Régio Pierre da Silva

A color model in the usability of computer interface applied to users with low vision

This paper presents the results of a research on the usability of computer interfaces through colors for Low Vision users. It describes the methodology used, the 3 web interfaces tested for usability with the users in question, showing the results for the development of a prototype interface with colors as the main aspect. The prototype developed is presented with the usability test carried out with it. As a result of the work, a proposed color model is presented that includes Low Vision users in the construction and upgrading of computer interfaces, aimed at the usability of web interfaces.

Web-Based Learning Design Tool.

Purpose – The purpose of this paper is to propose a web‐based tool that enables the development and provision of learning designs and its reuse and re‐contextualization as generative learning objects, aimed at developing educational materials.Design/methodology/approach – The use of learning objects can facilitate the process of production and delivering of educational material and their reuse and re‐contextualization in different scenarios – such process is due to the current development stage of information and communication technologies (ICTs), which allow easy access to products and services related to them. ICTs combined with instructional design theories, lead to the emergence of new generations of distance learning, which add educational content to web‐based services. From this combination rises a hybrid mode of education, which combines tools for face‐to‐face and distance learning (blended learning).Findings – The use of the web as a platform for production and management of learning objects comes...

Design-Based Learning Supported by Empirical-Concrete Learning Objects in Descriptive Geometry

Undergraduate programs in Engineering, Architecture, and Design offer courses on Descriptive Geometry and Technical Drawing at early stages, to provide students with basic knowledge to deal with subjects related to representation throughout their careers. However, first and second-year students face some problems, as they have small (or none) experience with orthographic views and need to learn this form of communication at the same time they are learning it. A way to diminish the level of abstraction of those courses is to engage the students in meaningful activities and hands-on experiences, providing them with empirical-concrete resources, so they can manipulate and analyse tangible objects, instead of devising abstract elements. This paper proposes a way to ease the transition from 3D objects to 2D views, leveraging the spatial abilities and reasoning of the students, using constructive blocks through a design-based learning approach. The blocks are provided at the beginning of the course and serve as support for the classroom activities.