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Modelo para estruturação e representação de diálogos em fórum de discussãoBuiar, José Antônio 16 October 2012 (has links)
A adaptação dos sistemas tradicionais de ensino presencial para o ambiente de ensino a distância introduz diversas mudanças na práxis escolar. Com a ausência do contato direto entre educador e educandos, surge a necessidade de utilização de artefatos tecnológicos que substituam a interação direta. O fórum de discussão é um desses artefatos tecnológicos. Ele possui a característica de ser um elemento catalisador da comunicação entre os envolvidos e pode ser um importante instrumento no processo educacional. Contudo, a natureza não estruturada das mensagens textuais de um fórum dificulta o seu uso como instrumento na avaliação individual do aluno. A análise e qualificação do conteúdo das mensagens armazenadas em um fórum representa um grande desafio para o instrutor. A ausência de uma estrutura formal de representação dos conceitos, crenças e idéias dos alunos poderia ser apontado como um dos elementos que contribuem para esse desafio. A proposta desta pesquisa é o desenvolvimento de um modelo que permita a estruturação e representação das mensagens de um fórum. Essa estruturação considera três aspectos da mensagem: i) os conceitos apresentados, ii) quem os apresentou e finalmente iii) quando esses conceitos foram apresentados. Para validar esse modelo, um programa de computador foi desenvolvido e testado em um fórum do ambiente virtual Moodle. O conceitos desenvolvidos para o Modelo de Estruturação e Representação das Mensagens do Fórum foram utilizados no desenvolvimento desse programa de computador. Por meio desse modelo de estruturação e representação das mensagens, um mapa ou guia é gerado. Esse mapa ou guia pode ser acessado pelo professor ou instrutor. Esse novo recurso desenvolvido, pode ser utilizado como uma ferramenta de apoio à análise ou avaliação do fórum do ambiente Moodle como um todo ou de cada participação individual do aluno. / The traditional learning practices adaptation to the distance learning introduces several changes in school practice. Since in distance learning the direct contact between educators and students does not exist, new technological artifacts become necessary in order to replace direct interaction. One of these artifacts is the discussion forum, which works as a catalyzer element of the communication between involved ones and can be an important tool in the educational process. Nevertheless, non-structured nature of text messages on a forum hampers its use as a tool in individual student assessment. Analysis and qualification of message contents stored on a forum represents an important challenge for instructors. The absence of a formal representation of concepts, ideas and beliefs from students could be designated as one of the factors that make this challenge even harder. This research proposes the development of a model that allows the messages on a forum can be structured and represented. This structuration considers three message aspects: i) presented concepts, ii) who has presented it, and iii) when concepts have been presented. As a means to validate this model, a computer program was developed and tested in a Moodle virtual environment forum. The concepts developed to the Structuration and Representation of the Forum Messages Model were used on this computer program development. Through the use of this model a map or guide is generated. This map or guide can be accessed by the professor or instructor. This new feature can be used as a support tool to analysis or evaluation of a Moodle forum environment.
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Ocenění obchodního závodu společnosti Bankovní akademie - Gymnázium a Střední odborná škola, a.s. / Valuation of the company Bankovní akademie - Gymnázium a Střední odborná škola, a.s.Šťastný, Vojtěch January 2017 (has links)
The aim of the master thesis named Valuation of the company Bankovní akademie - Gymnázium a Střední odborná škola, a.s. is to estimate market value of the company as at the date of August 31, 2015. The common valuation methods are used in the process of determination of the value. At first, the company is being shortly introduced, which is followed by a strategic and a financial analysis in order to examine the companys financial soundness and assess the perspective of the companys future. The conclusions of the analysis are used for value drivers prognosis and financial plan elaboration, which is followed by valuation of the company. Taking into account the good prospects of the company I choose the DCF equity method to determine its value. The comparable transactions method is used as a supplemental valuation method.
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Vademecum für das Fach Werken: Fachdidaktik für technisches Werken mit einer Analyse des Lehrplans für SachsenHulsch, Christian 27 August 2020 (has links)
Das Schulfach Werken für Sachsen wird grundlegend und umfassend theoretisch und praktisch analysiert sowie in den Kontext der technischen (Allgemein-)Bildung gestellt. Das Buch eignet sich als Vorbereitung für die Prüfung Fachdidaktik Technik. Spezielle Unterrichtsverfahren wie z. B. das technische Experiment und die Konstruktionsaufgabe werden ausführlich beschrieben. Der Lehrplan für Sachsen wird unter verschiedenen Aspekten betrachtet.:1. Definition des Werkens und anderer naheliegender Begriffe
2. Fachgeschichte Werken in Anlehnung an Wessels
3. Entwicklungspsychologische Grundlagen für Werken
4. Allgemeine Zielstellungen für den Werkunterricht im Curriculum
5. Handlungsfelder
6. Manuell-technische bzw. somatische Bildung (Fertigkeiten)
7. Kognitive Bildung (Wissen)
8. Konkrete Unterrichtsgegenstände und deren didaktische Rechtfertigung
9. Technische Bildung, technische Handlungsfähigkeit
10. Informatische Vorbildung
11. Soziale Bildung
12. Ästhetische Bildung
13. Didaktische Unterrichtsprinzipien für die Technische Bildung
14. Didaktische Modelle und Ansätze
15. Kompetenzbereiche Werken
16. Input- und Output-/Outcome-Orientierung
17. Gesellschaftliche Veränderungen mit Auswirkung auf Werken
18. (Abgeleitete) Lernbereiche im Lehrplan
19. Bezugswissenschaften und Querverbindungen zu Werken
20. Spezielle Methodik für Werken und den Technikunterricht - Unterrichtsverfahren
21. Neue und alte Medien, neue und alte Materialien
22. Beurteilen, Bewerten, Zensuren
23. Übergänge Elementar-Primarstufe, Primar-Sekundarstufe
24. Genderspezifik Geschlechtergerechter Unterricht
25. Heterogenität
26. Integration und Inklusion
27. Infrastruktur – materielle Voraussetzungen für Werken
28. Kompetenzen der LuL
29. Fachwissenschaftliche Kenntnisbereiche in Stichpunkten (Wissen)
30. Handwerkliches Können der LuL
31. Die (ausführliche) Unterrichtsplanung und -vorbereitung
32. Zukünftige Entwicklungsschwerpunkte im Fach Werken
33. Sammlung von Tipps für Werklehrer
34. Inhalte der Prüfungen WTH und Werken gemäß LAPO Sachsen
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The influence of the social composition of a learner group on the results of cooperative learning tasksRamsay, Helen 31 December 2002 (has links)
The dynamics of the social interaction within the cooperative learning
group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the
group activity. The impact of the groupings on the quality and quantity
of the observable learning within the class is considered. For this study
the cooperative learning groupings were manipulated, considering
aspects of the learner's social relationships uncovered with the use of a
social questionnaire, which the learners completed. These details were
summarised by means of a sociometric table and a sociogram.
This study approaches the topic from two main perspectives. Primarily
observation and naive sketches, from the learners, formed the source of
the data and provided the initial perspective on the area of study. From
the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed. (Socio-Education)
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The effect of cooperative learning on the development of learners' science process skills: a case studyRapudi, Mashapa Alpheus 30 June 2004 (has links)
This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills.
Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)
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The effect of cooperative learning on the development of learners' science process skills: a case studyRapudi, Mashapa Alpheus 30 June 2004 (has links)
This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills.
Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)
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The role of the lecturer in cultivating a relationship of trust with the student teacher with special reference to teaching practice in the former Transkei regionMsengana, Enid Ntombizolundi 11 1900 (has links)
This study deals with the problem relating to the prevalence of a lack of
trust amongst members of today's society generally, and in particular
between college lecturers and student teachers.
The aim of the dissertation is to investigate the role of the lecturer in
cultivating a relationship of trust with the student teacher, especially
during teaching practice. The study reveals that the trust relationship
manifests itself in various moments. Some characteristics of an effective
supervising lecturer are also reflected upon.
The major research consists of an empirical investigation into which
characteristics of an effective supervising lecturer contribute most towards
cultivating a relationship of trust with student teachers during teaching
practice. A survey of colleges of education and schools in the former
Transkei region participating in the empirical investigation is also
conducted.
The findings of the research indicate that the following categories need
to be enhanced 'through training : personal, professional and guidance. / Education / M. Ed. (Philosophy of Education)
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An analytical perspective on language learning in adult basic education and training programmesVaccarino, Franco Angelo 01 1900 (has links)
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)
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The role of the lecturer in cultivating a relationship of trust with the student teacher with special reference to teaching practice in the former Transkei regionMsengana, Enid Ntombizolundi 11 1900 (has links)
This study deals with the problem relating to the prevalence of a lack of
trust amongst members of today's society generally, and in particular
between college lecturers and student teachers.
The aim of the dissertation is to investigate the role of the lecturer in
cultivating a relationship of trust with the student teacher, especially
during teaching practice. The study reveals that the trust relationship
manifests itself in various moments. Some characteristics of an effective
supervising lecturer are also reflected upon.
The major research consists of an empirical investigation into which
characteristics of an effective supervising lecturer contribute most towards
cultivating a relationship of trust with student teachers during teaching
practice. A survey of colleges of education and schools in the former
Transkei region participating in the empirical investigation is also
conducted.
The findings of the research indicate that the following categories need
to be enhanced 'through training : personal, professional and guidance. / Education / M. Ed. (Philosophy of Education)
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380 |
An analytical perspective on language learning in adult basic education and training programmesVaccarino, Franco Angelo 01 1900 (has links)
The Directorate of Adult Education and Training of the national Department of Education
views Adult Basic Education and Training (ABET) not merely as literacy, but as the general
conceptual foundation towards lifelong learning and development. This includes knowledge,
skills, and attitudes which are needed for social, economic and political participation and
transformation. These skills will assist learners in becoming more active participants in their
communities, their workplaces and contribute towards the development of South Africa.
This study aims to examine whether ABET programmes prepare learners to acquire the
language which is needed to achieve this objective. It falls within one of the eight learning
areas defined by the National Qualifications Framework (NQF), namely the language,
literacy and communication learning area. In order to research the effectiveness of learning
within this area, it is important to analyse the interaction which takes place within a
classroom; the type of questions both educators and learners ask; the type of errors learners
make in the classroom; and how the educators treat these errors. What is also of paramount
importance is whether the language skills learnt in the classroom are transferred to outside
the classroom.
To examme this, various authors' views on classroom interaction; questions; errors;
treatment of errors; and evaluating the effectiveness of learning are presented. Instruments
were designed to analyse these aspects within an ABET programme, and include:
• the framework used to undertake the classroom interaction analysis,
• the instrument used to explore the type of questions educators and learners ask in
the classroom,
• how an error analysis is used to identify typical learners' errors which occur
frequently,
• the methodology used to uncover how educators treat their learners' errors, and
• the various stakeholders' questionnaires which were used to ascertain the
effectiveness of learning at an ABET Centre.
The research findings are presented and interpreted in order to provide recommendations for
the development of language learning and teaching within the ABET field. The findings also
gave rise to recommendations for classroom practices for ABET educators, and particularly
the need for educator training and development. Recommendations for curriculum designers
of ABET materials are also presented. / Educational Studies / D. Ed. (Philosophy of Education)
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