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Promover a aprendizagem e interação de alunos cegos em espaços colaborativos
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Promover a interação e colaboração entre alunos, especialmente se forem cegos em espaços colaborativos de ensino é uma forma de melhorar e improvisar a aprendizagem dos mesmos. A interação é um factor central da constituição do fenómeno humano, o contacto e relacionamento com os elementos da mesma natureza são necessidades intrínsecas ao homem, que dessa forma busca conhecimento. As salas de aula mantêm-se iguais há muito tempo e estão dispostas exactamente da mesma forma e mesmo que tenham alguns computadores ou projectores poucas vezes são utilizados. Será esta a melhor disposição para cativar os alunos? Esta dissertação investiga como espaços colaborativos com tecnologia avançada podem significar uma maneira de motivar os alunos, de melhorar a interação de alunos cegos utilizando a tecnologia em apoio à aprendizagem colaborativa.
Alunos com deficiência visual enfrentam muitas vezes dificuldades no sistema escolar e em espaços colaborativos de ensino por não existirem recursos suficientes que os apoiem na interação. Estes espaços devem estar preparados para estes alunos deficientes visuais fornecendo uma base social para o aprendizado, incluindo interações entre pares. As interfaces disponíveis neste tipo de espaços devem ser centradas no utilizador e devem promover a interação entre os alunos. Pretende-se então que alunos cegos aprendam a relacionar-se e a interagir com as interfaces existentes no espaço e uns com os outros, onde a troca de ideias e opiniões aumenta o desenvolvimento individual e colectivo de todos. A procura de soluções e respostas para problemas com recurso à aprendizagem colaborativa, gera trocas de ideias e conceitos e promove o desenvolvimento cognitivo entre todos os envolvidos. O desafio é contextualizar a historia das interfaces e perceber como ao longo dos anos promovem ou limitam a colaboração de alunos com deficiência visual. Designers que desenvolvem estas interfaces devem faze-lo sempre a pensar em todos os utilizadores, principalmente se apresentam alguma barreira física ou intelectual.
Promoting interaction and collaboration among students, especially if they are blind in collaborative learning spaces is a way to improve and improvise their learning. Interaction is a central factor in the constitution of the human phenomenon, contact and relationship with elements of the same nature are intrinsic needs of man, who thus seeks knowledge. Classrooms have remained the same for a long time and are arranged in exactly the same way and even if they have a few computers or projectors they are rarely used. Is this the best way to motivate students? This dissertation investigates how collaborative spaces with advanced technology can mean a way to motivate students, to improve the interaction of blind students using technology to support collaborative learning. Visually impaired students often face difficulties in the school system and in collaborative teaching spaces because there are not enough resources to support them in their interaction. These spaces should be prepared for these visually impaired students by providing a social basis for learning, including peer interactions. Interfaces available in such spaces should be user-centered and should promote interaction between students. It is then intended that blind students learn to relate and interact with existing interfaces in space and with each other, where the exchange of ideas and opinions increases the individual and collective development of all. The search for solutions and answers to problems using collaborative learning generates exchanges of ideas and concepts and promotes cognitive development among all involved. The challenge is to contextualize the history of interfaces and to understand how over the years how they promote or limit the collaboration of visually impaired students. Designers who develop these interfaces should always do it with all users in mind, especially if they have any physical or intellectual barriers.
Promoting interaction and collaboration among students, especially if they are blind in collaborative learning spaces is a way to improve and improvise their learning. Interaction is a central factor in the constitution of the human phenomenon, contact and relationship with elements of the same nature are intrinsic needs of man, who thus seeks knowledge. Classrooms have remained the same for a long time and are arranged in exactly the same way and even if they have a few computers or projectors they are rarely used. Is this the best way to motivate students? This dissertation investigates how collaborative spaces with advanced technology can mean a way to motivate students, to improve the interaction of blind students using technology to support collaborative learning. Visually impaired students often face difficulties in the school system and in collaborative teaching spaces because there are not enough resources to support them in their interaction. These spaces should be prepared for these visually impaired students by providing a social basis for learning, including peer interactions. Interfaces available in such spaces should be user-centered and should promote interaction between students. It is then intended that blind students learn to relate and interact with existing interfaces in space and with each other, where the exchange of ideas and opinions increases the individual and collective development of all. The search for solutions and answers to problems using collaborative learning generates exchanges of ideas and concepts and promotes cognitive development among all involved. The challenge is to contextualize the history of interfaces and to understand how over the years how they promote or limit the collaboration of visually impaired students. Designers who develop these interfaces should always do it with all users in mind, especially if they have any physical or intellectual barriers.
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Keywords
Espaços colaborativos Aprendizagem Interação Deficiência visual Interfaces