1. ICT integration in Higher Education: Health and Science Professors’ Experiences with and Authoring Tool Struchiner, Bazzo, and Giannella Universidade Federal Rio de Janeiro ICDE 2009

2. ANTECEDENTS Context and Motives

3. Pedagogical and Communication capabilities of ICTs (interaction, information access, simulation, etc.) ICT integration in higher education: social demands and educational policies – face to face, bended, and distance Professors as critical innovation and change agents: academic culture and teacher labour challenges Research and development of virtual tools and environments to support professors in the use of ICT in their teaching practices (educational models e experiences of LTC/NUTES)

4. RESEARCH and DEVELOPMENT

5. Research and Development of an Internet based Authoring Tool (Constructore) Based on pedagogical principles and on previous partnership experience with professors - “learning environments” Using Internet resources as pedagogical tools Easy to use/construct: no computer knowledge needed; quick production, implementation and publication of courses/activities Material produced are easy to handle and provide diversified information representation media

6. Resultados: Ferramentas Constructore e Bvneuro: modelo conceitual e estrutura DsdddddddddddDsddddddddddd Learning environment creation in six steps Flexible choices (ready or not) Easy to edit at any time

7. Resultados: Ferramentas Constructore e Bvneuro: modelo conceitual e estrutura DsdddddddddddDsddddddddddd Defining resources

8. Resultados: Ferramentas Constructore e Bvneuro: modelo conceitual e estrutura DsdddddddddddDsddddddddddd Defining course structure Inserting or importing learning resources/ objects

9. Resultados: Ferramentas Constructore e Bvneuro: modelo conceitual e estrutura DsdddddddddddDsddddddddddd Selecting layout Saving and publishing

10. Strategies for Diffusion and Adoption

11. Constructore seminars (different departments and institutes) Professors adopters as diffusers Development team provide professors with support for virtual course construction and implementation with students Dynamic tool improvement based on professors use, difficulties, and concerns (iterative process)

12. Results Basic Facts and Numbers

13. Careers and Institutes Involved From 2007-1 to 2009-1 Careers Institutes Medicine IBqM - Biochemestry Nursing NUTES - Health Education Biological Sciences IBCCF– Biophysics Psychology COPPE– Biomed. Engineering Physical Education IPUB – Psychiatry Dentistry Medical Physics Electronic Engineering

14. Courses/level and Students Involved From 2007-1 to 2009-1 Course Level200720082009-1 Total/ Level Undergraduate 4 191 12 600 8 538 24 1329 Graduate 8 167 8 186 6 52 22 405 Continuing Ed. 0000 6 165 2 63 8 228 Total/year 12 358 26 951 16 653 54 1962

15. Examples

23. Aplicativos de software de demonstração de resolução de problemas matemáticos

28. Results Lessons learned

29. Challenges and Concerns experienced by Professors Challenges and concerns Technical conditions: acess to server; space to support files Competencies: access, understand, and use the tool. Pedagogical challenges to meet educational objectives: course reconstruction, ICT role definition, ICT in educational practice Changes in teachers’ work: self- concerns: exposure/modernity; task- concerns: change practice/work overload; impact-concerns: expectation about student acceptance Research Categories Technical Challenges (West et al, 2007) Pedagogical Challenges (West et al, 2007) Change Challenges (Hall e Hord, 2005)

30. Laboratório de Tecnologias Cognitivas NUTES/UFRJ miriamstru@ufrj.br http://www.ufrj.br/nutes ltc.nutes.ufrj.br/constructore