Submitted by Ronildo Prado (ronisp@ufscar.br) on 2016-09-23T20:34:33Z No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-23T20:34:51Z (GMT) No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-23T20:34:59Z (GMT) No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) / Made available in DSpace on 2016-09-23T20:35:06Z (GMT). No. of bitstreams: 1 DissWGS.pdf: 5625811 bytes, checksum: 10bd14993bdc4ab40d5a525d32795934 (MD5) Previous issue date: 2015-03-06 / Não recebi financiamento / This research aims to check the limits and potential use of WebQuest in support oriented research tool on the Internet in a public school in São Paulo State. The research refers to the implementation and development of a WebQuest, applied to the third year of high school students from a public school located in Caconde entitled: Calculating Costs of Electricity. Through targeted research provided by WebQuest, prepared by research professor, students conducted research on energy consumption consumed by the use of devices via the magnitudes involved with them: energy, power, voltage, electric current and the operating time of equipment used in a residence. The survey was conducted according to the practice developed in the classroom, a dental educational research methodology, which involved three times, which is the before, during and after the application of WebQuest, which were observed, registered to the data were analyzed. It was found that the WebQuest, used as a research tool in teaching using the Internet proved to be a great facilitator of information research, promoting a collaborative environment, the transformation of information into knowledge, and provide autonomy to students, with the focus, the active student, the research methodology and the teacher as mediator. How limits, it was observed that its use requires adequate space, availability of time needed to design and implementation, dedication by the students in carrying out research and care tasks and to establish that the WebQuest, is another resource available to promote the transformation of information into knowledge. The teacher should use it as an enriching feature of the educational environment, to promote the construction of knowledge through an active and critical role by both students and teachers. / Essa pesquisa tem como objetivo, a verificação dos limites e potencialidades do uso de WebQuest, como ferramenta de apoio à pesquisa orientada na Internet, em uma escola pública do Estado de São Paulo. A pesquisa se refere à implementação e desenvolvimento de uma WebQuest, aplicada a alunos do terceiro ano do ensino médio de uma escola pública localizada em Caconde, intitulada: Calculando Gastos com Energia Elétrica. Através de pesquisa orientada proporcionada pela WebQuest, elaborada pelo professor pesquisador, os alunos realizaram pesquisa sobre o consumo de energia consumida pelo uso de aparelhos, através das grandezas envolvidas sendo elas: energia, potência, tensão elétrica, corrente elétrica e o tempo de funcionamento dos aparelhos utilizados em uma residência. A pesquisa foi realizada em função da prática desenvolvida em sala de aula, dento de uma metodologia investigativa de ensino, que envolveu três momentos, que corresponde o antes, o durante e o depois da aplicação da WebQuest, que foram observados, registrados e posteriormente os dados foram analisados. Verificou-se que a WebQuest, utilizada como ferramenta de pesquisa no ensino, utilizando a Internet, demonstrou ser um grande facilitador nas pesquisas de informações, promovendo um ambiente colaborativo, a transformação de informações em conhecimentos, além de proporcionar autonomia aos alunos, tendo como foco, o aluno ativo, a metodologia investigativa e o professor como mediador. Como limites, observou-se que sua utilização requer um espaço adequado, disponibilidade de tempo necessário para elaboração e aplicação, dedicação por parte dos alunos na realização das pesquisas e tarefas e o cuidado em estabelecer que a WebQuest, é mais um recurso disponível para promover a transformação de informações em conhecimento. O professor deve utilizá-la como recurso enriquecedor do ambiente educacional, para promover a construção do conhecimento por meio de uma atuação ativa e crítica por parte de alunos e professores.

Syftet med studien är att undersöka hur yrkeslärare som undervisar på industritekniska utbildningar reflekterar kring, flippade klassrum som undervisningsmetod. Metoden som använts i studien har varit kvalitativ och tre stycken yrkeslärare har intervjuats. Tidigare forskning om flippade klassrum och olika lärstilar ligger till grund för analysen.Resultatet visade att flippade klassrum har många positiva effekter för både lärare och elever. För många elever blir inlärningstiden många gånger mindre jämfört med traditionell undervisning. Många lärare blandar traditionell undervisning med flippade klassrum och variationen gör att eleverna lättare kan lära sig nya saker.Min slutsats blev att flippade klassrum är en omtyckt undervisningsmetod av både lärare och elever, men att det är tidkrävande för lärarna i början och att det blir en omställning för eleverna som förväntas vara mer förberedda innan en lektion startar. Läraren och eleverna som arbetar med flippade klassrum måste mer eller mindre vara teknikintresserade för att modellen ska fungera. / The purpose of the study is to investigate how vocational teachers who teach industrial engineering education reflect around, flipped classroom as a teaching method. The method used in the study has been qualitative and three vocational teachers have been interviewed. Previous research on flipped classrooms and different learning styles forms the basis for the analysis.The result showed that flipped classrooms have many positive effects for both teachers and students. For many students, learning time is many times less compared with traditional teaching. Many teachers mix traditional classroom with flipped classroom and the variation allows students to learn new things more easily.My conclusion was that flipped classrooms are a popular teaching method of both teachers and students, but it is time-consuming for the teachers at the beginning and that there will be a change for the students who are expected to be more prepared before a lesson starts. The teacher and the students working with flipped classrooms must more or less be technically motivated for the model to work.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / O objetivo deste trabalho é desvendar as relações entre as interfaces gráficas do usuário, dispositivos comunicacionais que são indispensáveis para a utilização massiva das tecnologias digitais na contemporaneidade, e os elementos lúdicos que, supostamente, compõem as suas estruturas básicas estéticas e de funcionamento. Explorar os modos de funcionamento dos ambientes virtuais através da leitura de suas pretensas características lúdicas é, pelo nosso enfoque, procurar entender a forma que o ser humano busca criar novas maneiras de se relacionar com as Tecnologias da Informação e da Comunicação (TICs) e, de algum modo, facilitar a utilização destes dispositivos. A partir desses pressupostos epistemológicos, podemos supor indícios de uma proximidade entre elementos lúdicos e os elementos contidos nas interfaces gráficas do usuário, que se encontrariam na própria composição destes programas. Assim, buscamos desenvolver algumas premissas que nos tragam referências de um ambiente de jogo em uma interface gráfica, e nos permitam observar a aparição, ou não, destes fenômenos lúdicos nos dispositivos computacionais. / This thesis intends to uncover the relations among the graphical user interfaces, essential communicational devices for a massive use of the contemporary digital technology, and the ludic elements that supposedly composes their aesthetical and operational structures. For the objectives of this research, to explore the operation methods of virtual environments is also an attempt to understand how the humans glance at novel ways to be related with the Information and Communication Technologies (ICT) and, somehow, facilitate the use of these devices. Through those epistemological suppositions, we can assume indications of proximity between the ludic elements and the elements refrained in the graphical user interfaces that would be in the mixture of these programs. Thereby, we try to develop some premises that bring us some references of a game look-alike ambient in a graphical interface, which would allow us to observe the supposed appearance of these ludical phenomena in computational devices.

O presente estudo analisa a prática pedagógica de professoras que foram alunas de um curso de Pedagogia na modalidade a distância. O curso oportunizou a inclusão digital de suas alunas-professoras e, por isso, acredita-se que possam ter maior propriedade para fazer uso das tecnologias de modo inovador. Inovação Pedagógica é um novo conceito que se insere em uma perspectiva paradigmática emergente, aonde as ações conjuntas da escola e dos professores se dão, através da ruptura com uma situação vigente. O foco da inovação está na sua ação de mudança intencional, bem planejada, deliberada, criativa, crítica e conscientemente assumida na criação de situações de aprendizagem diferenciadas e novas para melhorar a prática educativa no contexto escolar. O estudo tem como principal referencial teórico, no que se refere ao conceito de inovação pedagógica, os autores Fullan, Fino e Sebarroja. A pergunta desta pesquisa é ‘De que forma professoras, que realizaram a formação num curso a distância mediado por tecnologias digitais de rede, utilizam-nas em sua prática educativa?’. Para a seleção dos sujeitos da pesquisa utilizaram-se, como critérios, ser unidocente, lecionar em uma escola pública de Porto Alegre e inserir as tecnologias digitais de rede em suas práticas educativas. O percurso metodológico foi realizado através de estudo de casos por meio de observações das práticas educativas de três professoras. Identificaram-se quatro níveis de inovação pedagógica que se distinguem pela forma com que a tecnologia digital de rede é proposta pela professora em sala de aula. Cada nível foi analisado a partir de três dimensões para inovar. / This study analyses the pedagogical practices of teachers who were students of a Faculty of Education in distance mode. The course propitiates digital inclusion of these students-teachers and, therefore, it is believed that they could have more property to make use of technologies in innovative ways. Pedagogical Innovation is a new concept that fits into a emerging paradigm perspective, where the joint actions of school and teachers are given with a break through the status quo. The focus of innovation is to change the intentional action, well-planned, deliberate, creative, critical and consciously assumed in creation of differentiated and new learning situations to improve educational practice in the school context. The main theoretical reference for this Study, as far as pedagogic innovation, are the authors Fullan, Fino, and Sebarroja. The question of this research is ‘How do teachers, who underwent training in a distance course mediated by network digital technology, use them in their educational practice?'. For the selection of research subjects, the criteria were be uni-instructor, teach in a public school in Porto Alegre and utilize network digital technologies in their educational practices. The methodological approach was performed through case studies through observations with three teachers. The dissertation aims to discuss if what happens in pedagogical practices is truly innovative. Four levels of pedagogic innovation were identified and they were distinguished by the way that technology network is proposed by the teacher in the classroom. Each level was analyzed from three dimensions to innovate.

abstract: This dissertation provides a critical analysis of public administration's understanding of the relationship between rational thought and action in its discourse on ethics. It argues that rationalist ethics assume a particular relationship between thought and action: that good knowledge leads to good, proper action. While there have been many critiques of rationalist administrative ethics, scholars have not examined the way in which rationalism persists in the way in which the teaching of ethics is conducted. The use of the case study figures prominently in this. Thus, the dissertation explores the historical and theoretical intersection of rationalism, ethics, and teaching through the lens of the case study. It begins with a history of the pedagogical use of the case study and the institutional transformations of the university. While conventional accounts of the field locate its founding in the United States in the municipal reform movement, here the founding of the field of public administration is recast through connections to reforms in the university including changes in epistemic assumptions, pedagogical methods, and curricular changes in ethics in which the case study is central and remains so as the field develops. The dissertation then considers scholarship in public administration that raises questions about rationalist ethics. Three critical approaches are explored: recognition of the uncertainty and complexity of administrative practice, critique as unmasking of power relationships, and the shift of ethics from an epistemological to an ontological inquiry. The dissertation builds on the work in this third approach and shows how it attempts to articulate a non-rationalist, or immanent, ethics. This ethics is concerned with exploring the conditions that make possible mutually beneficial relationships and meaningful lives from which categorical norms of the good life could emerge. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, it is argued that the distinction Deleuze and Guattari make between "arborescent" and "rhizomatic" knowledge gets to the root of the tension between thought and action and offers an innovative and useful way to advance an immanent, non-rational ethics. The challenge digital technologies and the information society present to the field is considered to illustrate the need to rethink administrative ethics and also the particular usefulness of Deleuze and Guattari in doing so. The dissertation concludes with a discussion of pedagogical practices and classroom examples that encourage a rhizomatic understanding of the theory and practice of public administration. / Dissertation/Thesis / Ph.D. Public Administration 2013

Esta dissertação aborda as transformações que a tecnologia digital está operando sobre aquilo que um dia chamaram corpo. Nossa atual capacidade de perceber, interagir e intervir em múltiplos espaços sem nos deslocarmos fisicamente revela que já ingressamos coletivamente em uma nova condição da experiência corporal nas redes digitais. Isto é, a crescente participação das tecnologias mecânicas, elétricas e digitais no nosso cotidiano inaugurou sensações e assim transformou o estatuto e as condições do corpo, instaurando o que chamaremos corporalidades reticulares. Nesta perspectiva, os dualismos que arregimentaram a modernidade (mente/corpo, animal/humano, público/privado, natureza/cultura) são depostos, anunciando uma época em que não há mais aquele abismo ontológico que separou o humano da tecnologia. Deste modo, o objetivo desta dissertação é discutir o estatuto e a condição do corpo na época das redes digitais para abrir nossa percepção para uma realidade insuficientemente compreendida pela palavra corpo. Por isso, a justificativa desta pesquisa se dá pela urgência em compreendermos de que maneira a tecnologia digital está criando, retificando ou ressaltando atributos corporais anteriores e contemporâneos ao advento da comunicação digital em rede. Para tanto, a indisciplina própria ao corpo foi aqui utilizada como metodologia de pesquisa, atravessando irresponsavelmente diversos campos das ciências humanas, na tentativa de contemplar conceitualmente a complexidade de um assunto inapreensível enquanto \"objeto de pesquisa\". Analisando as ambiências digitais e o chamado \"sexo virtual\", concluiremos que àquele corpo natural, individual e sensível aos estímulos orgânicos do seu entorno, impõe-se agora um corporalidade reticular, sem centro nem periferia, capaz de sentir a miríade de estímulos transorgânicos, semióticos e sintéticos que a atravessam no contexto digital e fora dele. / This dissertation adresses the transformation digital technology is operating on all of that they one day called body. Our current capacity to perceive, interact and intervene in multiple spaces without having to physically move reveals we have collectively joined into a brand-new body experience condition through the digital networks. What I mean is that the increasing participation of mechanical, electric and digital technologies in our daily lives launched some sensations, thus transforming body constitution and its conditions, creating what we will be calling reticulate corporality. Into this perspective, the dualities that have regimented modernity (mind/body, animal/human, public/private, nature/culture) are deposed, in the announce of a period in which the ontological chasm between human and technology no more exists. That said, this dissertation aims the discussion over the body constitution and its conditions into the digital media era so we can expand our perception to a reality that is insufficiently comprised by the word body. That said, this research justifies itself due to the urgency to comprehend how digital technology is creating, rectifying or emphasizing body attributes that are prior and contemporary to the advent of the networking digital communication. Therefore, the indiscipline inherent to the body has been here used as a research methodology, recklessly intercepting several fields from the Human sciences, in an attempt to conceptually contemplate the complexity of an issue that is inapprehensible as a \"research object\". Through the analysis of the digital ambiences and the so-called \"virtual sex\", we will be able to conclude that the natural, individual and sensitive to surrounding organic stimulus body is now imposed a new reticulate corporality, with no center or periphery, able to feel the myriad of transorganic, semiotic and synthetic stimuli that cross it into and out of the digital context.

Cette thèse a ses origines dans notre pratique artistique et se caractérise par la curiosité inlassable envers le rapport entre l'art et la technologie numérique. Son idée fondamentale est d'examiner les possibilités offertes par l'intelligence artificielle dans le contexte de l'art. L'hypothèse de cette recherche est que les œuvres d'art dotées d'intelligence artificielle présentent une problématique commune et identifiable dans le panorama général des œuvres numériques. Notre but est de comprendre comment la notion d'intelligence est mise en œuvre dans certains projets d'art, et de quelle manière les techniques d'intelligence artificielle enrichissent du point de vue conceptuel et formel les productions artistiques actuelles. Nous proposons d'abord une étude sur l'art assisté pal l'ordinateur, ses principales définitions et tendances actuelles. Puis, nous développons une définition de l'œuvre d'art dotée d'intelligence artificielle. Ensuite, nous présentons nos projets artistiques et leurs problématiques respectives.Dans le cadre de cette thèse. nous avons développé deux projets qui investissent une réflexion artistique sur le langage naturel comme interface de la communication homme-machine, aussi bien que sur les notions d'automate et d'agent intelligent considérés dans le contexte de l'art numérique. / This thesis finds its origins in the way we are making art, and it is marked by our unflagging interest in the relationship between art and digital technology. Its primary idea consists in examining the possibilities offered by artificial intelligence in the context of art. The hypothesis of this study suggests that artworks endowed with artificial intelligence present a type of problematic that is common and identifiable in the general landscape of computer works of art. Our aim is to understand how the notion of intelligence is evoked by the behavior of certain artworks, and in what way current art productions are enriched from a conceptual and formal point of view, by techniques of artificial intelligence. At first we propose a study about the computer art main definitions and current trends. Next, we develop a definition of artworks endowed with artificial intelligence. Then, we present our artistic projects and their respective problematic. As part of this dissertation we have developed two projects that engage in an artistic reflection on natural language as a interface of the communication between man and machine, as well as on the notion of automaton and intelligent agents in the context of computer art.

This thesis presents a methodology for soundscape research, utilising consumer mobile and internet technologies. This has been used to gather objective environmental data, as well as subjective data from participants in-situ. A total of 323 untrained members of the public have submitted soundscape recordings from around the world. For the first time, participant choice has been factored into soundscape research, where members of the public decide which sound environments are investigated. Human relationships with their sound environments have been investigated, with a number of findings corresponding with those of other studies utilising entirely different methodologies. In addition, a number of new findings have been made to contribute to the field. The two extracted subjective principal components of ’Appreciation’ and ’Dynamics’ has shown a solid validation of the project’s methodology, due to their similarities with a number of other studies utilising different techniques of data retrieval. The distinctive groupings of the different soundscape types within this factor space defined by the extracted components reveals the perceptual differences between the soundscape categories: urban, rural, urban public space and urban park. The activity a person is involved in while making their submission has shown to be influential in soundscape appraisal, with relaxation and recreation situations resulting in increased soundscape appreciation. The reasons behind a soundscape submission have revealed significant differences in subjective response. The positive interpretation of the term soundscape has resulted in a majority of positive reasons for participation. Soundscapes that arise from a participant’s daily routine are generally less appreciated than soundscapes containing a particular sound source focus. The highest levels of appreciation were observed in soundscapes whose focus is on a specific activity that the participant is involved in. The interest that a participant has on their soundscape is seen to result in raised levels of appreciation.

Fait unique dans l’histoire du cinéma, les partitions du gigantesque cycle dischronique qu’est la saga Star Wars, couvrant une période très étirée de vingt-huit ans, sont toutes de la main de John Williams. Cette constance compositionnelle devrait a priori faire des deux trilogies (1977-1983 et 1999-2005) un tout cohérent et unifié, d’autant que George Lucas envisage les six épisodes comme une seule et même entité. Pourtant, l’unité musicale de l’hexalogie et la signature musicale « starwarsienne » sont loin d’aller de soi, prenant la forme d’un idéal dénué de fondements solides réels.En adoptant une approche comparative transversale et en faisant varier différentes échelles d’analyse (épisode, trilogie, saga), la présente thèse a ainsi pour projet de montrer de quelles manières le matériau musical, les pratiques compositionnelles de Williams, mais aussi le traitement et l’intégration de la partition au sein du complexe audio-visuel font l’objet de profondes transformations entre les deux trilogies. Notre recherche interroge également dans quelle mesure et selon quelles modalités ces changements dans l’écriture musicale et l’utilisation de la partition dans les différents épisodes sont liés aux mutations des techniques cinématographiques, en particulier aux bouleversements dunumérique. Mettant à profit l’exploitation de sources manuscrites inédites et d’entretiens personnels réalisés auprès de l’orchestrateur principal de Williams, Conrad Pope, et de son music editor Kenneth Wannberg, notre travail met en oeuvre une interdisciplinarité affirmée au croisement de l’analyse musicale, de l’histoire du cinéma et des technologies. / The scores of the Star Wars saga, a gigantic dischronic cycle spanning over a long period of twentyeight years, are all composed by John Williams, a unique configuration in cinema history. This compositional consistency should theoretically establish the two trilogies (1977-1983 and 1999-2005) as a coherent and unified whole, especially as George Lucas considers the six episodes as one single entity. Nevertheless, the hexalogy’s musical unity and the existence of a Star Wars musical signature are far from self-evident, instead taking the form of an ideal devoid of real, solid foundations.By adopting a comparative cross-disciplinary approach and by resorting to different scales of analysis (episode, trilogy, saga), this dissertation aims to show in which ways the musical material, Williams’ compositional practice as well as the use and integration of the score within the audiovisual complex are subjected to profound transformations between the two trilogies. This research also questions how and to what extent these changes in Williams’s writing and the score’s treatment in the different episodes are related to the mutations of film techniques, especially those of the digital age.Drawing on unreleased hand-written sources and personal interviews conducted with Williams’ main orchestrator, Conrad Pope, and his music editor, Kenneth Wannberg, this dissertation implements a firm interdisciplinarity at the intersection of musical analysis, cinema and technology history

TITLE: Cloud Computing at the Secondary School AUTHOR: Bc. Aleš Přikryl DEPARTMENT: IT & Technical Education Dept. SUPERVISOR: Mgr. Petra Vaňková ABSTRACT: This diploma thesis focuses on one of the most important phenomena present in IT called cloud computing. Cloud computing has the potential to significantly affect the way of the use of digital technologies in education, by extension, in the school environment. The thesis deals with the possibilities of utilising cloud technologies in the secondary school environment. Questionnaire survey gathers the information about the use of cloud computing by the staff of secondary schools in the Czech Republic and proposes comprehensive solutions of cloud computing usage via the cloud-based service Google Apps for Education. KEYWORDS: cloud computing, digital technology, Google Apps for Education, secondary school, education