f b b p, p , , j b, p pf. E p://www..p/ ( J 2007).
5. F Wb Web 2.0 List o Web 2.0application links. E p://www.wb20
./wb20/wb2.0. ( J 2007).
6. p://.// ( 11 J 2007).
7. Pj p M p b . Ep://...p///w.pp?=10074 ( J 2007).
8. p://./ ( 20 J 2007).
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