The competency of relationship-building is an attribute that is vital in many professions that involve interpersonal relations. Nurses, doctors, social workers, and teachers are some of the professions where competency of relationship-building plays an important role. The latter of the professions that was exemplified is the teaching-profession, which also acts as the central study object of this survey. The group of teachers that this survey targets is the teachers of the Swedish residential college for adult education, a school system that in the Swedish language commonly is referred to as “Folkhögskola''. The Swedish residential college for adult education work in a similar way to how the highschool system in Sweden is structured, although it is possible to identify many differences between the schools. One of the central differences between the regular school system in Sweden and the folkhögskola is that a lot of the courses in the folkhögskola are offered remotely. The central purpose and goal of this study is to deduce the methods, traits, and experiences that these teachers possess and manage to use in their teaching linked to their relational competency. The reason for the study objects are teachers in the Folkhögskola, is due to the fact that these teachers exercise remote education to a greater extent than teachers in regular Swedish education. The teachers are challenged due to the fact that a big part of their contact with the students is by distance-connection, that could result in a shortfall of the possibilities to build and sustain optimal interpersonal relations. In conclusion, the purpose is to research the sorts of methods and work-experience based tools that the teachers use to prevent potentially negative consequences of the shortfall of interpersonal relations. The empirical data in the survey is collected with support of self administered questionnaires that are submitted to teachers in the Folkhögskola. To summarize the scope of this study, this essay intends to summarize and analyze the empirical data in context to relevant literature in the research fields of remote education and relational competency with the ambition to generate relevant results to the research field of pedagogy.

[pt] Esta dissertação apresenta reflexões sobre o Ensino Maker (EM) à luz de práticas de Design, como contribuição para lidar com as demandas e complexidades dos processos de ensino-aprendizagem na contemporaneidade. O surgimento de um cenário atípico de isolamento social em 2020, decorrente da pandemia da COVID-19, trouxe um novo contexto para as práticas pedagógicas maker e consequentemente para esta pesquisa, exigindo que essa metodologia ativa fosse analisada sob a perspectiva do ensino remoto. A pesquisa qualitativa envolveu revisão bibliográfica e documental e observação participante. Primeiramente, definições e premissas maker foram levantadas e fundamentadas a partir de autores especializados no tema, como Chris Anderson (2012), Dale Dougherty (2012) e Mark Hatch (2014). Dentre as premissas, o aprendizado prático por meio de projetos possibilitou o estabelecimento de conexões entre EM e Design, acenando com práticas pertinentes para o desenvolvimento de habilidades e competências para o século XXI. Três documentos que discutem os pilares e perspectivas para a educação contemporânea são analisados. A fim de conduzir uma reflexão sobre as repercussões do EM na prática, duas situações de ensino-aprendizagem foram observadas e relatadas: experiências de aulas maker remotas em uma escola particular e observação participante em um projeto de aprendizagem prática para escolas públicas, ambas voltadas para o ensino fundamental. A partir da articulação entre as ideias dos autores estudados e os dados coletados, registrados e interpretados, reflexões são elaboradas e uma proposta de redesign de experiência maker remota é apresentada como contribuição para uma aprendizagem criativa e participativa a distância. / [en] This master thesis presents reflections on Maker Education (EM) in the light of Design practices, as a contribution to deal with the demands and complexities of teaching-learning processes in contemporary times. The emergence of an atypical scenario of social isolation resulting from the pandemic COVID-19, brought a new context to the pedagogical practices of the maker and consequently to this research, requiring that this active methodology could also be analyzed from the perspective of remote education. The qualitative research involved bibliographic and documentary reviews, besides a participant observation. First, definitions and maker premises were raised and founded based on authors specialized in the theme, such as Chris Anderson (2012), Dale Dougherty (2012) and Mark Hatch (2014). Among the premises, practical learning through projects made it possible to establish connections between EM and Design, indicating relevant practices for the development of skills and competences for the 21st century. Three documents that discuss the pillars and perspectives for contemporary education are analyzed. In order to conduct a reflection on the repercussions of EM in practice, two teaching-learning situations were observed and reported: experiences of remote maker classes in a private school and a participant observation in a hands-on project for public schools, both aimed at elementary education. Based on the articulation between the ideas of the authors studied and the data collected, reported and interpreted, reflections are elaborated and a proposal to redesign the remote maker experience is presented as a contribution to creative and participative learning at distance.

La enseñanza remota de la interpretación es un campo de investigación interdisciplinario que se aborda desde enfoques teóricos y prácticos diversos en las últimas dos décadas. Los estudios exploran desde las experiencias de los docentes y estudiantes de interpretación que participan en comunidades de aprendizaje a distancia, hasta la evaluación de la efectividad de los entornos de aprendizaje virtual (VLE) diseñados para el desarrollo de las competencias del intérprete. Las investigaciones revelan que los modelos pedagógicos socioconstructivistas, como el aula centrada en el estudiante y el aprendizaje colaborativo, no caen en desuso en las aulas virtuales: e incluso pueden potenciarse con las nuevas tecnologías. Algunas regiones del mundo experimentaron este salto a la educación virtual por primera vez en 2020, con la pandemia por COVID-19 y la restricción prolongada de la educación en modalidad presencial. En el caso del programa de pregrado en Traducción e Interpretación Profesional (TIP) de la Universidad Peruana de Ciencias Aplicadas (UPC), el proceso de transición a la virtualidad en la línea de interpretación implicó la rápida adaptación de un VLE que permitiera a los estudiantes alcanzar los objetivos formativos de los cursos, a la par de replicar los modelos pedagógicos de la institución. Este estudio de corte cualitativo explora, por medio de entrevistas personales, las experiencias de siete docentes de interpretación, en torno al proceso de adaptación de un VLE que busca replicar, entre otros aspectos, el modelo de aprendizaje colaborativo en los cuatro talleres de interpretación del programa en TIP de la UPC durante 2020. El estudio también recoge, por medio de dos grupos focales, las percepciones de quince estudiantes de interpretación en relación con el VLE y el aprendizaje colaborativo durante los cuatro talleres dictados en modalidad completamente remota. / Due to its interdisciplinary nature, remote interpreting training has been studied from different theoretical and applied approaches in the past two decades. Research topics range from analyzing instructors’ and learners’ perspectives as members of a long-distance learning community to evaluating the effectiveness of tailored virtual learning environments (VLEs) in the development of interpreter’s skills. Findings reveal that socio-constructivist educational models such as student-centered environments and collaborative learning are not losing ground in virtual classes—in some cases they are even boosted by new technologies. Some regions in the world made the big technological leap into e-learning for the first time in 2020, amidst the COVID-19 pandemic and extended sanitary restrictions for on-site education. In this particular study’s case, the undergraduate program for Professional Translation and Interpreting (TIP) at Universidad Peruana de Ciencias Aplicadas (UPC), the transition to fully-remote interpreting training demanded a fast adaptation of the previously non-core VLE to one capable of enabling students to accomplish their courses’ learning objectives and teachers to replicate UPC teaching approaches. Through several personal interviews, this qualitative study looks into seven teachers’ experiences on the process of adapting one VLE to replicate, among other things, collaborative learning in each of the four interpreting courses in the TIP program during 2020. Through two separate focus groups, this paper also explores the perspective of fifteen students regarding the VLE and collaborative learning during the fully-remote education period. / Trabajo de investigación

Solicitud de embargo por publicación en revista indexada. / El presente trabajo tuvo como objetivo investigar las atribuciones causales y creencias que asume un grupo de estudiantes de la carrera de Educación de una universidad privada de Lima acerca de su desempeño en la educación remota de emergencia. Este estudio se realizó desde un enfoque cualitativo con una aproximación fenomenológica, en conjunto con herramientas de la teoría fundamentada. Para obtener la información, se realizaron 4 entrevistas semiestructuradas, cuyas respuestas se analizaron mediante dos procesos de categorización: codificación abierta y codificación cerrada. Estos procesos permitieron identificar las creencias y atribuciones causales de los participantes acerca del aprendizaje logrado a través de la educación remota de emergencia. Luego del análisis, se identificaron 3 categorías: la formación docente, la socialización en la educación remota de emergencia y la autorregulación. Los resultados evidenciaron creencias relacionadas a la capacitación docente para enseñar de manera remota, creencias y atribuciones causales relacionadas con la interacción social durante la ERE, y, por último, atribuciones causales relacionadas con la motivación y la autorregulación en la ERE. / The purpose of this research paper was to investigate the causal attributions and beliefs held by a group of university students studying to become teachers in a private university located in Lima in regards to their academic performance during emergency remote teaching (ERT). A qualitative, phenomenological approach, in addition to a series of tools provided by the Grounded theory, were used to conduct the research. Four semi-structured interviews were held in order to obtain the data, which was analyzed through open and selective coding. This process allowed us to identify student beliefs and causal attributions regarding their academic performance. The three common themes were: teacher professional development, socialization during ERT, and self-regulation. The results evidenced beliefs related to teacher training and preparedness for teaching remotely, beliefs and causal attributions about social interaction in virtual settings, and finally, causal attributions regarding motivation and self-regulation. / Tess

[pt] O tema deste trabalho de conclusão de curso é o ensino de história por meios digitais, A partir da análise de materiais, notadamente as aulas de história online do curso Descomplica – fonte de estudo escolhida – e entrevistas com os professores de História, procurei investigar as práticas pedagógicas que tenham como objetivo o aprendizado do conhecimento histórico em meios digitais definidos como educacionais. Importante salientar que o ensino de história por meios digitais não se trata de ensino de história à distância, pois não existe necessariamente a pretensão de substituir a escolaridade tradicional. Não falarei sobre as modalidades de ensino à distância (EAD), apesar da substituição das aulas presenciais por EAD em diversas localidades do país pela modalidade tele presencial, ou à distância – notadamente em tempos de Covid-19. Um dos resultados foi perceber que as aulas de História transmitidas por meios digitais se enquadram na modalidade de ensino remoto, que se contrapõe ao ensino presencial de História, apesar de manter vários de seus elementos pedagógicos. Assim, a pesquisa, que se situa na interseção dos campos da Educação e da História, teve também como objetivo identificar e analisar as permanências e as mudanças no ensino de História, a partir de experiências pedagógicas do ensino presencial e do ensino remoto. O estudo foi desenvolvido por meio de uma metodologia de trabalho que consistiu na análise das aulas online, aplicação de instrumentos da História oral no tratamento das entrevistas com os professores de História do curso Descomplica e comparação com as diretrizes curriculares e com as exigências do Enem. / [en] The theme of this final course work is the teaching of history through digital means, especially in the largest online course in Brazil – Descomplica – which stands out in the preparation for competitions, mainly for Enem - Exame Nacional do Ensino Medio. From the analysis of materials, notably the online history classes of Descomplica course – chosen object of study – and interviews with the history teachers, I tried to investigate the pedagogical practices that have as objective the learning of historical knowledge in digital educational media. It is important to point out that the teaching of history through digital means is not about the teaching of history at distance, as there is not necessarily the intention to substitute traditional schooling. I will not focus on distance learning modalities, despite the growing governmental interest in replacing face-to-face classes in different parts of the country for telepresence, or distance learning – notably in times of Covid-19. One of the results was to realize that the history classes transmitted by Descomplica fit into the modality of remote teaching, which opposes to face-to-face history teaching, despite maintaining several of its pedagogical elements. Thus, the research, which is located at the intersection of the fields of Education and History, also aimed to identify and analyze the permanences and changes in the teaching of history, based on pedagogical experiences of classroom and remote teaching. The study was developed through a methodology that consisted of the analysis of online classes, application of instruments of oral history in the treatment of interviews with history teachers from the course Descomplica and comparison with the curricular guidelines and the requirements of Enem.

[pt] Este trabalho tem como objeto de estudo as mediações familiares da relação das crianças com as atividades remotas propostas pelas escolas, durante a pandemia da COVID-19. Objetivou-se, através de pesquisa exploratória, identificar as percepções das famílias pesquisadas a respeito dessas atividades, os principais desafios enfrentados, as estratégias de mediação adotadas e possíveis aprendizados vivenciados nesse processo. Foram obtidas 207 respostas a um questionário online e realizadas 41 entrevistas com responsáveis por crianças matriculadas do primeiro ao terceiro ano do Ensino Fundamental, residentes na Região Metropolitana do Rio de Janeiro. Como principais interlocuções teóricas foram utilizados o conceito de mediação, pela perspectiva vygotskiana, estudos sobre o acompanhamento dos deveres de casa pela família e pesquisas recentes sobre acesso a atividades educacionais remotas, oportunizado em grande parte pelas mídias. Foram também considerados dados de pesquisas sobre desigualdades educacionais associadas à oferta de ensino remoto durante a pandemia. Como principais resultados, foi visto que as mediadoras, em sua maioria mães, percebem como as maiores dificuldades assegurar a motivação das crianças para realizar as atividades, ter disponibilidade para acompanhá-las durante sua realização e as limitações pedagógicas enfrentadas na tarefa de explicar a elas os conteúdos curriculares. Enquanto uma forte potencialidade das atividades educacionais remotas, verificouse uma maior proximidade entre as famílias e as crianças, em especial nos assuntos relacionados à escola. As diferentes estratégias adotadas pelas mediadoras, a fim de possibilitar o melhor aproveitamento do ensino remoto pelas crianças, foram consideradas enquanto experiências oportunas para a ampliar a reflexão sobre o papel da escola. / [en] The object of study of this master dissertation were parental mediations of children s relationship with the school remote activities during the COVID-19 pandemic quarantine. Through exploratory research, the objective was to identify parents perceptions of such activities, their main challenges, the mediat ion strategies adopted and potential learning experiences. The data comprised 207 responses to a virtual questionnaire and 41 interviews with parents of children enrolled from 1st to 3rd grades of Elementary School, living in the metropolitan area of Rio de Janeiro. The main theoretical references included the concept of mediation in the Vygotskian perspective, studies on the monitoring of homework by the family, and recent research on access to remote educational activities allowed by current media. Research data were also considered on educational inequalities associated with the provision of remote education during the pandemic. As its main results, the mediators, mostly mothers, biggest difficulties were: to guarantee children s motivation to carry out the activities, to be available to help them, pointing out their pedagogical limitations to explain curricular contents. The potential of remote education was the greater proximity between family and child, especially in school matters. The different strategies adopted by mediators in children s remote education were considered favorable experiences to reflect on the role of school.

La educación remota de emergencia se ha convertido en la principal estrategia educativa para que los alumnos de todo el mundo puedan garantizar su continuidad de los estudios de todos los niveles. Aquello conlleva a un uso de soluciones de enseñanzas totalmente remotas a la educación donde la tecnología cumple un rol protagónico; y por ende, los maestros se convierten en alfabetizadores digitales. El objetivo de este estudio es indagar acerca de las percepciones de los usos de las TIC por docentes de educación inicial en instituciones privadas de Lima dentro de la educación inicial durante la educación remota de emergencia con el fin de recolectar datos y experiencias de las docentes para así, conocer las percepciones; el uso que se les dio a las TIC; de la misma manera que los procesos y desafíos que atravesaron durante dicho contexto. Las entrevistas realizadas fueron analizadas mediante un análisis temático y los resultados de estas indicaron que a pesar de los desafíos y limitaciones presentadas por el contexto de la pandemia y por el propio centro educativo, las TIC tienen consecuencias positivas en los estudiantes y en los docentes de educación inicial. / Emergency remote education has become the main educational strategy for students around the world to guarantee their continuity of studies at all levels. This leads to the use of totally remote teaching solutions in education where technology plays a leading role; and therefore, teachers become digital literacy teachers. The objective of this study is to inquire about the perceptions of the uses of ICT by early education teachers in private institutions in Lima within early education during emergency remote education in order to collect data and experiences of teachers to thus, to know the perceptions; the use that was given to ICTs; in the same way as the processes and challenges they went through during that context. The interviews carried out were analyzed through a thematic analysis and the results of these indicated that despite the challenges and limitations presented by the context of the pandemic and by the educational center itself, ICTs have positive consequences for students and teachers. Initial education. / Tess

Åhpadibmien ulmmie leä máhttuob akttasadtjen jah meälggadeåhpadibmien bijrra váddiet ubmejensámien unnibelåhkkuongiällije nïnnuodit. Vuaduo jah uhttsalibmie uvddale sjiehties máhttuo vuösiete jah ájáj mah leäh guaruos guh dannie åhpadibmie urra diediedibmien bijrra váddiet. Almmas åhpadibmien vuöhkien tjarra leä máhttielis åhpadibmien ulmieb ráriestit jah uhttsalimmij gehtjelvassijde vásstieduvvh. Diedietimmijde leä tjåggáme ubmejesámien liärruobåddijde geähttadit jah ubmejesámien liärratïjjijde siärra vuöhkkiene gehttjadit. Teorïjjan vuaduo sociokultuvran teorïjjub ävkkije guh máhttielisvuahtta giälliije buerest ussjadallat guh ájnas veähkkie liärruomen meht. Buhtasijde vuösiete meälggadeåhpadibmie vuöhkkiene leä dárbies nåváj dåjbmá. Meälggadeåhpadibmien hástalassh bühth jiänamus liärruomen byjrramiste, ïllak vánnie ubmejesámien bïjkuos liärruogirjieh jah liärruobåddah gåvnnijeäh, plänemij tjualbmah jah vánies lágiediebmie jïjtja skuvlaste. Hållijeäh áj sávvatassub subsasth dáruon ábnasijne skuvlane ekttijne barggat. Sïjjan bargguo die álggiebe sjaddá jah liäruokij giällaidentiteta nïnnuotuvvá. Skuvlla jah unniebelåhkkuogiälij åhppatimmie leäh ájnnash eäljjuodibmien giälij uvdste. Åhppatibmie vuösiete leä eŋŋe jiäna bargguo dáruon vuaduoskuvlane jüs galggá ubmejesámiengiälub nïnnuodit. Åhppatibmie vuösiete leä eŋŋe jiäna bargguo dáruon vuaduoskuvlane jüs galggá ubmejesámiengiälub nïnnuodit. / Denna studie har som syfte att bidra med kunskap om samarbetet med svenskämnet och fjärrundervisningens möjligheter för att stärka minoritetsspråket umesamiska. Bakgrunden och den tidigare forskningen presenterar relevant kunskap likväl som att den visar på det forskningsglapp denna studie bidrar med ny information om. Genom kvalitativ fallstudie som metod kan studiens syfte diskuteras och forskningsfrågor besvaras. Som datainsamlingsmetod har både ostrukturerade icke-deltagande observationer av umesamiskalektioner och semistrukturerade djup-intervjuer med umesamiska lärare används. Som teoretisk bas används den sociokulturella teorin som ger möjlighet att fokusera på språket som ett viktigt redskap för lärande. Resultaten visar att fjärrundervisningen som metod är såväl nödvändig som fungerande. Utmaningarna med fjärrundervisning handlar till övervägande om utifrån som lärmiljön, avsaknaden av offentliga läromedel på umesamiska, otillräcklig undervisningstid, schematiska problem och bristande engagemang från den ordinarie skolan. Informanterna uttryckte även en önskan av ett samarbete med svenskämnet både för att underlätta sitt arbetet samt för att stärka umesamiskan och stärka elevernas språkliga identitet. Skolan och undervisningen av minoritetsspråk är viktiga i revitaliseringen av hotade språk. Studien visar på att det fortsatt finns mycket att göra i den svenska grundskolan för att stärka det umesamiskaspråket. / The study aims to bring knowledge about the possibilities to strengthen the Umesámi language through collaboration and remote education. The background and the previous research show the research gap that exists and that this study will give new information about. Through a qualitative case study as a method the aim of the study can be discussed, and the research questions can be answered. Unstructured non-participating observations of Umesámi lessons and semi structured in-depth interviews with Umesámi teachers are this study’s chosen data collection methods. The study investigates the possibilities to strengthen the Umesámi language. Sociocultural theory is functioning as the theoretical base of this study, and it is making it possible to focus on the language as a valuable tool for learning. The results display that remote education is not only a necessary method but also a method that works. Most of the challenges with remote education come from the learning environment, the non-official existing teaching materials in Umesámi, the lack of teaching time, schematic problems, and lack of commitment from the ordinary school. The informants expressed a wish to collaborate with the Swedish subject, both to facilitate the work burden and strengthen the Umesámi language and the pupils’ linguistic identity. Both school and the education of minority languages play an important part in the revitalization of endangered languages. The study shows that there still is a lot to do in the Swedish elementary school to strengthen the Umesámi language.

Distance learning offered to students by Swedish universities has continued to increase, which has led to an increase in the use of learning management system (LMS). Recently, due to the pandemic, many universities have temporarily made university classes compulsory as distance through remote learning, and the importance of LMS is also emerging. However, there is a problem that the dropout rate of remote students is significantly higher than that of on-campus students. Therefore, this qualitative study aims to propose various suggestions to enhance students' learning experience by understanding their perception and experience of using Moodle, one of the popular LMS platforms, for the distance students of Information system master program of Linnaeus university. When evaluating the system as a model for this study, David (1989)'s Technology acceptance model (TAM), which has already been verified in many studies, was considered first, but this model does not take into account the feelings of system users. After that, Hassenzhal's UX model was finally adopted as a model for this study. However, this study shows that Hedonic attributes, one of the elements of Apparent product character of this UX model, does not play any role for evaluating UX in LMS platforms such as Moodle. The reason for this is that users think of Moodle as a learning information tool only for their study purpose, and their identification and social communication are significantly poor in the platform. Also, Moodle does not provide any stimulation to their feeling. As the research method, semi-structured interviews were conducted through Skype or Zoom with 7 Moodle users from 5 different nationalities who voluntarily applied for the interviews. As a result, it was found that 8 issues (Usability and design of the main page and dashboard, information distributed across multiple platforms, notification and landing issue, lack of awareness of students about some features of Moodle, presence of unnecessary features, slow website speed, low use of mobile applications, non-standardized course page design) on Moodle through their past experiences that could be detrimental to the user experience. Based on the findings, this paper will discuss various suggestions to improve Moodle's UX for distance students’ better learning experience.