農作物生長，極易受到氣候如豪雨、颱風、高低溫、寒害、病蟲害等威脅，農民常年使用的農藥、化學肥料等都已被證實，有造成食品安全及水源污染之疑慮，且人口增加、生質燃料的轉作，對糧食供給產生排擠效應。應用溫室設施、水耕栽培技術及 IT 科技，控制植物生長所需光源、溫濕度、養份、病蟲害等環境的「植物工廠」，配合立體及多層架栽培，使農產品能依工業化流程生產及品質管控之新營運模式， 儼然已成為各國解決糧食問題、降低 Food Miles 及碳足跡重要課題。 本研究收集及分析國外植物工廠企業化經營的現況及問題點，運用由外而內(Outside-in)的產業結構分析(亦稱為機會基礎的成長策略)，找尋企業可進入、可獲利的產業機會，從利潤創造公式展開成各種價值動因 ( Value Driver )，把經營重點轉移到營運初期的規劃， 與重點項目評估， 使其能在營運期間的創造價值，進一步與植物工廠運作功能結合， 整理出經營的 9 個價值創造動因，包含單價、單位栽種密度、栽培架層數、栽培面積、年周轉數、平均良率、營運成本、投入成本及使用年限。 找出目前消費者的價值主張， 運用創新、一致、可執行的商業模式來執行及延續，並擬定出企業的策略系統圖 (Strategic Activity System )，經由關鍵的策略活動，執行策略及細部戰術。 / This research aims at the strategic analysis of the business model on the Urban Plant Factory for the future development in Taiwan. The growth of crops is highly vulnerable by climate like heavy rain, typhoon, hot and cold weather, pests etc. Furthermore, the food safety and underground water pollution concerns caused by agricultural pesticides and fertilizers spread. In addition, worldwide population growth and biomass fuels converted create a big pressure to the food supply chain. The " Plant Fatory " uses the greenhouse, hydroponics and IT technology to control light, temperature, humidity, nutrients, pests and disease of the corps growth environment, and the multi-layer cultivation shelf facilities, and the industrial production & quality control technology of new business model to solve the food problem has become an important topic, and solution to reduce foot mils and carbon footprint. In this study, collect and analyse oversea's Urban Plant Factory commerical reports and problems they faced, using the Outside-in strategy of the industrial structure analysis (also known as opportunity-based growth strategy), to find out the company's profitable cut-in opportunities. From the EBIT equation, to develope a variety of value drivers and apply the drivers to the Plant Factory''s management and dialy operation, and focus on the key success factors of the initial business planning and evaluation of the Plant Factory, enabling the value creation during the operationg period. Furthermore, combined with Plant Factory functions and identify nine value creation factors including price, the unit density of planting, cultivation shelf layers, the cultivation total area, annual turnover, annual average yields, operating costs, initial costs and life period. With current proper value proposition, using the innovative, valuable, consistent, executable business model to implement and extend, and develop the Strategic Activity System to find out the key strategic actions to implement the strategy.

Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on. The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.

In the last decade, Professional Learning Communities (PLCs) are increasingly used as models for teachers’ joint efforts in developing their teaching. The overall aim of this licentiate thesis is to expand the knowledge of PLCs in mathematics, by deepening the understanding of aspects that influence the establishment, organization, and implementation of PLCs in mathematics. Specifically, the aim is to contribute with an overview of how PLCs in mathematics are organized and framed, and also to explain what may enable and hinder PLCs in mathematics. To fulfill the purpose, two studies are conducted where Cultural Historical Activity Theory (CHAT) is used as a conceptual and analytical framework. In the first study, previous research of PLCs in mathematics are synthesized through a configurative literature review, resulting in a description of how PLCs in mathematics are organized and framed. In the study, similarities, and differences between different models of PLCs in mathematics are examined regarding subjects, objects, mediating artifacts, rules, community, division of labor and outcomes. The result shows three different activity systems, with different objects or motives for implementing the PLCs. The activity systems vary concerning the use of mediating artifacts, and what norms regulate the activity system, but are similar regarding participants, context, and division of labor. In the second study, contradictions, and their manifestations in PLCs in mathematics are analyzed. Contradictions may enable or hinder the work of PLCs depending on whether they are identified or not. Contradictions, and their manifestations, are in the study examined through interviews with teacher leader coaches with experience in coaching teacher leaders of PLCs in mathematics. In the study, four contradictions, in and between activity systems, are identified. These four contradictions are manifested through 26 conflicts and dilemmas. The identified contradictions are connected to the norms and traditions that are part of mathematics as a discipline as well as the teacher profession. Taken together, the result of the two studies can be useful in establishing, organizing, and implementing future PLC endeavors. / Kollegialt lärande har det senaste decenniet blivit väletablerat i skolans värld som modell för lärargemensam undervisningsutveckling. Det övergripande syftet med den här licentiatavhandlingen är öka kunskapen om kollegialt lärande i matematik genom att fördjupa förståelsen för aspekter som kan påverka etablering, organisering och genomförande av kollegialtl ärande i matematik. Mer specifikt är syftet att bidra med en kunskapsöversikt över hur kollegialt lärande i matematik kan organiseras och inramas, samt att hitta möjliga förklaringar till vad som möjliggör och vad som hindrar kollegialt lärande i matematik. Detta görs genom två studier där verksamhetsteori använts för att konceptualisera och analysera kollegialtl ärande. I den första studien sammanställs tidigare publicerade studier om kollegialt lärande i matematik i en konfigurativ litteraturstudie, vilket resulterar i en kunskapsöversikt över hur kollegialt lärande i matematik kan organiseras och inramas. I studien analyseras likheter och skillnader mellan olika metoder för kollegialt lärande i matematik med avseende på de verksamhetsteoretiska begreppen subjekt, objekt, medierande artefakter, regler, gemenskap, arbetsdelning och utfall. Tre olika objekt, det vill säga motiv för att genomföra kollegialt lärande, identifieras som konstituerar tre olika verksamhetssystem, där objekt, normer och medierande artefakter skiljer sig åt. Subjekt, arbetsdelning och gemenskap är lika mellan de tre verksamhetssystemen. I den andra studien analyseras vilka motsättningar, det vill säga oförenligheter, som manifesteras i kollegiala lärgrupper i matematik. Motsättningar kan hindra eller möjliggöra kollegialt lärande beroende på om de identifieras eller inte. Motsättningar och deras manifesteringar har studerats genom att lärledarcoacher, som coachat lärledare för kollegialt lärande i matematik, intervjuas. I studien identifieras fyra motsättningar inom och mellan verksamhetssystem, manifesterade genom 26 konflikter och dilemman. De identifierade motsättningarna är sprungna ur matematikämnets och läraryrkets traditioner och normer. De två studiernas resultat sammantaget kan vara användbart vid organisering och genomförande av framtida kollegiala lärprojekt.

In order to be able to change, to maintain competitiveness as a company in a world where rapid changes is part of the daily life, it is crucial to have knowledge and methods in how to change. One method, originally developed in Finland, is the Change Laboratory. This method is said to be efficient, not only concerning change aspects but also learning, since change and learning in this method is intertwined. This Master Thesis (20p.) tells about the process of conducting a Change Laboratory with a Swedish high-tech company and analyses factors in the process that makes change possible. / Detta Magisterarbete (20 poäng) berättar om processen kring ett Change Lab på ett svenskt high-tech företag och analyserar vilka faktorer i metoden som gör förändring möjlig. / 0455-311143, -309097

Située au carrefour de la didactique des langues et cultures et des sciences de l’éducation, la présente thèse porte sur l’appropriation, par les enseignants du cycle primaire au Bénin, de l’Initiative Francophone pour la Formation à Distance des Maîtres (IFADEM) en tant que dispositif de formation continue, en enseignement-apprentissage du FLES. L’objectif consiste à apporter des pistes pour améliorer l’appropriation du dispositif. A partir d’un modèle théorique d’appropriation, mis en place au regard d’une approche théorique transdisciplinaire et des spécificités du contexte d’étude, doublé d’une démarche de triangulation articulant enquêtes par questionnaires, par entretiens semi-directifs, d’auto-confrontation et par observations de pratiques effectives (situantes), nous nous sommes attachés à identifier les « indicateurs » d’appropriation ainsi que les « effets » du dispositif de formation sur les « pratiques pédagogiques effectives » des enseignants. Les théories holistiques de l’apprentissage des langues et spécifiquement l’éducation bilingue, le translanguaging et les théories sur l’enseignement-apprentissage de l’oral, ont constitué un socle pour l’analyse et la compréhension de la situation de recherche. La stabilité de nos analyses, offerte par le choix d’une méthodologie par triangulation, confirme que le parcours d’appropriation est déterminé par des relations d’interdépendance entre des facteurs situationnels (contextualisation), relationnels (relation avec les pairs) et individuels (self-system, réflexivité, recul épistémologique). Elle nous permet également d’aboutir aux conclusions suivantes : les enseignants bénéficiaires de la formation IFADEM font usage de la formation de façon instrumentale, et notamment des tâches qui leurs sont proposées pour améliorer l’enseignement oral du et en français afin de faire face au plurilinguisme. Ils sont exposés à plusieurs variations d’échelle, sources de contraintes et de tensions dans leurs activités pédagogiques, et ces dernières constituent un frein à l’appropriation du dispositif. L’analyse du processus d’appropriation au regard de l’émergentisme et des systèmes complexes d’activité permet d’aboutir au fait que les tensions générées par le déploiement du dispositif IFADEM font partie intégrante du processus de transformation de ce dernier. C’est l’absence de feed-back soutenu et institutionnalisé qui constitue une entrave à l’appropriation du dispositif. Afin de réagir positivement à ces écarts et de garantir l’appropriation du dispositif, le recours à la médiation ainsi qu’à une approche par tâches constituerait une voie intermédiaire. Elle permettrait notamment au dispositif de formation IFADEM, de s’inscrire dans une démarche co-évolutive, essentielle à l’équilibre des systèmes. C’est en tenant compte de l’ensemble de ces analyses et ajustements que cette recherche aboutit à l’élaboration d’un modèle d’appropriation. / This PhD thesis, situated at the crossroads of two domains – language and culture learning and teaching and learning sciences – deals with the way Beninese primary school teachers appropriated the IFADEM programme - « Initiative Francophone pour la Formation à Distance des Maîtres » (Francophone Initiative for Distance Education of Teachers), as a lifelong education environment in the teaching and learning of « French as Foreign/Second Language Learning ». Our purpose is to suggest new avenues aimed at improving the appropriation of this education environment. Our approach is based on a theoretical model of appropriation informed by a transdisciplinary theoretical stance and by the specifics of the context under study, but also on a triangulation method mixing questionnaire surveys, semi-directive interviews, self-confrontation interviews and observations of actual practises (situating). We try to identify the « indicators » of appropriation as well as the « effects » of the education environment on the « actual pedagogical practises » of teachers. Holistic theories of language learning – and more specifically bilingual education, translanguaging and the theories on oral skills development have given a foundation to the analysis and the comprehension of the research situation. The stability of our analyses, made possible by the choice of a triangulation methodology, confirms that the appropriation paths are determined by interdependency relations between factors of situational (contextualisation), relational (relationships with peers) and individual (self-system, reflexivity, epistemological distancing) natures. It also allows us to reach the following conclusions : the teachers who benefitted from the IFADEM training use it instrumentally and more specifically use the tasks they were proposed to improve the teaching of oral skills in and of French, in order to tackle the question of plurilingualism. These teachers are faced with several scale variations which engender constraints and tensions in their pedagogical activities, thus hindering the appropriation of the education environment. The analysis of the appropriation process in the light of emergentism and of complex systems of activity leads to the conclusion that the tensions generated by the implementation of the IFADEM progamm are part and parcel of its process of transformation. The absence of institutionalised and sustained feedback is the real hindrance to the appropriation of the education environment. In order to reduce these discrepancies in a positive way and to guarantee appropriation, turning to mediation and a task-based approach would constitute a middle way. In particular, it would allow the IFADEM environment to come within the scope of a co-evolutive approach, which is essential to the balance of systems. Taking into account all these analyses and adjustments helps this research to reach the elaboration of a model of appropriation.

No description available.

The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. The study is based on a hermeneutic and a socio cultural perspective and a combination of activity theory and object relation theory. The methodology draws on activity theory and Yrjö Engeström’s (1987) development work research and specifically a more elaborated version of learning activity termed Educational Process Reflection, which is a model for professional development created in the previous EPR-studies presented in Bygdeson-Larsson (2005a; b; 2006). It builds on practitioners´ observations of peer play interactions and practitioners retold experiences of interaction with the children. The model consists of an oscillation between EPR-sessions and pre-school practice. The results of the study are presented in a narrative way and show how changes in pre-school grow out of collaborative reflection combined with new theoretical perspectives. The practitioners´ competence or professionalism concerning the interactive dimension was improved and individual children at risk got new and better conditions for being included in positive peer play and interaction experiences. The pre-school turned out to become a resilient environment for children in peer play and interactive difficulties. The main results illuminate and give an understanding of how practitioners´ ways of working with children in peer play problems or special needs turned out to become more resilient and how children got better possibilities to be included in positive ways. It also enhances the understanding of how the processes in peer play situations changed for the better for other children and how the whole climate in the pre-school also seemed to change and become more inclusive. Overall the results of this study bring about an enhanced understanding of the complexity of the pre-school seen as an activity system and the need for new tools concerning interactive processes. This study implicates that pre-school practitioners own investigation and reflection of interactive processes in pre-school is essential, and may well be used before applying a categorising or diagnostic approach concerning children in special needs. This study has implications for professional development, researcher-practitioner co-operation and consultative activities concerning pre-schools and children. The present study implies that all these activities have an advantage of taking the dynamics of the pre-school as an activity system into account before focusing on practitioners or children as individuals.

The purpose of this study was to evaluate a programme aimed at equipping adult mine workers in the North-West Province in computer-based skills. The study describes how the use of computers for learning has transformed some of the mine workers in an Own-Time learning environment, where computers were integrated in their learning activities, compared to the Full-Time adult learning environment, which did not present a similar opportunity. The perspective of using a combination of two teaching methodologies in the Adult Education and Training (AET) curriculum provided at this mine sought to minimise the conventional didactic instructional approaches, whereby the facilitator does most of the talking while learners become passive listeners. Activity theory (AT), in tandem with the reviewed literature, was well suited as a theoretical framework for this study, since it takes a developmental view of minds and technological interaction in context. The activity system was used to map how existing work-related practices fitted into each component, which includes the subject, object, rule, community and division of labour. A case study was applied as a guiding design in the study in which seventeen mine workers participated. The computer activity was illustrated from multiple perspectives, using a qualitative approach and associated epistemologies and beliefs regarding the engagement with mediational tools. Boundary crossings, the zone of proximal development, and the eight-step-model from activity theory were used to scrutinise the learners’ beliefs, attitudes, knowledge, practices and contradictions. These important aspects assisted in obtaining data through participant observation, interviews and field notes. To discover patterns, concepts, themes and meanings from the notes and transcripts, data analysis was blended with these aspects. This study demonstrated the use of the above-mentioned methods at appropriate times. Without ideal and effective research methods, the quality of evidence of this study would have suffered and elucidations of connections would have been inadequate. The findings revealed that the AET programme made an impact on the company and on the individual participants, in their homes, their place of work, and their communities. Change in the workers’ performance after attending AET computer-based programmes was noticeable especially regarding their literate and numerate knowledge and skills. Contradictions and disturbances in the AET programme were also identified, and an intervention was proposed to facilitate a computer programme that includes the curriculum components such as mouse skills, keyboarding, data manipulation and desktop publishing. The study proposes that the AET policy needs to cover Own-Time learners, even though their learning is not obligatory, in the same way as it covers the Full-Time learners. A modified activity theory, contextualised for a situation such as that in the mine in question, was contributed in the study. Furthermore, some limitations and recommendations for future research were identified from the findings. The proposed AT for adult learners suggests a new way of exploring the practices of mind and technology interaction for adult learners, incorporating cultural backgrounds, age, language, values and beliefs as well as reflective decision making. / Science and Technology Education / D. Ed. (Comparative Education)

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No. of bitstreams: 2 Dissertação - Adriane Sardinha Macedo - 2017.pdf: 3588869 bytes, checksum: 2257f2940deb22a656c769ea8d21b807 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this research we are looking for indications of the meanings attributed by the graduates of PETMAT / UFG, professor of mathematics, to the pedagogical activity. Vigotski, Leontiev, Moura, Cedro, Engeström and Asbahr were fundamental for the apprehension of the object searched. We focus on historical-cultural theory as a basis for the apprehension of the phenomenon investigated and, for this, the theory of activity was present throughout the work. Our research was based on a bibliographical research, a documentary analysis in which we evaluated the documents that underpin the organization of the Tutorial Education Program (PET) and, from there, we made a documentary comprehension movement of the Tutorial Education Program of the Education Teachers in Mathematics from the Federal University of Goiás (PETMAT / UFG). We analyze all the tasks and projects developed in the program over the years 2007 to 2014 and, in addition to this, we interviewed some alumni who were linked to the group during those years. The teacher-tutor of the group was also part of our work and is among the subjects participating in the research. The activity, the social meaning and the personal sense are presented in the work, based on the Leontievian proposal. For the analysis of the data, we proposed two categories: [1] the personal sense of the future teacher about the Pedagogical Activity of the mathematics teacher; and [2] the PETMAT / UFG and its contradictions as a source of change and development. In the first category we conclude that individuals, starting from the indigence of joining a university, from the influences of their teachers, and from the affinity they believe they had with the exact areas, hoped to graduate. There are those who were looking for the teaching or marketing of the pre-college preparatory teacher; and there were others who wanted a training in Mathematics that was not destined to be performed in the classroom. In the second category, we analyzed some projects carried out in PETMAT / UFG and supported them in Engeström (1999 and 2009) and, from there, we constructed some Activity Systems. By introducing such systems we intend to propose that, instead of the socially mediated individual being taken as the basic unit of analysis, the historically localized system of activity has become a fundamental unit for looking at egresses in the collective as well. The object of activity as a horizon of possibility is, in the Engeströmapproach, theorized as a collective project that is stabilized by shared tools, signals, and procedures. The results allowed us to perceive the necessity of a differentiated proposal for the formation of the mathematics teacher, in which the teaching learning organization allows the collective work as organization of a non-alienated work, making possible the construction of a knowledge production space. / Nesta pesquisa estamos em busca de indícios dos sentidos atribuídos, pelos egressos doPETMAT/UFG, professor de matemática, à atividade pedagógica. Vigotski, Leontiev, Moura, Cedro, Engeström e Asbahr foram fundamentais para a apreensão do objeto pesquisado. Pautamo-nos na teoria histórico-cultural como base para a apreensão do fenômeno investigado e, para tal, a teoria da atividade se fez presente ao longo do trabalho. Nossa busca perpassou por uma investigação bibliográfica, uma análise documental na qual avaliamos os documentos que fundamentam a organização do Programa de Educação Tutorial (PET) e, partindo daí, fizemos um movimento de compreensão, também documental, do Programa de Educação Tutorial da Licenciatura em Matemática da Universidade Federal de Goiás (PETMAT/UFG). Analisamos todas as tarefas e projetos desenvolvidos no programa ao longo dos anos de 2007 a 2014 e, agregado a isso, entrevistamos alguns egressos que estiveram vinculados ao grupo durante esses anos. O professor-tutor do grupo também fez parte do nosso trabalho e está entre os sujeitos participantes da pesquisa. A atividade, o significado social e o sentido pessoal apresentam-se no trabalho, firmados na proposta leontieviana. Para a análise dos dados, propusemos duas categorias: [1] o sentido pessoal do futuro professor acerca da Atividade Pedagógica do professor de matemática; e [2] o PETMAT/UFG e suas contradições como fonte de mudança e desenvolvimento. Na primeira categoria concluímos que os indivíduos, partindo da indigência de ingressar em uma universidade, das influências de seus professores e da afinidade que acredita ter com as áreas exatas, esperava graduar-se. Há aqueles que estavam em busca da docência ou do marketing do professor de cursinho; e existiam outros que almejam uma formação em Matemática que não fosse destinada à atuação em sala de aula. Já na segunda categoria, analisamos alguns projetos realizados no PETMAT/UFG e respaldando-nos em Engeström (1999 e 2009)e, partindo daí, construímos alguns Sistemas de Atividades. Apresentando tais sistemas tivemos a intenção de propor que, ao invés de o indivíduo socialmente mediado ser tomado como a unidade básica de análise, o sistema de atividade historicamente localizado tornou-se unidade fundamental para olharmos os egressos também no coletivo. O objeto da atividade como horizonte de possibilidade é, na abordagem de Engeström, teorizado como um projeto coletivo que é estabilizado por ferramentas, sinais e procedimentos compartilhados. Os resultados permitiram-nos perceber a necessidade de uma proposta diferenciada para a formação do professor de matemática, na qual a organização da aprendizagem da docência permita o trabalho coletivo como organização de um trabalho não alienado, possibilitando a construção de um espaço de produção do conhecimento.