{"id":2075,"date":"2020-02-21T07:26:46","date_gmt":"2020-02-21T10:26:46","guid":{"rendered":"https:\/\/maraberto.brasilia.fiocruz.br\/?p=2075"},"modified":"2021-03-30T22:27:30","modified_gmt":"2021-03-31T01:27:30","slug":"resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia","status":"publish","type":"post","link":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/","title":{"rendered":"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Neste post apresentamos os resultados da revis\u00e3o de literatura acerca da primeira pergunta levantada na constru\u00e7\u00e3o metodol\u00f3gica da Matriz Anal\u00edtica<\/a>. Quais s\u00e3o as contribui\u00e7\u00f5es existentes na literatura sobre a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica relacionadas \u00e0 Educa\u00e7\u00e3o a Dist\u00e2ncia? Com esta quest\u00e3o, o objetivo \u00e9 apresentar as principais avalia\u00e7\u00f5es ergon\u00f4mica-pedag\u00f3gicas existentes aplicadas para contextos de educa\u00e7\u00e3o a dist\u00e2ncia. Pela pluralidade de estudos dedicados \u00e0 avalia\u00e7\u00e3o ergon\u00f4mica e pedag\u00f3gica no campo amplo da educa\u00e7\u00e3o, como forma de limitar a pesquisa de literatura neste contexto, optou-se por selecionar apenas os autores que se dedicam \u00e0 avalia\u00e7\u00e3o de material pedag\u00f3gico no contexto espec\u00edfico da educa\u00e7\u00e3o \u00e0 dist\u00e2ncia. O termo \u2018pedagogical usability\u2019 \u00e9 usado para definir esta colabora\u00e7\u00e3o entre usabilidade e a \u00e1rea de educa\u00e7\u00e3o. Assim, enquanto alguns autores defendem o uso estritamente ergon\u00f4mico e t\u00e9cnicas tradicionais na \u00e1rea da educa\u00e7\u00e3o, outros insistem sobre a import\u00e2ncia do lado educacional sem abandonar a integra\u00e7\u00e3o da usabilidade. Na forma de linha do tempo, 23 autores contribuem neste contexto: Bates1<\/sup>, Van Slyke, Kittner, e Belanger2<\/sup>\u00a0Squires e Preece3<\/sup>, Quinn, Alem e Eklund4<\/sup>, Scanlon, Jones, Barnard, Thompson e Calder5<\/sup>, Belanger e Jordan6<\/sup>, Hughes e Attwell7<\/sup>, Matera, Costabile, Garzotto e Paolini8<\/sup>, Bunderson9<\/sup>, Trinchero10<\/sup>, Lam e McNaught11<\/sup>, Mehlenbacher, Bennett, Bird, Ivey, Lucas, Morton e Whitman12<\/sup>, Dringus e Cohen13<\/sup>, Kirkpatrick e Kirkpatrick14<\/sup>, Baker e O\u2019Neil15<\/sup>, Nokelainen16<\/sup>, Ardito, Costabile, De Marsico, Lanzilotti, Levialdi, Roselli e Rossano17<\/sup>, Shield e Kukulaska-Hulme18<\/sup>, Bolchini e Garzotto19<\/sup>, Zumbo e Ruhe20<\/sup>, Zaharias e Poylymenakou21<\/sup>, \u00a0 Ssemugabi & de Villers22<\/sup>, Alsumait e Al-Osaimi23<\/sup>.<\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t
Linha do tempo: contribui\u00e7\u00f5es te\u00f3rico-conceituais para a constru\u00e7\u00e3o da matriz<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

<\/p>\n

A diferencia\u00e7\u00e3o entre os autores e os estudos por eles conduzidos serviu de base para a estrutura\u00e7\u00e3o e cruzamento dos crit\u00e9rios de avalia\u00e7\u00e3o. A partir do levantamento bibliogr\u00e1fico, no contexto da EaD, seis atores s\u00e3o destacados e merecem ser avaliados segundo crit\u00e9rios espec\u00edficos: aprendizes, instrutores, curso, sociedade, institui\u00e7\u00e3o e sistema. No que diz respeito aos aprendizes, \u00e9 necess\u00e1rio levar em considera\u00e7\u00e3o a satisfa\u00e7\u00e3o, o hist\u00f3rico de aprendizagem, a motiva\u00e7\u00e3o, as habilidades t\u00e9cnicas, os objetivos pessoais e expectativas, o conhecimento, o progresso, participa\u00e7\u00e3o, e a intera\u00e7\u00e3o. Para os instrutores foram pontuadas as compet\u00eancias, a intera\u00e7\u00e3o e o envolvimento, enquanto no \u00e2mbito do curso \u00e9 preciso enfatizar as metas e os objetivos, os resultados e a avalia\u00e7\u00e3o, a inclus\u00e3o de exemplos pr\u00e1ticos e as tarefas. No que se refere ao ponto de vista da sociedade, ressalta-se a relev\u00e2ncia. S\u00e3o pontos importantes no contexto da institui\u00e7\u00e3o, os objetivos de alcance, os recursos, a gest\u00e3o, os valores e a certifica\u00e7\u00e3o. Para o sistema, \u00e9 necess\u00e1rio considerar fatores como equipamento, acessibilidade, conectividade e suporte.<\/p>\n

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t
Atores destacados no levantamento bibliogr\u00e1fico<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

<\/p>\n

Essa classifica\u00e7\u00e3o contribui para identifica\u00e7\u00e3o das categorias e dos pontos que devem ser tomados em considera\u00e7\u00e3o no processo de avalia\u00e7\u00e3o. Por isso, considerar a especificidade dos atores envolvidos do processo \u00e9 de grande relev\u00e2ncia para estruturar a matriz. Contudo, a literatura permite tamb\u00e9m propor uma outra classifica\u00e7\u00e3o poss\u00edvel, segundo as \u00e1reas de usabilidade, educa\u00e7\u00e3o, comunica\u00e7\u00e3o e design.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t
Avalia\u00e7\u00e3o segundo crit\u00e9rios espec\u00edficos<\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t
<\/figure>\n

Este \u00e9 o segundo post relacionado ao assunto \u201cConstru\u00e7\u00e3o Matriz Anal\u00edtica\u201d. No primeiro<\/a> apresentamos a metodologia de constru\u00e7\u00e3o da matriz para, em seguida, apresentar os resultados em torno das perguntas de pesquisa que  nortearam a elabora\u00e7\u00e3o inicial do instrumento, com base em revis\u00e3o de literatura. No pr\u00f3ximo texto<\/a> \u00e9 poss\u00edvel acessar \u00e0s discuss\u00f5es em torno da segunda pergunta: Quais s\u00e3o os elementos importantes que constituem uma avalia\u00e7\u00e3o de material do ponto de vista da Ergonomia e da Usabilidade?<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Refer\u00eancias<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t
    \n
  1. Bates, A. W. (1995). Technology, open learning and distance education. London: Routledge<\/li>\n
  2. Van Slyke, C., Kittner, M., & Belanger, F. (1998). Distance education: A telecommuting perspective. In Proceedings of the fourth America\u2019s conference on information systems (pp. 666\u2013668).<\/li>\n
  3. Squires, D., and Preece, J. (1999). Predicting Quality in Educational Software: Evaluating for Learning, Usability, and the Synergy between them. Interacting with Computers, Elsevier Science Ltd, Great Britain, 1999, vol. 11, n\u00b0 5, p. 467-483.<\/li>\n
  4. Quinn C, Alem L & Eklund J (1999) A pragmatic evaluation methodology for an assessment of learning Effectiveness in instructional systems. In S Brewster, A Cawsey & G Cockton (Eds.) Human-Computer Interaction INTERACT99 (Vol. II). British Computer Society, UK. p.55-56<\/li>\n
  5. Scanlon, E., Jones, A., Barnard, J., Thompson, J., & Calder, J. (2000). Evaluating information and communication technologies for learning. Educational Technology and Society, 3(4), 1\u201310.<\/li>\n
  6. Belanger, F., & Jordan, D. H. (2000). Evaluation and implementation of distance learning: Technologies, tools and techniques. Hershey, PA: Idea Group.<\/li>\n
  7. Hughes, J., & Attwell, G. (2002). A framework for the evaluation of e-learning. Proceedings of European seminars\u2014exploring models and partnerships for e-learning in SMEs.<\/li>\n
  8. Matera M., Costabile MF, Garzotto F, Paolini P (2002), SUE inspection: an effective method for systematic usability evaluation of hypermedia. IEEE Trans, Syst, Man and Cybern – Part A 32(1):93-103 e Matera M., De Angeli A., Costabile MF., Garzotto F., Paolini P. (2000), Validating the SUE inspection technique. In Proceedings of AVI 2000 23-26 May, Palermo, Italy, pp.143-150.<\/li>\n
  9. Bunderson, C. V. (2003). Four frameworks for viewing blended learning cases: Comments and critiques. Quarterly Review of Distance Education, 4(3), 279\u2013288.<\/li>\n
  10. Trinchero R (2004) Valutazione della qualit\u00e0 dei sistemi formativi basati sulle TIC.<\/li>\n
  11. Lam, P., & McNaught, C. (2005). Building an evaluation culture and evidence base for e-learning in three Hong Kong universities. British Journal of Educational Technology, 36(4), 599\u2013614.<\/li>\n
  12. Mehlenbacher B, Bennett L, Bird T, Ivey M, Lucas J, Morton J, Whitman L (2005), Usable e-learning: A conceptual Model for Evaluation and Design, Proceedings of HCI International 2005: 11th International Conference on Human-Computer Interaction, vol 4, Las Vegas, pp 1- 10.<\/li>\n
  13. Dringus, L. P., & Cohen, M. S. (2005). An adaptable usability heuristic checklist for online courses 35th ASEE\/IEEE Frontiers in Education Conference, T2H-6 \u2013 T2H-11.<\/li>\n
  14. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs. The four levels (3rd ed.). San Francisco: Berrett-Koehler.<\/li>\n
  15. Baker, E. L., & O\u2019Neil, H. F. (2006). Evaluating web-based learning environments. Web-based learning: Theory, research, and practice, 3-20.<\/li>\n
  16. Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society, 9 (2), 178-197.<\/li>\n
  17. Ardito, C., Costabile, M.F., De Marsico, M., Lanzilotti, R., Levialdi, S., Roselli, T., and Rossano, V. (2006). An Approach to Usability Evaluation of e-Learning Applications. Universal Access in the Information Society,vol. 4, n\u00b0 3, p. 270 – 283.<\/li>\n
  18. Shield L e Kukulaska-Hulme A (2006) Are language learning websites special? Towards a research agenda for discipline-specific usability. Journal of Educational Multimedia and Hypermedia, v. 15, n. 3, p. 349-369.<\/li>\n
  19. Bolchini D. e Garzotto F. (2008) Quality and Potential for Adoption of web Usability Evaluation Methods : An Empirical Study on MILE+, Journal of web engineering 7(4), 229-317.<\/li>\n
  20. Zumbo B, Ruhe V. (2009) Evaluation in Distance Education and E-learning: the Unfolding Model, the Guilford Press, New York.<\/li>\n
  21. Zaharias P, Poylymenakou A. Developing a Usability Evaluation Method for e-Learning Applications: Beyond Functional Usability. Int J of Hum Comput Interact. 2009;25(1):75-98. 27.<\/li>\n
  22. Ssemugabi, Samuel & Villiers, Ruth. (2010). Effectiveness of heuristic evaluation in usability evaluation of elearning applications in higher educ. South African Computer Journal. 45. 10.18489\/sacj.v45i0.37.<\/li>\n
  23. Alsumait, A.A. & Al-Osaimi, A., 2010, Usability Heuristics Evaluation for Child E-learning Applications, Journal of Software, 5(6), p. 654<\/li>\n<\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\t

    “Este \u00e9 um texto de divulga\u00e7\u00e3o cient\u00edfica que adota uma est\u00e9tica jornal\u00edstica. Foi editado e produzido por Juliana Vargas com o objetivo de divulgar uma pesquisa acad\u00eamica realizada por St\u00e9phanie Marie Dominique Bertrand Thomas Cor Coomans de Brachene, no \u00e2mbito do Projeto Avalia\u00e7\u00e3o e prospec\u00e7\u00e3o de tecnologias web para a Educa\u00e7\u00e3o Permanente em Sa\u00fade.”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Neste post apresentamos os resultados da revis\u00e3o de literatura acerca da primeira pergunta levantada na constru\u00e7\u00e3o metodol\u00f3gica da Matriz Anal\u00edtica. Quais s\u00e3o as contribui\u00e7\u00f5es existentes na literatura sobre a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica<\/p>\n","protected":false},"author":3,"featured_media":4188,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,16],"tags":[15],"class_list":["post-2075","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-astrolabio","category-meta-2","tag-construcao-matriz-analitica"],"yoast_head":"\nContributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD - Mar Aberto<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD - Mar Aberto\" \/>\n<meta property=\"og:description\" content=\"Neste post apresentamos os resultados da revis\u00e3o de literatura acerca da primeira pergunta levantada na constru\u00e7\u00e3o metodol\u00f3gica da Matriz Anal\u00edtica. Quais s\u00e3o as contribui\u00e7\u00f5es existentes na literatura sobre a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica\" \/>\n<meta property=\"og:url\" content=\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\" \/>\n<meta property=\"og:site_name\" content=\"Mar Aberto\" \/>\n<meta property=\"article:published_time\" content=\"2020-02-21T10:26:46+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2021-03-31T01:27:30+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1851\" \/>\n\t<meta property=\"og:image:height\" content=\"1464\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Mar Aberto\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Escrito por\" \/>\n\t<meta name=\"twitter:data1\" content=\"Mar Aberto\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. tempo de leitura\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutos\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\"},\"author\":{\"name\":\"Mar Aberto\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/6c3ce9b197b6beded050773f5a5e2362\"},\"headline\":\"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD\",\"datePublished\":\"2020-02-21T10:26:46+00:00\",\"dateModified\":\"2021-03-31T01:27:30+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\"},\"wordCount\":1292,\"commentCount\":0,\"image\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg\",\"keywords\":[\"Constru\u00e7\u00e3o matriz anal\u00edtica\"],\"articleSection\":[\"Astrol\u00e1bio\",\"Meta 2\"],\"inLanguage\":\"pt-BR\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\",\"url\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\",\"name\":\"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD - Mar Aberto\",\"isPartOf\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg\",\"datePublished\":\"2020-02-21T10:26:46+00:00\",\"dateModified\":\"2021-03-31T01:27:30+00:00\",\"author\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/6c3ce9b197b6beded050773f5a5e2362\"},\"breadcrumb\":{\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#breadcrumb\"},\"inLanguage\":\"pt-BR\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"pt-BR\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage\",\"url\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg\",\"contentUrl\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg\",\"width\":1851,\"height\":1464},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"In\u00edcio\",\"item\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/#website\",\"url\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/\",\"name\":\"Mar Aberto\",\"description\":\"Educa\u00e7\u00e3o, Sa\u00fade e Tecnologias\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"pt-BR\"},{\"@type\":\"Person\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/6c3ce9b197b6beded050773f5a5e2362\",\"name\":\"Mar Aberto\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"pt-BR\",\"@id\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/269fcea8ac5a798d78799d238bccef08dbb5c69487d9255933cc4429a01359f6?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/269fcea8ac5a798d78799d238bccef08dbb5c69487d9255933cc4429a01359f6?s=96&d=mm&r=g\",\"caption\":\"Mar Aberto\"},\"url\":\"https:\/\/brasilia.fiocruz.br\/maraberto\/author\/juliana_ema\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD - Mar Aberto","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/","og_locale":"pt_BR","og_type":"article","og_title":"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD - Mar Aberto","og_description":"Neste post apresentamos os resultados da revis\u00e3o de literatura acerca da primeira pergunta levantada na constru\u00e7\u00e3o metodol\u00f3gica da Matriz Anal\u00edtica. Quais s\u00e3o as contribui\u00e7\u00f5es existentes na literatura sobre a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica","og_url":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/","og_site_name":"Mar Aberto","article_published_time":"2020-02-21T10:26:46+00:00","article_modified_time":"2021-03-31T01:27:30+00:00","og_image":[{"width":1851,"height":1464,"url":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg","type":"image\/jpeg"}],"author":"Mar Aberto","twitter_card":"summary_large_image","twitter_misc":{"Escrito por":"Mar Aberto","Est. tempo de leitura":"6 minutos"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#article","isPartOf":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/"},"author":{"name":"Mar Aberto","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/6c3ce9b197b6beded050773f5a5e2362"},"headline":"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD","datePublished":"2020-02-21T10:26:46+00:00","dateModified":"2021-03-31T01:27:30+00:00","mainEntityOfPage":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/"},"wordCount":1292,"commentCount":0,"image":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage"},"thumbnailUrl":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg","keywords":["Constru\u00e7\u00e3o matriz anal\u00edtica"],"articleSection":["Astrol\u00e1bio","Meta 2"],"inLanguage":"pt-BR","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/","url":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/","name":"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD - Mar Aberto","isPartOf":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/#website"},"primaryImageOfPage":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage"},"image":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage"},"thumbnailUrl":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg","datePublished":"2020-02-21T10:26:46+00:00","dateModified":"2021-03-31T01:27:30+00:00","author":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/6c3ce9b197b6beded050773f5a5e2362"},"breadcrumb":{"@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#breadcrumb"},"inLanguage":"pt-BR","potentialAction":[{"@type":"ReadAction","target":["https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/"]}]},{"@type":"ImageObject","inLanguage":"pt-BR","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#primaryimage","url":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg","contentUrl":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-content\/uploads\/sites\/3\/2020\/02\/Texto-07.1.jpg","width":1851,"height":1464},{"@type":"BreadcrumbList","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/resultados-das-contribuicoes-teoricas-para-a-avaliacao-ergonomica-pedagogica-da-educacao-a-distancia\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"In\u00edcio","item":"https:\/\/brasilia.fiocruz.br\/maraberto\/"},{"@type":"ListItem","position":2,"name":"Contributos te\u00f3ricos para a avalia\u00e7\u00e3o ergon\u00f4mica-pedag\u00f3gica da EAD"}]},{"@type":"WebSite","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/#website","url":"https:\/\/brasilia.fiocruz.br\/maraberto\/","name":"Mar Aberto","description":"Educa\u00e7\u00e3o, Sa\u00fade e Tecnologias","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/brasilia.fiocruz.br\/maraberto\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"pt-BR"},{"@type":"Person","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/6c3ce9b197b6beded050773f5a5e2362","name":"Mar Aberto","image":{"@type":"ImageObject","inLanguage":"pt-BR","@id":"https:\/\/brasilia.fiocruz.br\/maraberto\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/269fcea8ac5a798d78799d238bccef08dbb5c69487d9255933cc4429a01359f6?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/269fcea8ac5a798d78799d238bccef08dbb5c69487d9255933cc4429a01359f6?s=96&d=mm&r=g","caption":"Mar Aberto"},"url":"https:\/\/brasilia.fiocruz.br\/maraberto\/author\/juliana_ema\/"}]}},"_links":{"self":[{"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/posts\/2075","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/comments?post=2075"}],"version-history":[{"count":32,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/posts\/2075\/revisions"}],"predecessor-version":[{"id":4399,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/posts\/2075\/revisions\/4399"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/media\/4188"}],"wp:attachment":[{"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/media?parent=2075"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/categories?post=2075"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/brasilia.fiocruz.br\/maraberto\/wp-json\/wp\/v2\/tags?post=2075"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}