Abstract:

Bilingual digital educational resources (DERs) are digital media (videos, animations, multimedia, etc.) designed for the teaching-learning process of deaf students, users of the Brazilian Sign Language (Libras) and Portuguese in its written form. The conception of these resources is linked to Design activities, both in the design process and in the formal aesthetic aspects, in the organization of information and, ultimately, in the evaluation. Currently, many DERs are produced for the deaf, but research on how to assess the quality and select these materials is scarce. Quality assessment is an activity that can permeate all stages of the production cycle of an educational resource, it has a procedural and multidisciplinary character and the participation of different actors. Thus, the objective of this article is to present the Model for the Evaluation of the Design of Bilingual REDs (Libras/Portuguese), the result of a doctoral thesis and its use. The proposed model is conceptual, which allows the understanding of the evaluation domain of bilingual DERs (Libras/Portuguese), from the relationship between the categories and axes of evaluation criteria. It comprises 5 categories: Pedagogical Context, Deaf Culture, Translation and Interpretation, Interface Design and Digital Media, divided into groups of criteria that add up to 32 evaluation criteria. The Pedagogical Context category refers to the adequacy to the pedagogical objectives of the educational resource and also cognitive and emotional characteristics that make the user's learning possible. The Deaf Culture category brings questions regarding the use of Libras and Portuguese, visual culture and the adequacy of the resource to the cognitive characteristics of the bilingual deaf student. The Translation and Interpretation category contemplates the quality of the translation and interpretation and the interaction between the presenter and the visual elements in bilingual DERs. The Digital Media category refers to the digital media elements that configure the educational resources and the Interface Design category contemplates the visual organization of the interface, as well as the usability aspects of the digital educational resources. The criteria are applied in the form of questions and examples in a checklist, developed to support the evaluation in practice. The Model has a dynamic and fluid form, allowing the non-linear visualization of the assessment categories and their respective criteria axes. The use of criteria is flexible and related to the context of the educational resource. Thus, it contributes to maintaining the quality of bilingual DERs, supporting end users (deaf and hearing students), teachers, project teams, portals and repositories.

Keywords:

Model for Evaluation, Bilingual Digital Educational Resources, Design.