Metodologia de construção de videoaulas utilizando HTML5

Abstract

The growing demand for video over the Internet has motivated business initiative of repositories for virtual communities (Youtube), video store "online" (Netflix), and even university courses focused on video lessons (OpenCourseWare). Also, a consortium of the main software manufacturers for web browsing, have implemented and made official the HTML5 markup language as the standard development platform for the Web, which provides specific resources to display digital videos with interactive elements. Our research addresses this issue of video lessons, its potentialities and possibilities, the interaction learner-content through Web technologies conducted a survey of various exponents in Internet video lessons and its digital learning content organization based on the concept of interactivity in the main products and services offered worldwide. We investigate the "state of the art" technologies to capture video images, notes and markings on videos that add interactivity, as well as the technologies that enable the manipulation of Web videos publicly and free. Thus, we evaluated the feasibility of open standard HTML5 as a platform for building interactive videos on the Internet. For this evaluation work, we designed and implemented a tool "laboratory" for testing and sampling of videos with various elements in the form of a prototype application. Established as a strategy for our research trajectory, evaluate the autonomy of technologies HTML5, CSS and Javascript, native in the Web browsers, the development of complex multimedia applications. Our evaluation methodology for a trajectory oriented learning in interactive video, like learning object, is adopted HTML5 technologies for this purpose. Reinforce our justifications on HTML5 with the fact that it was chosen as the native language of Web browsers and to be part of the base system "open standard".,We also considered sufficient to support the learner-content interaction, through the incorporation of elements of media, user interface and synchronization of text and media-driven time. Also, we propose interactive video as an object of learning, with the exception of adding the application, models of pedagogical intervention (didactic sequences, learning paths) to assist the authors in the production of video lessons.