[1] Almeida, M. E. B., & Valente, J. A. (2011). Tecnologia e currículo: Trajetórias convergentes ou divergentes? [Technology and Curriculum: Convergent or Divergent Trajectories]. São Paulo: Paulus.
[2] Almeida, M. E. B., & Valente, J. A. (2012). Integração currículo e tecnologias e a produção de narrativas digitais [Curriculum Integration and Technology and Production of Digital Storytelling]. Currículo sem Fronteiras, 12, 57-82,
http://www.curriculosemfronteiras.org/vol12iss3articles/almeida-valente.pdf
[3] Ayas, C. (2006). An Examination of the Relationship between the Integration of Technology into Social Studies and Constructivist Pedagogies. The Turkish Online Journal of Educational Technology—TOJET, 5, 14-24.
[4] Bruner, J. (2001). A cultura da Educação [The Culture of Education]. Porto Alegre: Artmed Editora.
[5] Buchem, I., & Hamelmann, H. (2010). Microlearning: A Strategy for Ongoing Professional Development. eLearning Papers, (21), 1-15, Sept.
[6] Comentários de aula—o design e a narrativa transmídia—transmodalidade [Class Comments—Design and Transmedia Narrative—Transmodality] (2015, May 30).
http://www.geminis.ufscar.br/2012/06/comentarios-da-aula-o-design-e-a-narrativa-transmidia-transmodalidade-3005/
[7] de Freitas, S., & Neumann, T. (2009). The Use of “Exploratory Learning” for Supporting Immersive Learning in Virtual Environments. Computers & Education, 52, 343-352.
http://dx.doi.org/10.1016/j.compedu.2008.09.010
[8] de Vries, P., Lukosch, H. K., & Overschie, G. F. (2009). Microtraining as an Effective Way towards Sustainability. In: International Conference on Education and New Learning Technologies. EDULEARN09 Proceedings (pp. 31-38). Barcelona: IATED.
http://library.iated.org/view/DEVRIES2009MIC
[9] Freire, P. (1977).Pedagogia do oprimido [Pedagogy of the Oppressed]. Rio de Janeiro: Paz e Terra.
[10] Gomez, J. (2010). Storyworlds: The New Transmedia Business Paradigm.
https://www.youtube.com/watch?v=81Ol6Tbjt5k&feature=player_embedded
[11] Horn, R. E. (2000). Information Design: Emergence of a New Profession. In R. Jacobson (Ed.), Information Design (pp. 15-33). Cambridge, MA: The MIT Press.
[12] Hug, T. (Ed.) (2007). Didactics of Microlearning: Concepts, Discourses and Examples (424 p). Münster: Waxmann Verlag.
[13] Hug, T., & Friesen, N. (2007). Outline of a Microlearning Agenda. In T. Hug (Ed.), Didactics of Microlearning: Concepts, Discourses and Examples (pp. 15-31). Münster: Waxmann Verlag.
[14] Jenkins, H. (2003). Transmedia Storytelling: Moving Characters from Books to Films to Video Games Can Make Them Stronger and More Compelling. MIT Technology Review.
http://www.technologyreview.com/news/401760/transmedia-storytelling/
[15] Jenkins, H. (2007). Transmedia Storytelling 101 [Blog Post].
http://henryjenkins.org/2007/03/transmedia_storytelling_101.html
[16] Jenkins, H. (2011). Transmedia 202: Further Reflections [Blog Post]. 6 p.
http://henryjenkins.org/2011/08/defining_transmedia_further_re.html
[17] Kinke, N. (2010). Producers Guild of America Agrees on New Credit: “Transmedia Producer”.
http://deadline.com/2010/04/producers-guild-of-america-vote-on-creation-of-new-credit-transmedia-producer-30751/
[18] Kress, F., & Van Leueen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Edward Arnold.
[19] Leene, A. (2006). Microcontent Is Everywhere (on Microlearning). In T. Hug, M. Lindner, & P. A. Bruck (Eds.), Micromedia & E-Learning 2.0: Gaining the Big Picture: Proceedings of Microlearning Conference 2006 (pp. 20-40). Innsbruck: Innsbruck University Press.
[20] Marandino, M., Silveira, R. V. M., Chelini, M. J., Fernandes, A. B., Rachid, V., Martins, L. C., Lourenço, M. F., Fernandes, J. A., & Florentino, H. A. (2004). A educação não formal e a divulgação científica [Non-Formal Education and Science Communication].
http://fep.if.usp.br/~profis/arquivos/ivenpec/Arquivos/Orais/ORAL009.pdf
[21] Mayer, R. E. (2008). Multimedia Literacy. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of Research on New Literacies (pp. 359-376). New York: Lawrence Erlbaum Associates.
[22] Mayes, T., & de Freitas, S. (2004). Review of E-Learning Theories, Frameworks and Models (43 p). London: Joint Information Systems Committee.
https://curve.coventry.ac.uk/open/file/8ff033fc-e97d-4cb8-aed3-29be7915e6b0/1/Review%20of%20e-learning%20theories.pdf
[23] McClean, S. T. (2007). Digital Storytelling: The Narrative Power of Visual Effects in Film. Cambridge, MA: The MIT Press.
[24] Miller, C. H. (2008). Digital Storytelling: A Creator’s Guide to Interactive Entertainment (2nd ed.). Amsterdam: Elsevier.
[25] Mulholland, P., & Collins, T. (2002). Using Digital Narratives to Support the Collaborative Learning and Exploration of Cultural Heritage. Proceedings of the 13th International Workshop on Database and Expert Systems Applications (DEXA ’02), Los Alamitos, 2-6 September 2002, 527-531.
http://dx.doi.org/10.1109/DEXA.2002.1045951
[26] Multisilta, J. (2012). Designing Learning Ecosystems for Mobile Social Media. In A. D. Olofsson, & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education (pp. 270-291). Hershey, PA: IGI Global.
http://dx.doi.org/10.4018/978-1-61350-080-4.ch014
[27] Murray, J. H. (2003). Hamlet on the Holodeck: The Future of Narrative in Cyberspace (282 p). São Paulo: Unesp.
[28] Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuoukkanen, A. (2014). Digital Storytelling for 21st-Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671.
http://dx.doi.org/10.4236/ce.2014.59078
[29] O’Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., Lonsdale, P., Naismith, L., & Waycott, J. (2005). MOBIlearn. WP 4—Pedagogical Methodologies and Paradigms. Guidelines for Learning/Teaching/Tutoring in a Mobile Environment (82 p). Nottingham: University of Nottingham.
https://curve.coventry.ac.uk/open/file/8ff033fc-e97d-4cb8-aed3-29be7915e6b0/1/Review%20of%20e-learning%20theories.pdf
[30] Overschie, M., Lukosch, H., & de Vries, P. (2010). The Evaluation Process of Short Training Sessions in Organizations. 14th European Roundtable on Sustainable Production and Consumption (ERSCP), ERSCP-EMSU Conference, Delft, 25-29 October 2010, 18 p.
[31] Preece, J., Rogers, Y., & Sharp, H. (2013). Design de interação: Além da interaçãohomem-computador [Interaction Design: Beyond Human-Computer Interaction]. Porto Alegre: Artmed Editora.
[32] Primo, A. (2007). O aspecto relacional das interações na Web 2.0 [The Relational Aspect of the Interactions on Web 2.0].
http://www.ufrgs.br/limc/PDFs/web2.pdf
[33] Robin, B. R. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 709-716). Chesapeake, VA: AACE.
http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf
[34] Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47, 220-228.
http://dx.doi.org/10.1080/00405840802153916
[35] Ryan, M.-L. (1997). Postmodernism and the Doctrine of Panfictionality. Narrative, 5, 165-187.
[36] Ryan, M.-L. (2004). Narrative across Media: The Languages of Storytelling (pp. 1-40). Lincoln, NE: University of Nebraska Press.
[37] Saccol, A. I. C. Z., Schlemmer, E., Barbosa, J. L. V., Reinhard, N., & Sarmento, C. (2009). M-Learning Adoption in Brazil. In: R. Guy (Ed.), The Evolution of Mobile Teaching and Learning (Chap. 5, pp. 103-118). Santa Rosa, CA: Informing Science Press.
[38] Santaella, L. (2009). Matrizes da linguagem e pensamento: Sonora, visual e verbal: Aplicações na hipermídia [Matrixes of Language and Thought: Oral, Visual and Verbal: The Hypermedia Applications] (3rd ed., 431 p). São Paulo: Iluminuras; Fapesp.
[39] Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., & Bell, L. (2007). Editorial: Research on the Effectiveness of Technology in Schools: The Roles of Pedagogy and Content. Contemporary Issues in Technology and Teacher Education (Online Serial), 7, 456-460.
http://www.citejournal.org/vol7/iss1/editorial/article1.cfm
[40] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
http://dx.doi.org/10.3102/0013189X015002004
[41] Simmons, A. (2006). The Story Factor: Secrets of Influence from the Art of Storytelling. New York: Basic Books.
[42] Souza, M. I. F. (2013). Produção de microconteúdoeducacional para ambientesvirtuais de aprendizagem com mobilidade [Production of Educational Microcontents for Virtual Mobile Learning Environments] (146 p). Tese (Doutorado em Ciências Sociais na Educação), Campinas: Faculdade de Educação, Universidade Estadual de Campinas.
http://www.bibliotecadigital.unicamp.br/document/?code=000919649&fd=y
[43] Souza, M. I. F., & do Amaral, S. F. (2014). Educational Microcontent for Mobile Learning Environments. Creative Education, 5, 672-681.
http://dx.doi.org/10.4236/ce.2014.59079
[44] Souza, M. I. F., Torres, T. Z., & Amaral, S. F. (2010). Produção de conteúdos educativos baseada na aprendizagem significativa [Educational Content Production Based on Meaningful Learning]. Revista Latinoamericana de Tecnología Educativa (RELATEC), 9, 89-105.
http://relatec.unex.es/article/view/625/461
[45] Souza, M. I. F., Torres, T. Z., de Carvalho, J. R. P., Evangelista, S. R. M., & do Amaral, S. F. (2015). Non-Formal Education for Technology Transfer in Embrapa: Microlearning, Microtraining and Microcontent by Mobile Devices. Proceedings of the 7th International Conference on Education and New Learning Technologies, EDULEARN15, Barcelona, 6-8 July 2015, 5728-5736.
[46] Sturken, M., & Cartwright, L. (2009). Practices of Looking: An Introduction to Visual Culture (2nd ed.). New York: Oxford University Press.
[47] Szulborski, D. (2005). This Is Not a Game: A Guide to Alternate Reality Gaming (396 p). Macungie, PA: New Fiction.
[48] Thwaites, H. (2000). Visual Design in Three Dimensions. In R. Jacobson (Ed.), Information Design (pp. 221-245). Cambridge, MA: The MIT Press.
[49] Torres, T. Z., & Souza, M. I. F. (2011). Cultura da convergência e a perspectiva transmidiática na produção de conteúdos pedagógicos [Convergence Culture and Transmedia Perspective in the Production of Educational Content]. 34th Congresso Brasileiro de Ciências da Comunicação, INTERCOM, Recife, 2-6 September 2011.
http://ainfo.cnptia.embrapa.br/digital/bitstream/item/42059/1/cultura6-2342-1.pdf
[50] Vigotski, L. S. (2009). A formação social da mente [The Social Formation of the Mind] (7th ed., 182 p). São Paulo: Martins Fontes.
[51] von Stackelberg, P. (2011). Creating Transmedia Narratives: The Structure and Design of Stories Told accross Multiple Media (340 p). Dissertation (Master of Science in Information Design and Technology), New York: School of Information Design and Technology, Institute of Technology, State University of New York.
[52] Yang, Y.-T. C., & Wu, W. C. I. (2012). Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study. Computers & Education, 59, 339-352.
http://dx.doi.org/10.1016/j.compedu.2011.12.012