Orientador: Douglas Altamiro Consolo / Banca: Fernanda Landucci Ortale / Banca: Denise Bértoli Braga / Resumo: O processo de ensino-aprendizagem de uma língua estrangeira está ligado a diversas questões que podem garantir a aquisição de tal língua ou mesmo criar entraves que aumentam a distância entre o aprendiz e a língua-alvo. Assim, questões referentes aos fatores cognitivos, didático-pedagógicos, sociais, econômicos e culturais são significativas em relação à forma como um indivíduo aprende uma determinada língua. O presente trabalho teve como objetivo identificar e descrever as contribuições e os entraves dos meios digitais para a aprendizagem de língua estrangeira por meio da interação entre pares no escopo do projeto Teletandem Brasil: línguas estrangeiras para todos. Tal contexto de aprendizagem baseia-se nos princípios de autonomia e reciprocidade no processo de ensino-aprendizagem à distância, no qual indivíduos falantes de línguas diferentes aprendem e ensinam suas respectivas línguas por meio de atividades de interação na língua a ser aprendida. A investigação da aprendizagem em modelos não-tradicionais de ensino torna-se pertinente a medida que uma reorganização de paradigmas se estabelece na sociedade contemporânea face o desenvolvimento tecnológico observado nos dias de hoje. Tal reorganização implica em uma reestruturação do modo de se produzir e transmitir conhecimento no mundo atual. No que tange às questões educacionais, a era digital demanda uma necessidade latente de que os processos de ensino possam ser reorganizados observando os anseios e exigências que a aprendizagem na pós-modernidade apresenta. Nesse sentido, novas formas de aprendizagem que insiram em seus procedimentos o trabalho sistematizado com as Novas Tecnologias de Informação e Comunicação (NTICs) são necessárias. O trabalho aqui apresentado trata-se de uma pesquisa qualitativa de base etnográfica, na qual foram observados alunos franceses e brasileiros... (resumo completo, clicar acesso eletrônico abaixo) / Abstract: The process of teaching-learning a foreign language is connected to several issues that can ensure the acquisition of such language or even create barriers that increase the distance between the apprentice and the target language. Thus, issues relating to cognitive factors, teaching, educational, social, economic and cultural aspects are significant in relation to how an individual learns a language. This study aimed at identifying and describing the contributions and the barriers digital media present to foreign language learning through peer interaction in the scope of the project Teletandem Brazil: foreign languages for all. This context of learning is based on the principles of autonomy and reciprocity in the teachinglearning at distance, in which speakers of different languages learn and teach their languages through activities of interaction in the language being learned. The research of learning in non-traditional models of education becomes relevant to measure a reorganization of paradigms that is established in contemporary society, facing technological development seen today. This reorganization involves a restructuring of the way to produce and transmit knowledge in the modern world. With regard to educational issues, the digital age need latent demand that the processes of education can be reorganized, observing the desires and demands that learning in post-modernity presents. In this sense, new ways of learning that entering its procedures in the work systematized with the New Technologies of Information and Communication (NTICs) are necessary. The work presented here it is a qualitative research of an ethnographic basis, in which students were observed French and Brazilian in situations of distanct, collaborative and autonomous. During the investigation it was possible to see the latent need that the issues of technology are printed in the teaching-learning process... (Complete abstract click electronic access below) / Mestre

With current state-of-the-art approaches, development of a single mobile manipulation capability can be a labor-intensive process that presents an impediment to the creation of general purpose household robots. At the same time, we expect that involving a larger community of non-roboticists can accelerate the creation of new novel behaviors. We introduce the use of a software authoring environment called ROS Commander (ROSCo) allowing end-users to create, refine, and reuse robot behaviors with complexity similar to those currently created by roboticists. Akin to Photoshop, which provides end-users with interfaces for advanced computer vision algorithms, our environment provides interfaces to mobile manipulation algorithmic building blocks that can be combined and configured to suit the demands of new tasks and their variations. As our system can be more demanding of users than alternatives such as using kinesthetic guidance or learning from demonstration, we performed a user study with 11 able-bodied participants and one person with quadriplegia to determine whether computer literate non-roboticists will be able to learn to use our tool. In our study, all participants were able to successfully construct functional behaviors after being trained. Furthermore, participants were able to produce behaviors that demonstrated a variety of creative manipulation strategies, showing the power of enabling end-users to author robot behaviors. Additionally, we introduce how using autonomous robot learning, where the robot captures its own training data, can complement human authoring of behaviors by freeing users from the repetitive task of capturing data for learning. By taking advantage of the robot's embodiment, our method creates classifiers that predict using visual appearances 3D locations on home mechanisms where user constructed behaviors will succeed. With active learning, we show that such classifiers can be learned using a small number of examples. We also show that this learning system works with behaviors constructed by non-roboticists in our user study. As far as we know, this is the first instance of perception learning with behaviors not hand-crafted by roboticists.

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-26Bitstream added on 2014-06-13T18:30:38Z : No. of bitstreams: 1 fernandes_fr_me_sjrp.pdf: 977603 bytes, checksum: 9bd36f99312dcde3ae87e46761b19ff4 (MD5) / O processo de ensino-aprendizagem de uma língua estrangeira está ligado a diversas questões que podem garantir a aquisição de tal língua ou mesmo criar entraves que aumentam a distância entre o aprendiz e a língua-alvo. Assim, questões referentes aos fatores cognitivos, didático-pedagógicos, sociais, econômicos e culturais são significativas em relação à forma como um indivíduo aprende uma determinada língua. O presente trabalho teve como objetivo identificar e descrever as contribuições e os entraves dos meios digitais para a aprendizagem de língua estrangeira por meio da interação entre pares no escopo do projeto Teletandem Brasil: línguas estrangeiras para todos. Tal contexto de aprendizagem baseia-se nos princípios de autonomia e reciprocidade no processo de ensino-aprendizagem à distância, no qual indivíduos falantes de línguas diferentes aprendem e ensinam suas respectivas línguas por meio de atividades de interação na língua a ser aprendida. A investigação da aprendizagem em modelos não-tradicionais de ensino torna-se pertinente a medida que uma reorganização de paradigmas se estabelece na sociedade contemporânea face o desenvolvimento tecnológico observado nos dias de hoje. Tal reorganização implica em uma reestruturação do modo de se produzir e transmitir conhecimento no mundo atual. No que tange às questões educacionais, a era digital demanda uma necessidade latente de que os processos de ensino possam ser reorganizados observando os anseios e exigências que a aprendizagem na pós-modernidade apresenta. Nesse sentido, novas formas de aprendizagem que insiram em seus procedimentos o trabalho sistematizado com as Novas Tecnologias de Informação e Comunicação (NTICs) são necessárias. O trabalho aqui apresentado trata-se de uma pesquisa qualitativa de base etnográfica, na qual foram observados alunos franceses e brasileiros... / The process of teaching-learning a foreign language is connected to several issues that can ensure the acquisition of such language or even create barriers that increase the distance between the apprentice and the target language. Thus, issues relating to cognitive factors, teaching, educational, social, economic and cultural aspects are significant in relation to how an individual learns a language. This study aimed at identifying and describing the contributions and the barriers digital media present to foreign language learning through peer interaction in the scope of the project Teletandem Brazil: foreign languages for all. This context of learning is based on the principles of autonomy and reciprocity in the teachinglearning at distance, in which speakers of different languages learn and teach their languages through activities of interaction in the language being learned. The research of learning in non-traditional models of education becomes relevant to measure a reorganization of paradigms that is established in contemporary society, facing technological development seen today. This reorganization involves a restructuring of the way to produce and transmit knowledge in the modern world. With regard to educational issues, the digital age need latent demand that the processes of education can be reorganized, observing the desires and demands that learning in post-modernity presents. In this sense, new ways of learning that entering its procedures in the work systematized with the New Technologies of Information and Communication (NTICs) are necessary. The work presented here it is a qualitative research of an ethnographic basis, in which students were observed French and Brazilian in situations of distanct, collaborative and autonomous. During the investigation it was possible to see the latent need that the issues of technology are printed in the teaching-learning process... (Complete abstract click electronic access below)

Trotz weit entwickelter Technologien und dem weltweiten Zugang zu Informationen müssen diese immer noch von jedem einzelnen in Wissen umgewandelt werden, um sinnvoll und nützlich zu sein (Rüschoff, 1999). Um die immer wachsenden Sprachausbildung in der Lingua Franca Englisch zu unterstützen, wurde die Chemnitz InternetGrammar (CING) entwickelt. Sie vereint authentische Sprachmaterialien mit Grammatikübungen und Feedback sowie eine Auswahl von deduktivem und/oder induktivem Grammatikmaterial (Dual Approach) in einem einzigen web-basierten Selbstlernmmittel für fortgeschrittene Lerner. Um den Erfolg des besonderen CING Grammatikmaterials (Hypertext, DualApproach, Feedback) CING als Lehrmittel nachhaltig zu sichern, wurde das Programm einer empirischen Usability-Evaluation (im Sinne von Jakobs & Lehnen, 2005) unterzogen. Durch die Untersuchung wurde der Inhaltsrahmen der CING für die Grammatikstrukturen definiert, die in der empirischen Untersuchung verwendet wurden (Simple Past und Present Perfect). Ausserdem wurden die Lernfortschritte von Lernern mit der CING und deren Verhalten in der InternetGrammar beobachtet sowie ihre Erfahrungen mit dem Programm in Kommentaren zu lernrelevanten Aspekten (z.B. Autonomes Lernen, Verständlichkeit des Materials) ermittelt. Dabei werden zentral vor allem die Fragestellung der CING-eigenen Struktur der Grammatikthemen, des Hypertextverhaltens fortgeschrittener deutscher Englischlerner und die des autonomen Lernens mit Hilfe von quantitativen und qualitativen Forschungsmethoden untersucht. Die Ergebnisse der Studie zeigen, dass die InternetGrammar schon ein nützliches Grammatiklerntool ist, doch dass sein Einfluss durch Nutzerunterstützung in den verschiedenen Bereichen weiter verbessert werden kann. Ein Ansatz den die Autorin vorschlägt für einen neuen, verbesserten Einsatz der CING ist ein Lehrerunterstütztes Lernszenario wie Blended Learning (Kapitel 6), wo Lerner nur in Phasen mit Instruktoren zusammen arbeiten und sonst autonom lernen. Damit wird nicht nur fachliche (z.B. in der Fremdsprache) sondern auch die Ausbildung des Lerners zu einem autonomen, fähigen Nutzer moderner Lernmethoden ermöglicht. Nur unter diesen Voraussetzungen werden wir aktive Mitglieder einer modernen Wissensgesellschaft werden und uns ihre Vorzüge erfolgreich zu Nutzen machen können.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-20T17:59:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_AndersonLuizEllwanger.pdf: 20191181 bytes, checksum: d3b7f1adf6fed73bff479e01e305a9ca (MD5) / Made available in DSpace on 2018-08-20T17:59:29Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_AndersonLuizEllwanger.pdf: 20191181 bytes, checksum: d3b7f1adf6fed73bff479e01e305a9ca (MD5) Previous issue date: 2018-05-18 / In this work we present a study on a Dynamic Planning structured for the development of the discipline of Physics I and Physics Applied to Architecture in undergraduate classes of the faceto- face modality of the Universidade Franciscana during the year 2016. This research was initially delineated from conclusions obtained in activities previously applied in 2014 in these same disciplines, with the help of Moodle computational environment. The current didactic strategy was organized through the Teaching Plan, prepared at the beginning of the semester, having been adjusted over the period according to the needs of each class, considering previous implementations added to the researcher's experience. The initial planning and organization of the contents / activities started from the study of the curricular curriculum of the course, in which the discipline is inserted, as well as the expected profile of the egress. Subsequently, the reorganization of Dynamic Planning considered the prior knowledge of the students guiding a didactic sequence based on the use of virtual applications, videos and practical activities. The evaluation process took place on a continuous basis, in which all tasks such as participation in forums, multiple choice questions and organization / presentation of papers made up the student's final evaluation. In this way, the differential of this research was based on the constant reorganization of the planning, guided by the results collected throughout the implementation. The teaching frame is marked in the meaning of Significant Learning with emphasis on the student's autonomy in the process of formation. The analysis of the results was systematized from the participation of the students in dialog spaces in the Moodle environment, and in a semi structured interview, both methods being supported in the Content Analysis Theory of Bardin. With regard to students' use of knowledge, there was a more intense commitment to the "classroom structure" and, later, a motivation in understanding an unfinished science that is constantly advancing. In this way, this study highlights the results of a differentiated methodology called Dynamic Planning, which aims student autonomy in the teaching and learning process. / Neste trabalho apresentamos um estudo sobre um Planejamento Dinâmico estruturado para o desenvolvimento da disciplina de Física I e Física Aplicada à Arquitetura em turmas de graduação, da modalidade presencial, da Universidade Franciscana, durante o ano de 2016. Essa pesquisa foi inicialmente delineada a partir de conclusões obtidas em atividades aplicadas previamente em 2014 nessas mesmas disciplinas, com o auxílio do Moodle via o Ambiente Virtual de Aprendizagem (AVA). A atual estratégia didática foi organizada por meio do Plano de Ensino, elaborado ao iniciar o semestre, tendo sido ajustado ao longo do período de acordo com a necessidade de cada turma, considerando as implementações anteriores somadas à experiência do pesquisador. O planejamento inicial e a organização dos conteúdos/atividades partiram do estudo da grade curricular do curso, em que está inserida a disciplina, assim como o perfil esperado do egresso. Posteriormente, a reorganização do Planejamento Dinâmico considerou os conhecimentos prévios dos estudantes norteando uma sequência didática baseada no uso de aplicativos virtuais, vídeos e atividades práticas. O processo avaliativo ocorreu de forma continuada, nas quais todas as tarefas como participação em fóruns, questões de múltipla escolha e organização/apresentações de trabalhos compuseram a avaliação final do estudante. Desta forma, o diferencial desta pesquisa amparou-se na constante reorganização do planejamento, guiada pelos resultados coletados ao longo da implementação. O referencial de ensino é balizado nas acepções da Aprendizagem Significativa com ênfase na autonomia do estudante no seu processo de formação. A análise dos resultados foi sistematizada a partir da participação dos estudantes em espaços de diálogo no AVA- Moodle, e em uma entrevista semiestruturada, sendo ambos os métodos amparados na Teoria de Análise de Conteúdo de Bardin. No que se refere ao aproveitamento dos estudantes frente ao conhecimento, percebeuse um empenho mais intenso na “estrutura aula” e, posteriormente, uma motivação na compreensão de uma ciência não acabada e em contínuo avanço. Desta forma, este estudo destaca os resultados de uma metodologia diferenciada denominada Planejamento Dinâmico, que visa uma maior autonomia dos estudantes no processo de ensino e aprendizagem.

El presenta trabajo de investigación tiene el objetivo de poder implementar una aplicación que conecte asesores académicos con estudiantes universitarios para brindar clases en línea. De esta forma, los asesores académicos podrán encontrar en la aplicación una fuente de ingresos confiable y segura, que les brinde la oportunidad de conseguir un mayor alcance en Lima metropolitana y de esta manera captar un mayor número de alumnos. Por otra parte, para lograr sustentar el presente proyecto, se realizó el análisis de los segmentos a los cuales nos encontramos enfocados, con el objetivo de realizar una validación del problema, solución y modelo de negocio. Por lo tanto, luego de haber estudiado detalladamente, lograremos delimitar si la idea de negocio propuesta será o no viable. Asimismo, con relación a lo ya mencionado anteriormente, el presente proyecto de investigación estará disponible para todos los investigadores y lectores que quieran emplear como guía y ejemplo. De esta forma, podrá ser utilizada para la formulación de futuras ideas de negocios. / The present research work has the objective of being able to implement an application that connects academic advisors with university students to provide online classes. In this way, academic advisers will be able to find in the application a reliable and secure source of income, which gives them the opportunity to achieve a greater reach in metropolitan Lima and thus attract a greater number of students. On the other hand, in order to sustain this project, an analysis of the segments to which we are focused was carried out, in order to carry out a validation of the problem, solution and business model. Therefore, after having studied in detail, we will be able to define whether or not the proposed business idea will be viable or not. Likewise, in relation to the aforementioned, this research project will be available to all researchers and readers who want to use it as a guide and example. In this way, it can be used to formulate future business ideas. / Trabajo de investigación

Made available in DSpace on 2015-03-03T15:08:47Z (GMT). No. of bitstreams: 1 BrunoSJC_TESE.pdf: 2605632 bytes, checksum: cc7fdbd9d8d7dfe3adac23f17fab1ae2 (MD5) Previous issue date: 2014-05-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this work, we propose a two-stage algorithm for real-time fault detection and identification of industrial plants. Our proposal is based on the analysis of selected features using recursive density estimation and a new evolving classifier algorithm. More specifically, the proposed approach for the detection stage is based on the concept of density in the data space, which is not the same as probability density function, but is a very useful measure for abnormality/outliers detection. This density can be expressed by a Cauchy function and can be calculated recursively, which makes it memory and computational power efficient and, therefore, suitable for on-line applications. The identification/diagnosis stage is based on a self-developing (evolving) fuzzy rule-based classifier system proposed in this work, called AutoClass. An important property of AutoClass is that it can start learning from scratch". Not only do the fuzzy rules not need to be prespecified, but neither do the number of classes for AutoClass (the number may grow, with new class labels being added by the on-line learning process), in a fully unsupervised manner. In the event that an initial rule base exists, AutoClass can evolve/develop it further based on the newly arrived faulty state data. In order to validate our proposal, we present experimental results from a level control didactic process, where control and error signals are used as features for the fault detection and identification systems, but the approach is generic and the number of features can be significant due to the computationally lean methodology, since covariance or more complex calculations, as well as storage of old data, are not required. The obtained results are significantly better than the traditional approaches used for comparison / Este trabalho prop?e um algoritmo de dois estagios para detec??o e identifica??o de falhas, em tempo real, em plantas industriais. A proposta baseia-se na analise de caracter?sticas selecionadas utilizando estimativa de densidade recursiva e um novo algoritmo evolutivo de classifica??o. Mais especificamente, a abordagem proposta para detec??o e baseada no conceito de densidade no espa?o de dados, o que difere da tradicional fun??o densidade de probabilidade, porem, sendo uma medida bastante util na detec??o de anormalidades/outliers. Tal densidade pode ser expressa por uma fun??o de Cauchy e calculada recursivamente, o que torna o algoritmo computacionalmente eficiente, em termos de processamento e memoria, e, dessa maneira, apropriado para aplica??es on-line. O estagio de identifica??o/diagnostico e realizado por um classificador baseado em regras fuzzy capaz de se auto-desenvolver (evolutivo), chamado de AutoClass, e introduzido neste trabalho. Uma propriedade importante do AutoClass e que ele e capaz de aprender a partir do zero". Tanto as regras fuzzy, quanto o numero de classes para o algoritmo n?o necessitam de pre-especifica??o (o numero de classes pode crescer, com os rotulos de classe sendo adicionados pelo processo de aprendizagem on-line), de maneira n~ao-supervisionada. Nos casos em que uma base de regras inicial existe, AutoClass pode evoluir/desenvolver-se a partir dela, baseado nos dados adquiridos posteriormente. De modo a validar a proposta, o trabalho apresenta resultados experimentais de simula??o e de aplica??es industriais reais, onde o sinal de controle e erro s?o utilizados como caracter?sticas para os estagios de detec??o e identifica??o, porem a abordagem e generica, e o numero de caracter?sticas selecionadas pode ser significativamente maior, devido ? metodologia computacionalmente eficiente adotada, uma vez que calculos mais complexos e armazenamento de dados antigos n?o s?o necess?rios. Os resultados obtidos s?o signifificativamente melhores que os gerados pelas abordagens tradicionais utilizadas para compara??o

[ES] Esta tesis se centra en tres tecnologías móviles: podcasting, aplicaciones móviles y Twitter, y evalúa su potencial para el aprendizaje de idiomas basándose en una serie de estudios con distintos tipos de participantes, incluyendo estudiantes de enseñanza formal, de contextos informales de aprendizaje, y profesores. El objetivo general de los diferentes estudios de investigación es evaluar las tres tecnologías a través de procesos para a) identificar el potencial de esas tecnologías, b) investigar cómo las utilizan los aprendices y los profesores, y c) analizar si la forma de utilizarlas cumple con el potencial identificado y es propicio para el aprendizaje de lenguas extranjeras. La introducción presenta los antecedentes de la investigación realizada y seis conceptos que afectan nuestra comprensión del aprendizaje de idiomas a través de estas tecnologías: el concepto de enseñar a personas desconocidas, el desarrollo de capacidades digitales, la micro-credencialización, el aumento de la atención parcial continua, la ansiedad por el idioma extranjero y la normalización. El capítulo dos es un compendio de los nueve trabajos publicados y se divide en tres secciones. La primera sección trata sobre el uso de podcasting como herramienta de aprendizaje de idiomas. La primera publicación proporciona una taxonomía de recursos de podcasts, revisa los materiales de podcasting a la luz de las teorías de adquisición de segundas lenguas, aboga por un mejor diseño y sugiere direcciones para futuras investigaciones. Esta investigación se presenta en las publicaciones dos y tres. La sección dos del capítulo dos se enfoca en el uso de aplicaciones móviles para el aprendizaje y la enseñanza de idiomas. La publicación cuatro revisa la investigación actual sobre el potencial para el aprendizaje de idiomas de las aplicaciones y presenta una taxonomía de las aplicaciones disponibles y su uso para ello. El artículo también presenta un marco que consta de cuatro categorías para evaluar aplicaciones de aprendizaje de idiomas (tecnología, pedagogía, experiencia del usuario y aprendizaje de idiomas). La publicación concluye con una propuesta de áreas de investigación adicional, incluido el uso por parte del aprendiz en contextos formales e informales. Estas áreas de investigación se investigan en las publicaciones cinco y seis. La sección tres se centra en la tercera tecnología: Twitter como herramienta de enseñanza y aprendizaje de idiomas. La publicación siete destaca el potencial de Twitter como herramienta de aprendizaje de idiomas. La publicación ocho muestra cómo un grupo de profesores de idiomas utiliza Twitter como herramienta para el desarrollo profesional continuo y evalúa el impacto de su red de Twitter en sus prácticas docentes. Por último, la publicación nueve presenta un estudio a gran escala de aprendices autónomos de idiomas que utilizan Twitter. Los resultados de estos estudios se discuten en el capítulo tres. El capítulo cuatro vuelve a los principales temas y conceptos presentados en la introducción y proporciona algunas consideraciones basadas en los resultados de la investigación realizada. A continuación, propone que puede ser necesario reenfocar la agenda de investigación de MALL y sugiere posibles áreas de desarrollo. La investigación presentada en esta tesis contribuye a los campos de CALL y MALL de varias maneras. Primero, proporciona perfiles de usuario de los aprendices que utilizan estas tecnologías. En segundo lugar, proporciona evidencia de cómo esos usuarios utilizan las tecnologías y evalúan su experiencia de aprendizaje. En tercer lugar, presenta una nueva taxonomía de recursos MALL. En cuarto lugar, describe un proceso para evaluar el uso de tecnologías móviles para el aprendizaje de idiomas, con un nuevo marco teórico de evaluación basado en cinco criterios: tecnología, experiencia del usuario, aprendizaje de idiomas, interacción y pedago / [CA] Aquesta tesi se centra en tres tecnologies mòbils: podcasting, aplicacions mòbils i Twitter, i avalua el seu potencial per a l'aprenentatge d'idiomes basant-se en una sèrie d'estudis amb diferents tipus de participants, incloent estudiants d'ensenyament formal, de contextos informals d'aprenentatge, i professors. L'objectiu general dels diferents estudis d'investigació és avaluar les tres tecnologies a través de processos per a) identificar el potencial d'aqueixes tecnologies, b) investigar com les utilitzen els aprenents i els professors, i c) analitzar si la manera d'utilitzar-les compleix amb el potencial identificat i és propici per a l'aprenentatge de llengües estrangeres. La introducció presenta els antecedents de la investigació realitzada i sis conceptes que afecten la nostra comprensió de l'aprenentatge d'idiomes a través d'aquestes tecnologies: el concepte d'ensenyar a persones desconegudes, el desenvolupament de capacitats digitals, la micro-credencialització, l'augment de l'atenció parcial contínua, l'ansietat per l'idioma estranger i la normalització. El capítol dos és un compendi dels nou treballs publicats i es divideix en tres seccions. La primera secció tracta sobre l'ús de podcasting com a eina d'aprenentatge d'idiomes. La primera publicació proporciona una taxonomia de recursos de podcasts, revisa els materials de podcasting a la llum de les teories d'adquisició de segones llengües, advoca per un millor disseny i suggereix direccions per a futures investigacions. Aquesta investigació es presenta en les publicacions dues i tres. La secció dues del capítol dos s'enfoca cap a l'ús d'aplicacions mòbils per a l'aprenentatge i l'ensenyament d'idiomes. La publicació quatre revisa la investigació actual sobre el potencial per a l'aprenentatge d'idiomes de les aplicacions i presenta una taxonomia de les aplicacions disponibles i el seu ús per a això. L'article també presenta un marc que consta de quatre categories per a avaluar aplicacions d'aprenentatge d'idiomes (tecnologia, pedagogia, experiència de l'usuari i aprenentatge d'idiomes). La publicació conclou amb una proposta d'àrees d'investigació addicional, inclòs l'ús per part de l'aprenent en contextos formals i informals. Aquestes àrees d'investigació s'investiguen en les publicacions cinc i sis. La secció tres se centra en la tercera tecnologia: Twitter com a eina d'ensenyament i aprenentatge d'idiomes. La publicació huit mostra com un grup de professors d'idiomes utilitza Twitter com a eina per al desenvolupament professional continu i avalua l'impacte de la seua xarxa de Twitter en les seues pràctiques docents. Finalment, la publicació nou presenta un estudi a gran escala d'aprenents autònoms d'idiomes que utilitzen Twitter. Els resultats d'aquests estudis es discuteixen en el capítol tres. El capítol quatre torna als principals temes i conceptes presentats en la introducció i proporciona algunes consideracions basades en els resultats de la investigació realitzada. A continuació, proposa que pot ser necessari reenfocar l'agenda d'investigació de MALL i suggereix possibles àrees de desenvolupament. La investigació presentada en aquesta tesi contribueix als camps de CALL i MALL de diverses maneres. Primer, proporciona perfils d'usuari dels aprenents que utilitzen aquestes tecnologies. En segon lloc, proporciona evidència de com aqueixos usuaris utilitzen les tecnologies i avaluen la seua experiència d'aprenentatge. En tercer lloc, presenta una nova taxonomia de recursos MALL. En quart lloc, descriu un procés per a avaluar l'ús de tecnologies mòbils per a l'aprenentatge d'idiomes, amb un nou marc teòric d'avaluació basat en cinc criteris: tecnologia, experiència de l'usuari, aprenentatge d'idiomes, interacció i pedagogia. / [EN] This thesis focuses on three mobile technologies: podcasting, mobile apps, and Twitter, and evaluates their potential for language learning purposes based on a series of studies with a range of users including formal learners, informal learners, and teachers. The overarching aim of the different research studies is to evaluate the three technologies through a process of a) identifying the potential of those technologies, b) investigating how they are used by learners and (where applicable) teachers, and c) analysing whether the way they are used meets the identified potential and is conducive to language learning. The introduction presents the background to the research carried out. This is followed by the introduction of six concepts that shape our understanding of language learning through these technologies: the concept of teaching strangers, the development of digital capabilities, micro-credentialing, the rise in continuous partial attention, foreign language anxiety, and normalisation. Chapter two is a compendium of the nine published works that explore the potential of the three technologies and evaluate them. It is separated into three sections. Section one deals with the use of podcasting as a language learning tool. The first publication provides a taxonomy of podcast resources, reviews podcasting materials in the light of Second Language Acquisition theories, argues for better design, and outlines directions for future research. This research is presented in publications two and three. Section two of Chapter two concerns the use of mobile apps for language learning and teaching. Publication four reviews current research about the potential of apps for language learning and presents a taxonomy of available apps and their use for language learning. The paper also presents a framework consisting of four categories for evaluating language learning apps (technology, pedagogy, user experience, and language learning). The publication concludes with a proposal for areas for further research, including learner use in formal and informal contexts. These research areas are investigated in publications five and six. Section three focuses on the third technology: Twitter as a language learning and teaching tool. Publication seven highlights the identified potential of Twitter as a language learning tool. Publication eight shows how a group of language teachers use Twitter as a tool for continuous professional development through a hashtag and evaluates the impact of their Twitter network on their teaching practices. Finally, publication nine reports on a large-scale study of autonomous language learners who use Twitter. The results from these studies are discussed in chapter three, which also showcases the impact the research has had on the fields of CALL and MALL. Chapter four returns to the main topics and concepts presented in the introduction and provides some considerations based on the results of the research carried out. It then proposes that there may be a need to refocus the MALL research agenda and suggests directions that future developments may take. The research presented in this thesis contributes to the fields of CALL and MALL in a number of ways. First, it provides user profiles of the learners who use the three technologies. Second, it provides evidence of how those users utilise the technologies and evaluates their learning experience. Third, it presents a new taxonomy of MALL resources. Fourth, it outlines a process for evaluating the use of mobile technologies for language learning purposes, including a new evaluation framework with five criteria: technology, user experience, language learning, interaction and pedagogy. / Rosell Aguilar, F. (2021). Evaluating the use of mobile technologies for language learning purposes [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/163675 / TESIS

Die Interaktion zwischen Maschinen und ihrer Umgebung sollte zuverlässig, sicher und ökologisch adequat sein. Um das in komplexen Szenarien langfristig zu gewährleisten, wird eine Theorie adaptiven Verhaltens benötigt. In der Entwicklungsrobotik und verkörperten künstlichen Intelligenz wird Verhalten als emergentes Phänomen auf der fortlaufenden dynamischen Interaktion zwischen Agent, Körper und Umgebung betrachtet. Die Arbeit untersucht Roboter, die in der Lage sind, schnell und selbständig einfache Bewegungen auf Grundlage sensomotorischer Information zu erlernen. Das langfristige Ziel dabei ist die Wiederverwendung gelernter Fertigkeiten in späteren Lernprozessen um damit ein komplexes Interaktionsrepertoire mit der Welt entstehen zu lassen, das durch Entwicklungsprozesse vollständig und fortwährend adaptiv in der sensomotorischen Erfahrung verankert ist. Unter Verwendung von Methoden des maschinellen Lernens, der Neurowissenschaft, Statistik und Physik wird die Frage in die Komponenten Repräsentation, Exploration, und Lernen zerlegt. Es wird ein Gefüge für die systematische Variation und Evaluation von Modellen errichtet. Das vorgeschlagene Rahmenwerk behandelt die prozedurale Erzeugung von Hypothesen als Flussgraphen über einer festen Menge von Funktionsbausteinen, was die Modellsuche durch nahtlose Anbindung über simulierte und physikalische Systeme hinweg ermöglicht. Ein Schwerpunkt der Arbeit liegt auf dem kausalen Fussabdruck des Agenten in der sensomotorischen Zeit. Dahingehend wird ein probabilistisches graphisches Modell vorgeschlagen um Infor- mationsflussnetzwerke in sensomotorischen Daten zu repräsentieren. Das Modell wird durch einen auf informationtheoretischen Grössen basierenden Lernalgorithmus ergänzt. Es wird ein allgemeines Modell für Entwicklungslernen auf Basis von Echtzeit-Vorhersagelernen präsentiert und anhand dreier Variationen näher besprochen. / The interaction of machines with their environment should be reliable, safe, and ecologically adequate. To ensure this over long-term complex scenarios, a theory of adaptive behavior is needed. In developmental robotics, and embodied artificial intelligence behavior is regarded as a phenomenon that emerges from an ongoing dynamic interaction between entities called agent, body, and environment. The thesis investigates robots that are able to learn rapidly and on their own, how to do primitive motions, using sensorimotor information. The long-term goal is to reuse acquired skills when learning other motions in the future, and thereby grow a complex repertoire of possible interactions with the world, that is fully grounded in, and continually adapted to sensorimotor experience through developmental processes. Using methods from machine learning, neuroscience, statistics, and physics, the question is decomposed into the relationship of representation, exploration, and learning. A framework is provided for systematic variation and evaluation of models. The proposed framework considers procedural generation of hypotheses as scientific workflows using a fixed set of functional building blocks, and allows to search for models by seamless evaluation in simulation and real world experiments. Additional contributions of the thesis are related to the agent's causal footprint in sensorimotor time. A probabilistic graphical model is provided, along with an information-theoretic learning algorithm, to discover networks of information flow in sensorimotor data. A generic developmental model, based on real time prediction learning, is presented and discussed on the basis of three different algorithmic variations.

Trotz weit entwickelter Technologien und dem weltweiten Zugang zu Informationen müssen diese immer noch von jedem einzelnen in Wissen umgewandelt werden, um sinnvoll und nützlich zu sein (Rüschoff, 1999). Um die immer wachsenden Sprachausbildung in der Lingua Franca Englisch zu unterstützen, wurde die Chemnitz InternetGrammar (CING) entwickelt. Sie vereint authentische Sprachmaterialien mit Grammatikübungen und Feedback sowie eine Auswahl von deduktivem und/oder induktivem Grammatikmaterial (Dual Approach) in einem einzigen web-basierten Selbstlernmmittel für fortgeschrittene Lerner. Um den Erfolg des besonderen CING Grammatikmaterials (Hypertext, DualApproach, Feedback) CING als Lehrmittel nachhaltig zu sichern, wurde das Programm einer empirischen Usability-Evaluation (im Sinne von Jakobs & Lehnen, 2005) unterzogen. Durch die Untersuchung wurde der Inhaltsrahmen der CING für die Grammatikstrukturen definiert, die in der empirischen Untersuchung verwendet wurden (Simple Past und Present Perfect). Ausserdem wurden die Lernfortschritte von Lernern mit der CING und deren Verhalten in der InternetGrammar beobachtet sowie ihre Erfahrungen mit dem Programm in Kommentaren zu lernrelevanten Aspekten (z.B. Autonomes Lernen, Verständlichkeit des Materials) ermittelt. Dabei werden zentral vor allem die Fragestellung der CING-eigenen Struktur der Grammatikthemen, des Hypertextverhaltens fortgeschrittener deutscher Englischlerner und die des autonomen Lernens mit Hilfe von quantitativen und qualitativen Forschungsmethoden untersucht. Die Ergebnisse der Studie zeigen, dass die InternetGrammar schon ein nützliches Grammatiklerntool ist, doch dass sein Einfluss durch Nutzerunterstützung in den verschiedenen Bereichen weiter verbessert werden kann. Ein Ansatz den die Autorin vorschlägt für einen neuen, verbesserten Einsatz der CING ist ein Lehrerunterstütztes Lernszenario wie Blended Learning (Kapitel 6), wo Lerner nur in Phasen mit Instruktoren zusammen arbeiten und sonst autonom lernen. Damit wird nicht nur fachliche (z.B. in der Fremdsprache) sondern auch die Ausbildung des Lerners zu einem autonomen, fähigen Nutzer moderner Lernmethoden ermöglicht. Nur unter diesen Voraussetzungen werden wir aktive Mitglieder einer modernen Wissensgesellschaft werden und uns ihre Vorzüge erfolgreich zu Nutzen machen können.