Nformation and communication technologies which are used at schools in distance learning courses are analyzed and evaluated in this work. Also attention is paid for the distance learning creating process. On the base of information and communication technologies the distance learning course “hypertext and multimedia” is created for XI- XII formers from Lithuanian Republic secondary schools. For those who chose the expanded module of information technologies course is prepared the plan for supporting learners and tutorials for users. During this distance learning process pupils are taught to design and create Web sites with multimedia elements. The course is created in virtual learning environment WebCT. Also the graphic models created with TestTool are used.

Šiandieninėje bendrojo lavinimo mokykloje labai svarbu ugdyti sąmoningą, naujoms technologijoms atvirą, žinias su praktika gebantį sieti žmogų. Tam neabejotinai prireiks matematinių žinių ir įgūdžių. Matematika – svarbus gamtos mokslų ir technologijų įrankis. Visi mokiniai, nepriklausomai nuo jų gabumų, polinkių ar mokymosi ypatumų turėtų pajusti matematikos praktinę naudą. Mokydamasis matematikos kiekvienas mokinys turi patirti sėkmę, o pačios matematikos ugdymo turinys, jo perteikimo būdai ir tam naudojami metodai turi padėti mokiniui susikoncentruoti į mokymosi sėkmę. Taigi vienas iš svarbiausių mokytojo uždavinių yra surasti tokius mokymo metodus ir priemones, kurie būtų įdomūs, tikslingi įvairių gebėjimų bei poreikių mokiniams ir leistų visiems pasiekti gerų mokymosi rezultatų. Vienas iš tokių būdų galėtų būti nuotolinis mokymasis. Nuotolinis mokymasis – tai nuo laiko ir erdvės apribojimo, mokytoją ir mokinį, išlaisvinanti mokymosi forma. Pasitelkiant kompiuterį ir interneto ryšį, įvairių poreikių, bei skirtingų gabumų mokiniai nevaržomi vietos ir laiko gali mokytis savarankiškai – pakartoti, pagilinti, pritaikyti ar pasitikrinti savo žinias ne tik per pamokas, bet ir po pamokų. Vis dėlto, nuotolinis mokymasis daugiau įprastas suaugusiųjų mokymesi. Daugeliu atvejų mokymuisi naudojami informacijos perdavimą užtikrinantys mokymosi metodai. O matematikos dalykui įsisavinti reikia ne tik teorinių žinių, bet ir praktinių įgūdžių. Šiame darbe tiriamos nuotolinio mokymosi... [toliau žr. visą tekstą] / In today's secondary school it is very essential to develop a conscious, open to new technologies person, who will be capable to link knowledge and practices. This will undoubtedly require mathematical knowledge and skills. Mathematics - an important science and technology tool. All students, regardless of their abilities, aptitudes and learning features should feel mathematics practical benefits. Learning mathematics each student has to experience success in mathematics education and the content of the rendering techniques and the methods should help the student to concentrate on learning success. So one of the most important tasks of the teacher is to find such teaching methods and tools that are interesting, targeted to different abilities and needs of students and to enable them to attain academic success. One such way could be distance learning. Distance learning - this is the unlocking form that helps to separate the teacher and the pupil from time and space limitation. With the help of a computer and an Internet connection, students with different needs and different abilities can learn self without the restrictions to place and time - repeat, deepen, adapt, or test their knowledge not only in the classroom but also after school. However, remote learning is more common in adult learning. In most cases, the transfer of learning is used to ensure learning methods. In order to master the things of math it is essential to have not only theoretical but also practical... [to full text]

We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of distance education technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist "Lone Ranger" language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting distance education technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating distance education technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning. / Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2002

Made available in DSpace on 2015-03-26T13:33:49Z (GMT). No. of bitstreams: 1 texto completo.pdf: 2483134 bytes, checksum: aee321ed5b188d1755dcb833a73aa151 (MD5) Previous issue date: 2012-06-29 / This dissertation discusses the main concepts of university extension, distance learning and the Internet to show the feasibility of the web as an instrument of university extension, from the experience of the website Espaço do Produtor‟ (Farmer‟s space), created by the Coordination of Open and Distance Learning (Cead) from the Universidade Federal de Viçosa (UFV), Brazil. The site intends to target on familiar rural producers and small-scale farmers and their families, promoting dissemination of the knowledge generated at UFV. Through a user study, the research used a methodological triangulation of data sources: statistics‟ access (Google Analytics), qualitative analysis of e-mails sent to the website and electronic survey (questionnaire). Thus, it was possible to diagnose and analyze the usages and demands for information from users who visit the site Espaço do Produtor‟ in order to contribute to the discussion and development of university extension activities at UFV. The study found that users have a great lack of extension courses - most have never attended one of these activities. Second, they revealed a wide acceptance of the website‟s available content, especially the extension courses and the online articles sections; which are most used to guide the openness of a home-based business or future developments in the area of agriculture, but also mainly to improve the quality life. There has been also found that the users are aware of the potential of the website as an instrument for university extension, demanding for replies about questions and demands related to it. In addition, most users believe in the efficiency of techniques used in distance learning courses online. The work also suggests some measures to improve the Espaço do Produtor‟ and other websites that may be created in the future aimed at university extension. / A presente dissertação discute os principais conceitos da extensão universitária, da educação a distância e da internet para mostrar a viabilidade da web como instrumento de extensão universitária, a partir da experiência do website Espaço do Produtor, criado pela Coordenadoria de Educação Aberta e a distância (Cead) da Universidade Federal de Viçosa (UFV). O site pretende atender a agricultores familiares e produtores rurais de pequena produção, bem como seus familiares, socializando o conhecimento gerado na UFV. Por meio de um estudo de usuário, a pesquisa utilizou uma triangulação metodológica ou multimétodo para a obtenção de dados: estatísticas de acesso (Google Analytics), análise qualitativa dos e-mails enviados ao site e o survey (questionário) eletrônico. Dessa forma, foi possível diagnosticar e analisar os usos e as demandas de informação dos usuários do site Espaço do Produtor, visando contribuir para a discussão e desenvolvimento das atividades de extensão universitária na UFV. O trabalho comprovou que os usuários têm uma grande carência de cursos de extensão - a maioria nunca participou de uma dessas atividades. Por outro lado, eles revelaram uma grande aceitação pelo conteúdo disponibilizado, especialmente pelos cursos de extensão de curta duração on-line e pelos artigos, que os utilizam para abertura de negócios caseiros ou futuros empreendimentos na área da agropecuária, mas principalmente para a melhoria de qualidade de vida. Constatou também que o público usuário tem consciência do site como potencial instrumento de extensão universitária, solicitando solução de diversas demandas e dúvidas nessa área. Além disso, a maioria dos usuários acredita na eficiência das técnicas de educação a distância utilizadas nos cursos on-line. A dissertação ainda sugere algumas medidas para aprimorar o Espaço do Produtor e outros sites que venham a ser criados na área da extensão universitária.

O Ensino à distância (EaD) procura utilizar propostas pedagógicas para desenvolver sistemas inclusivos de ensino e aprendizagem. Estas propostas tem colaborado no sucesso que a EaD tem alcançado no meio empresarial corporativo. Neste meio, a demanda por cursos de formação técnica tem sido tão alta, que as empresas envolvidas no design instrucional de EaD criaram a noção de cursos à distância expressos, ou seja, cursos cuja a concepção e elaboração devem atender as tradicionais necessidades de rapidez do mercado de trabalho. Esta dissertação procura soluções para um tipo de ensino à distância ainda pouco explorado. O cenário que procuramos equacionar é o do ensino de ferramentas (softwares) para desenho vetorial, onde a metodologia de ensino é parte do processo de ensino corporativo. No processo atual de ensino de ferramentas de computação gráfica, o aluno submete ao professor, normalmente pela internet, o seu trabalho para que uma avaliação seja feita. Nesta dissertação sugerimos que este processo seja modificado de duas formas. Primeiro, no design instrucional para esta situação, trabalhamos constantemente a questão de avaliação não só na sua forma tradicional (atribuição de graus e valores) mas também como aperfeiçoamento do processo de ensino. A hipermídia adaptativa entra nesta proposta como facilitador da relação alunoprofessor-conhecimento, permitindo individualização de um ensino voltado para as massas. Em segundo lugar, propomos que a avaliação das tarefas sejam automatizada. O aluno oferece as partes (objetos) da solução que são avaliadas individualmente através de algoritmos computacionais. Isto permite uma menor participação do professor, o que é compatível com a proposta de cursos expressos. Para que isto seja possível a tarefa proposta pelo professor é dividida em objetos componentes, sendo o aluno estimulado a criar cada objeto segundo o modelo padrão oferecido. A comparaçào de cada objeto criado pelo aluno com o padrão a ser alcançado pode ser feita por diversos algoritmos computacionais existentes ou criados especificamente pelo autor do curso. Neste trabalho apresentamos exemplos desta abordagem e um protótipo que demonstra a viabilidade da proposta. / Distance learning aims to use eduacational approaches in order to develop comprehensive courses. These approaches are some of the reasons distance learning has been widely accepted by large corporations. The nowadays matket has a steady and constant demand for technical courses and skilled employees. This demand has been so high among corporations that they have coined the term Distance Learning Express Couses for courses developed in very short time, for short term necessities. This dissertation aims to offer possibilities for a less employed type of distance learning couse. The situation we intend to deal is the teaching of graphics computing tools. In the current status of such type of distance learning course, the student submits, normally by Internet, his or her pieces of work so an evaluation of his or her performance may be made. In this dissertation we propose to change this process in two ways. First we intend to use evaluation as a pivotal part of the educational process. Evaluation is no longer used only at the end of the tasks but during the teaching procedure as student feedback. Thats the reason we also employ Adaptive Hypermedia. It makes possible a more personalized teaching and student oriented guidance. Secondly, we also suggest that tasks evaluation may become automatic. The student offers the parts (objects) of the overall solution and these parts are evaluated individually by computing algorithms. This allows less teacher participation and less type spend on evaluation. In order to do so, the teacher has to divide the task in small components (objects) and to ask the student to deal with these components as models to be achieved. The comparison of the object created by the student with the model object maybe performed by several available computing algorithms or specifically designed algorithms by the author of the course. In this work we introduce an example of this approch and a prototype which shows the feasability of our proposition.

Esta dissertação investiga o processo evolutivo das trocas interindividuais a partir da perspectiva da descentração com fundamentação na concepção epistemológica piagetiana. Esta fundamentação destaca a possibilidade do sujeito desprender-se do seu ponto de vista e levar em consideração outros aspectos para finalmente coordená-los. Trata-se de uma pesquisa qualitativa – estudo de caso realizada no Curso de Graduação Licenciatura em Pedagogia, na modalidade a distância (PEAD) da Universidade Federal do Rio Grande do Sul. O curso destina-se à formação em pedagogia de professores leigos de Escolas Públicas do Rio Grande do Sul. Para tanto, a coleta de dados foi realizada a partir da seleção de registros de participação dos alunos em formação no fórum virtual e lista de discussão e possibilitou a construção dos níveis que indicam o processo do egocentrismo à descentração em situações de trocas interindividuais. Os resultados apontam que as interações influenciam no processo de aprendizagem dos alunos em formação, sendo possível observar que as trocas também contribuem para estimular o processo de descentração, propiciando assim condições de coordenar pontos de vista diferentes. Os resultados também indicam que os alunos em formação demonstram dificuldades em trabalhar em comum, pois as participações apresentam alto índice de registros com características egocêntricas, não demonstrando assim que os participantes estabelecem relação com o ponto de vista dos colegas, condição necessária para que a descentração ocorra. A partir dos resultados, podemos concluir que a descentração é um processo evoluído e que cada nova oportunidade de troca permite que ocorra a evolução das trocas interindividuais. Isto nos mostra a fecundidade da teoria piagetiana como suporte para análise de processos interativos em contextos na modalidade a distância. / This thesis investigates how the exchanges occur between the individuals in the forum and discussion list and how you can view the process of egocentrism to taking off the Center from him through the levels provided for in the design analysisbased epistemological piagetiana. This is a qualitative research - a case study conducted in the course of graduate degree in pedagogy, in the programmer of distance learning (PEAD) of the Federal University of Rio Grande do Sul state, Brazil. The course is addressed to the formation of teachers of public schools of Rio Grande do Sul state, Brazil. For this, the data collection was carried out from the selection of records of participation of students in formation in virtual forum and discussion list and possible see the levels that indicate the process of egocentrism to taking off the Center from him in situations of trade between individuals. The results indicate the importance of interactions to the learning process of students in formation and it was possible to see that exchanges stimulate the process of taking off the Center from him thereby providing conditions to coordinate different points of view. The results also indicate that students in formation demonstrate difficulties to working together, this is evidenced by the high rate of participation egocentric, therefore in most of the shares don’t show establish relation with the point oh view of the classmates, condition that’s necessarie to the pocess of taking the center of him occur. From the results we can conclude that the process of taking the Center of him is an evolving process and that each new opportunity to exchange allows that the evolution of the exchanges between the individuals. This shows us the fecundity of the theory piagetiana as support for analysis of interactive processes in contexts in the distance mode.

Esta dissertação de mestrado apresenta o perfil dos alunos ingressos em 2014 no curso de Especialização em Saúde da Família, financiado pelo Programa de Valorização do Profissional da Atenção Básica do Ministério da Saúde, na modalidade à distância. Essa turma é caracterizada de acordo com gênero, área ou especialidade, Estado de origem dos alunos, entre outras informações. Parte dos resultados apresentados neste trabalho indica que predominaram alunos do sexo feminino, médicos e originários do Estado do Pará. Essa análise objetiva contribuir com a identificação das principais características desses alunos, ampliando a literatura sobre o tema e contribuindo para estudos futuros, ao mesmo tempo que os resultados aqui apresentados podem indicar eventuais oportunidades de aprimoramento de políticas públicas. / This dissertation presents a study on the students of a 2014 class of the specialization course on Family Health, which is funded by the program “Valorização do Profissional da Atenção Básica” of the Ministry of Health, Brazil, through a distance learning approach. The 2014 class has been profiled taking into account, among other information, the students’ gender, area of expertise, and State of the federation where they come from. Part of the results shows that women, doctors, and people from the State of Pará account for most of the students. The analysis carried out in this research has the goal of identifying the main characteristics of students, thus extending the literature and contributing for future work, at the same time that results may occasionally lead to opportunities of improving public policies.

Uma das características mais importantes em Sistemas de Ensino via Web é a tarefa Avaliação. Algumas de suas funções são verificar o quão e quanto o aluno aprendeu e fornecer feedback para o aluno e professor. Neste contexto, este trabalho apresenta EASy, sistema de geração automática de avaliações via Web, proposto para ser integrado ao XHA, ambiente de ensino via Web baseado em Autômatos Finitos com Saída. EASy aplica o mesmo modelo estrutural do XHA, capitalizando as vantagens apresentadas neste modelo para Avaliações. O foco principal deste sistema está na autoria de questões, visando geração automática de Avaliações a partir de metadados configuráveis. Este sistema contempla também os aspectos pedagógicos da avaliação, recursos adaptativos e feedback. Este trabalho tem como propósito apresentar melhorias no processo avaliativo através de um sistema flexível, visando a disponibilidade via Web, onde o acesso do sistema independe da localização por parte do professor. Assim, propõe-se um processo de autoria que possibilite a redução do esforço gasto pelo professor na implementação das questões e na geração dos instrumentos de avaliação. O EASy apresenta também a geração de relatórios detalhados sobre os resultados das avaliações realizadas pelos alunos, possibilitando que o professor empregue mais tempo no acompanhamento do desempenho dos alunos nas avaliações. / The Evaluation task is one of the most important characteristics of a Web learning environment. Verifying how much the student has learned and supplying feedback to the student and to the teacher are some of its functions. In this context, this work presents EASy, a Web-based system for students evaluation, which is designed to be integrated into the existing XHA system, a Web education environment based on Finite Automata with Output. EASy is based on XHA’s structural model, optimizing the advantages presented in this model for Evaluations. This system’s main focus is question authoring, and automatic generation of evaluations from configurable sets of questions metadata. This system also contemplates the pedagogical aspects of the evaluation, adaptive resources and feedback. This work intends to present improvements in the evaluation process by a flexible system, available over the Web, where the access of the teacher to the system is independent of geographical positions. Then we consider an authorship process that makes possible the reduction of efforts by the teacher in the implementation of evaluations questions and generation of the evaluation instruments. The EASy also presents the generation of detailed reports about the results of the evaluations carried through by students, making possible that the teacher may have useful time monitoring the performance of the students in the evaluations.

Esta dissertação de mestrado está inserida no trabalho desenvolvido pelo grupo de pesquisa GIA/UFRGS e situa-se na área de Inteligência Artificial aplicada à Educação à Distância apresentando uma arquitetura distribuída no desenvolvimento de Ambientes de Ensino Inteligentes. A Web facilita aos alunos encontrarem informações relevantes ao estudo que estão fazendo. Outra vantagem do ensino na Web é o indivíduo ser sabedor da existência da informação e de onde ela se localiza para que no momento adequado a acesse. Porém, o progresso que se poderá ter na área de informática aplicada à educação dependerá da adequação e qualidade do software educacional a ser utilizado. Por isso, temos que ter software de ensino inteligentes, que possam trazer esta qualidade e adequação conforme o aluno que está tentando adquirir um certo conhecimento. O objetivo principal do presente trabalho se propõe a estudar as diferentes técnicas e mecanismos de se construir um modelo do aluno adaptativo na Web, aplicáveis em um cenário de educação à distância, a partir de um ambiente distribuído de ensino-aprendizagem inteligente baseado em uma arquitetura multiagentes que contempla o paradigma de ensino cooperativo (uma sociedade de agentes humanos e artificiais, que cooperam para alcançar um objetivo comum). Além disso, o trabalho propõe o uso de estratégias de ensino segundo regras estipuladas pelo especialista. O agente responsável por este controle observa as modificações do comportamento do aprendiz durante a sua interação no ambiente, e seleciona uma estratégia de acordo com o desempenho do aprendiz. / This master’s degree dissertation was developed within the research group GIA/UFRGS, and is located in the field of Artificial Intelligence applied to distance learning, presenting a distributed architecture to develop intelligent teaching environments. The Web make easier for students to find important information for the study hey are performing. Another advantage of learning on the Web is that one knows the information exist and where they are located in order to access it at the right moment. However, the advances in the area of learning applied computing will depend of the adaptation and quality of the educational software used. Thus, we need intelligent teaching software, which can bring us this quality and adaptation according to the student that is trying to acquire some knowledge. The main goal of this work is to propose to study the different techniques and mechanisms for building an adaptive student model on the Web, that are applicable in a distance learning scenario, from an intelligent teaching-learning distributed environment based in a multi-agent architecture that contemplate the cooperative teaching paradigm (a society of human and artificial agent, which cooperate to reach a common goal). In addition, this work proposes the use of teaching strategies according to rules given by the specialist. The agent responsible for this control observes the apprentice behavioral changes during his interaction with the environment and selects a strategy according to the apprentice performance.

The diploma work submitted is called The Use of E-Learning Education of Nurses in the Central Military Hospital Military University Hospital Prague. The theoretical part of the diploma work deals especially with the significance of e-learning, distance learning, history of education of nurses in the Czech Republic and e-learning in health care. In addition, the work includes information of the Central Military Hospital and describes its present circumstances and use of e-learning in the working process. 5 aims and 4 hypotheses were set for the quantitative research. The first aim was to determine the time demands of the e-learning courses study. The second aim was to determine the attitude of general nurses to e-learning education. The third one focused on contribution of e-learning education for general nurses and for the hospital management. The last aim focused on satisfaction of general nurses with the form, contents and diversity of e-learning courses. The fourth aim was used to determine reasons leading for development of e-learning courses for general nurses. Four hypotheses were determined: H1: It takes less time to complete e-learning course studies than regular studies. H2: Nurses younger than 30 years of age prefer e-learning education unlike nurses older than 30. H3: The effectiveness of regular studies is better than the effectiveness of e-learning education. H4: E-learning courses are not as financially demanding as regular courses. The data collection technique consisted in our own anonymous non-standardized questionnaire containing 32 items. The research file consisted of 212 general nurses working in clinical departments of the Central Military Hospital. An additional method was based on a dialogue with the Education Team Manager of the Central Military Hospital. The research results related to the hypotheses show that completing e-learning course studies does not take less time than completing a regular course. Nurses younger than 30 years of age do prefer e-learning education contrary to nurses older than 30. The effectiveness of regular courses in contrast to e-learning education has not been confirmed as well as the fact that financial demands of an e-learning course are lower than financial demands of a regular course. Further, nurses prefer regular forms of studies, mostly with their passive participation in an educational event; however, they find completion of e-learning courses more convenient. Most respondents also expressed a positive opinion on the form, contents and diversity of e-learning courses. Courses include enough information for preparation of a final test and nurses find the number of courses necessary for periodical evaluation adequate. What they consider limiting is the impossibility to retake the final test; they mostly suggested it should be allowed to take the final test twice or three times. The research implies that a higher percentage of the respondents spend as much time as they want studying. Nurses still prefer regular forms of studies with passive participation to the e-learning form. Most nurses have a positive opinion on the current contents of courses in the form of a text format. The course topics are mostly based on suggestions by members of the Non-Medical Professions Education Team of the Central Military Hospital. The research results will be presented at the next regular meeting of members of the Non-Medical Professions Education Team of the Central Military Hospital. Procedures for improvement of the form of the current courses will be presented and proposed as well as the possibility to develop communication between the author and students, the limiting impossibility to retake final tests and the suggestions concerning the number of possibilities to retake them.