OSMUNDO, Maria Lidiana Ferreira Uma metodologia para a educação superior baseada no ensino híbrido e na aprendizagem ativa. 2017. 96f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza(CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-31T17:21:26Z No. of bitstreams: 1 2017_dlfosmundo.pdf: 1016141 bytes, checksum: 68faa4d35250130ef693d6deaf340e1a (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-10-31T22:09:53Z (GMT) No. of bitstreams: 1 2017_dlfosmundo.pdf: 1016141 bytes, checksum: 68faa4d35250130ef693d6deaf340e1a (MD5) / Made available in DSpace on 2017-10-31T22:09:53Z (GMT). No. of bitstreams: 1 2017_dlfosmundo.pdf: 1016141 bytes, checksum: 68faa4d35250130ef693d6deaf340e1a (MD5) Previous issue date: 2017 / A presente pesquisa tem como objetivo fazer uma análise do ensino de Hidrologia baseada nos conceitos de ensino híbrido e de aprendizagem ativa com o uso de videoaulas. A disciplina de Hidrologia pertence aos cursos de Engenharia Civil e de Engenharia Ambiental da Universidade Federal do Ceará. Para isso, a pesquisa busca identificar, na perspectiva do professor, os conceitos de ensino híbrido, sala de aula invertida, e de aprendizagem ativa presentes nas aulas da disciplina de Hidrologia, bem como avaliar, na perspectiva dos alunos, a proposta metodológica adotada pelo professor. O estudo também investiga o papel das tecnologias e das mídias digitais para o desenvolvimento da metodologia aplicada. No que se refere aos instrumentos de coleta, foram utilizados questionários on-line, entrevistas, observações das aulas e diário de campo. Nos procedimentos metodológicos, optou-se por uma abordagem qualitativa com o emprego do estudo de caso. Para análise dos dados, foram utilizados elementos da teoria de Strauss e Corbin (2008). Os resultados estão apresentados em três categorias: 1) Prática docente baseada no ensino híbrido e na aprendizagem ativa; 2) Avaliação discente sobre a metodologia aplicada; e 3) A influência da tecnologia e das mídias digitais na disciplina. Os resultados indicam que a metodologia aplicada pelo docente em Hidrologia carrega elementos do ensino híbrido e da aprendizagem ativa, o que favoreceu a satisfação do professor e a motivação e o engajamento dos alunos com os conteúdos curriculares, elevando o nível das discussões em sala e das avaliações na disciplina. Ademais, foi observado que esta ação provocou em outros docentes e em outras instituições o interesse pelas teorias que permeiam a proposta empregada em Hidrologia. A pesquisa se diferencia dos demais estudos ao relacionar a utilização de vídeo com um contexto de educação presencial no ensino superior para favorecer o entendimento sobre tendências de uso das tecnologias digitais de informação e comunicação na educação. Com isso, percebe-se as potencialidades do uso de materiais audiovisuais e confirma-se que esta utilização pode auxiliar o professor em sua estratégia de ensino e proporcionar aos alunos uma variedade de atividades que favorecem o aprendizado.

Made available in DSpace on 2018-06-18T13:27:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2017 / Introdução: A educação permanente em enfermagem, além de ser uma das estratégias do SUS para formação e desenvolvimento dos trabalhadores, possibilita às organizações de saúde resultados estratégicos, uma vez que as mesmas evoluem na mesma medida que seus colaboradores se desenvolvem. Para a eficácia dos processos de aprendizagem e consequentes resultados positivos, a utilização de metodologias ativas é fundamental, e dentre estas, o ensino híbrido aponta como uma possibilidade para facilitar a eficiência e participação em treinamentos corporativos, portanto esta pesquisa teve como objetivo: analisar a experiência de um curso sobre evolução de enfermagem, realizado no formato de ensino híbrido e sua contribuição para a educação permanente em saúde. Método: estudo de campo e documental, descritivo e exploratório, com abordagem quanti-qualitativa utilizando tanto a triangulação de métodos, quanto a de dados, sobre uma capacitação desenvolvida em formato de ensino híbrido referente a uma das etapas do processo de enfermagem, denominada “evolução de enfermagem” realizada em um hospital privado. A coleta de dados ocorreu em três fases, sendo a primeira: análise documental dos indicadores do setor de Educação Continuada do Hospital pesquisado, tratados quantitativamente. Enquanto que na segunda fase, foram realizadas entrevistas com os enfermeiros participantes da pesquisa por meio de um questionário estruturado, além da avaliação dos seus gestores imediatos por meio de um roteiro, ambos, a serem tratados de acordo com a técnica de “análise de conteúdo” na modalidade temática. Na terceira fase foi realizada a triangulação dos dados de forma a obter uma avaliação completa e integrada dos resultados do desempenho dos participantes. Da análise de conteúdo emergiram 63 unidades de contexto, e dessas, extraídas 28 unidades de registro de acordo com os quatro núcleos temáticos estabelecidos: 1) Relação das capacitações no desenvolvimento profissional; 2) Desenvolvimento de competências; 3) Experiência com o ensino híbrido e 4) Desempenho profissional. Desses núcleos temáticos foram definidas as categorias de análise, sendo estas: C1 – Processo de ensino e de aprendizagem no trabalho; C2 – Possibilidades do ensino híbrido no ambiente corporativo; C3 – Contribuições da Educação Permanente; e C4 – Competências desenvolvidas. Conclusão: O desenvolvimento da aprendizagem se mostrou eficaz, sendo evidenciada a curto, médio e longo prazo, resultando assim, na transformação das práticas, melhoria de indicadores assistenciais e consequentemente contribuindo para o crescimento profissional, organizacional e da qualidade na assistência ao paciente. As melhorias identificadas foram relacionadas às competências de gerenciamento de riscos assistenciais, tomada de decisão, raciocínio clínico, administração e gerenciamento de tempo. Comprovando assim que o ensino híbrido é capaz de desenvolver competências e melhorar o desempenho profissional, embora não seja a solução de todos os entraves para que a Educação Permanente em Saúde ocorra em sua essência. / Introduction: Continuing education in nursing, besides being one of the strategies of the SUS for training and development of workers, enables health organizations to achieve strategic results, since they evolve in the same way that their employees develop. For the effectiveness of learning processes and consequent positive results, the use of active methodologies is fundamental, and among these, blended learning points out as a possibility to facilitate efficiency and participation in corporate training, so this research had the objective: to analyze the experience of a course on nursing evolution carried out in the hybrid teaching format and its contribution to the permanent education in health. Method: field and documentary study, descriptive and exploratory, with a quantitative-qualitative approach using both the triangulation of methods and data, on a training developed in hybrid teaching format referring to one of the stages of the nursing process, called "nursing evolution" In a private hospital. Data collection took place in three phases, the first being: documental analysis of the indicators of the Continuing Education sector of the Hospital, treated quantitatively. While in the second phase, interviews were conducted with the nurses participating in the research through a structured questionnaire, in addition to the evaluation of their immediate managers by means of a script, both to be treated according to the technique of "content analysis "In thematic modality. In the third phase, the data was triangulated in order to obtain a complete and integrated evaluation of the participants' performance results. From the analysis of content emerged 63 contextual units, and from these, 28 registration units were extracted according to the four thematic nuclei established: 1) List of skills in professional development; 2) Development of competencies; 3) Experience with hybrid teaching and 4) Professional performance. From these thematic nuclei the categories of analysis were defined, being these: C1 - Process of teaching and learning in the work; C2 - Hybrid teaching possibilities in the corporate environment; C3 - Contributions of Permanent Education; And C4 - Skills developed. Conclusion: The development of learning proved effective, being evidenced in the short, medium and long term, resulting in the transformation of practices, improvement of care indicators and consequently contributing to professional, organizational and quality growth in patient care. The improvements identified were related to the risk management skills of care, decision making, clinical reasoning, administration and time management. Thus proving that hybrid education is capable of developing skills and improving professional performance, although it is not the solution of all obstacles to continuing education in health occur in its essence.

The blended-wing-body (BWB) configuration appears as a promising contender for the next generation of large transport aircraft. The idea of blending the wing with the fuselage and eliminating the tail is not new, it has long been known that tailless aircraft can suffer from stability and control problems that must be addressed early in the design. This thesis is concerned with identifying and then evaluating the flight dynamics, stability, flight controls and handling qualities of a generic BWB large transport aircraft concept. Longitudinal and lateral-directional static and dynamic stability analysis using aerodynamic data representative of different BWB configurations enabled a better understanding of the BWB aircraft characteristics and identification of the mechanisms that influence its behaviour. The static stability studies revealed that there is limited control power both for the longitudinal and lateral-directional motion. The solution for the longitudinal problem is to limit the static margins to small values around the neutral point, and even to use negative static margins. However, for the directional control problem the solution is to investigate alternative ways of generating directional control power. Additional investigation uncovered dynamic instability due to the low and negative longitudinal and directional static stability. Furthermore, adverse roll and yaw responses were found to aileron inputs. The implementation of a pitch rate command/attitude hold flight control system (FCS) improved the longitudinal basic BWB characteristics to satisfactory levels, or Level 1, flying and handling qualities (FHQ). Although the lateral-directional command and stability FCS also improved the BWB flying and handling qualities it was demonstrated that Level 1 was not achieved for all flight conditions due to limited directional control power. The possibility to use the conventional FHQs criteria and requirements for FCS design and FHQs assessment on BWB configurations was also investigated. Hence, a limited set of simulation trials were undertaken using an augmented BWB configuration. The longitudinal Bandwidth/Phase delay/Gibson dropback criteria, as suggested by the military standards, together with the Generic Control Anticipation Parameter (GCAP) proved possible to use to assess flying and handling qualities of BWB aircraft. For the lateral-directional motion the MIL-F-8785C criteria were used. Although it is possible to assess the FHQ of BWB configuartions using these criteria, more research is recommended specifically on the lateral-directional FHQs criteria and requirements of highly augmented large transport aircraft.

Doctor of Philosophy / Department of Human Nutrition / Brian Lindshield / Fortified blended foods (FBFs), in particular, corn-soybean blend (CSB), are food aid commodities widely used in infant and young children supplementary feeding programs. A United States Agency for International Development (USAID) Food Aid Quality Review report recommended developing novel FBFs using local alternative commodities such as sorghum and improving the nutritional quality of FBFs using extrusion processing. Extruded sorghum-cowpea, sorghum-soy and corn-soy FBFs were developed and compared with the non-extruded FBFs corn-soy blend 13 (CSB13) and corn-soy blend plus (CSB+) using the in-vitro digestion/Caco-2 cell model. Dry FBFs’ iron and vitamin A content ranged from 8.0 to 31.8 mg/100g and 0.54 to 1.67 mg/100g, respectively. Following in-vitro digestion, bioavailable iron and vitamin A levels were determined by measuring Caco-2 cell ferritin and vitamin A levels in response to 12-hour and 4-hour treatments, respectively, with aqueous fractions collected from digested FBFs. Most extruded FBFs’ aqueous fraction iron levels were 2- to 7-fold higher (p<0.05) than CSB13 and CSB+. However, Caco-2 cell ferritin and vitamin A levels were not significantly different among FBFs. These results suggest that consumption of newly developed extruded sorghum-cowpea, sorghum-soy and corn-soy FBFs will result in bioavailable iron and vitamin A levels comparable to traditional non-extruded CSB13 and CSB+. Thus, extruded sorghum-cowpea FBF may be a suitable alternative to corn-soybean based FBFs. Saw palmetto supplements are one of the most commonly consumed products by men with prostate cancer and/or benign prostatic hyperplasia (BPH). Some studies have found significant improvements in BPH with saw palmetto supplementation, whereas others found no benefits. The variation in the efficacy in these trials may be a result of differences in the putative active components, fatty acids and phytosterols, of the saw palmetto supplements. We quantified fatty acids and phytosterols in 20 commercially available liquid, powder, dried berry, and tincture saw palmetto supplements. Liquid saw palmetto supplements contained significantly higher (p<0.05) concentrations of total fatty acids (908.5 mg/g), individual fatty acids, total phytosterols (2.04 mg/g), and individual phytosterols, than the other supplement categories. Our findings suggest that liquid saw palmetto supplements may be the best choice for individuals who want to take a saw palmetto supplement.

abstract: This study reviews the effectiveness of a faculty development program to prepare faculty members in the health related fields to design and develop flipped and blended learning courses. The FAB Tech workshop focuses on flipped and blended learning technologies as a method to increase the use of active learning in the classroom. A pre/posttest was administered to the participants on their use of technology and their course delivery strategies. In addition, interviews were conducted with a purposeful sample of the participants based on level of engagement in the workshop and their change in the pre/posttest. The program was effective in increasing the use of technological tools and their purposeful integration into courses. However, faculty workload and institutional support issue served as barriers to overcome. The findings of this study will help address how to over come some of these barriers and to develop more effective faculty development programs that encourage the use of flipped and blended learning. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

abstract: Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester. / Dissertation/Thesis / Masters Thesis Computer Science 2017

abstract: In an effort to better prepare K-12 students for college and career readiness, Advancement Via Individual Determination (AVID) has created a college and career readiness system that is implemented in schools across the United States and in many international locations. Part of this system of schoolwide transformation, is the AVID Elective class, designed for students in the academic-middle. In the AVID Elective, students are supported in their efforts to attend four-year universities. A critical aspect of the AVID Elective class is the weekly implementation of AVID Tutorials, ideally led by trained college tutor/mentors. The purpose of this action research study is to investigate support structures of AVID Tutors beyond the current tutor training system, in order to see how additional methods can contribute to continual improvement of the tutor training system. Findings from this study indicate that expanding current tutor-training practice to include a blended-learning, on-the-job model, might be beneficial for AVID Tutors and AVID Students. Through a mixed methods action research study, both qualitative and quantitative data collection tools were employed to help understand the effect of additional tutor training supports. Interviews, tutor assignments, observations of tutorials, and pre- and post-tests provide the bulk of the data studied. Further, this study could provide critical information for key AVID stakeholders who seek to offer training to tutors in AVID. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

abstract: Many students in the United States are graduating from high school without the math skills they need to be considered college ready. For many of these graduates, who find themselves starting their higher education at a community college, remedial math can become an insurmountable barrier that ends their aspirations for a degree or certificate. Some students must take as many as four remedial courses before they are considered college ready. Studies report that between 60% and 70% of students placed into remedial math classes either do not successfully complete the sequence of required courses or avoid taking math altogether and therefore never graduate (Bailey, Jeong, & Cho, 2010). This study compared three low-level freshman math classes in one Arizona high school. The purpose of this study was to implement an innovative learning intervention to find out if there was a causal relationship between the addition of technology with instruction in a blended learning environment and performance in math. The intervention measured growth (pre- and posttest) and grade-level achievement (district-provided benchmark test) in three Foundations of Algebra classes. The three classes ranged on a continuum with the use of technology and personalized instruction. Additionally, focus groups were conducted to better understand the challenges this population of students face when learning math. The changes in classroom practices showed no statistical significance on the student outcomes achieved. Students in a blended online environment learned the Foundations of Algebra concepts similarly to their counterparts in a traditional, face-to-face learning environment. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

nÃo hà / A presente pesquisa tem como objetivo fazer uma anÃlise do ensino de Hidrologia baseada nos conceitos de ensino hÃbrido e de aprendizagem ativa com o uso de videoaulas. A disciplina de Hidrologia pertence aos cursos de Engenharia Civil e de Engenharia Ambiental da Universidade Federal do CearÃ. Para isso, a pesquisa busca identificar, na perspectiva do professor, os conceitos de ensino hÃbrido, sala de aula invertida, e de aprendizagem ativa presentes nas aulas da disciplina de Hidrologia, bem como avaliar, na perspectiva dos alunos, a proposta metodolÃgica adotada pelo professor. O estudo tambÃm investiga o papel das tecnologias e das mÃdias digitais para o desenvolvimento da metodologia aplicada. No que se refere aos instrumentos de coleta, foram utilizados questionÃrios on-line, entrevistas, observaÃÃes das aulas e diÃrio de campo. Nos procedimentos metodolÃgicos, optou-se por uma abordagem qualitativa com o emprego do estudo de caso. Para anÃlise dos dados, foram utilizados elementos da teoria de Strauss e Corbin (2008). Os resultados estÃo apresentados em trÃs categorias: 1) PrÃtica docente baseada no ensino hÃbrido e na aprendizagem ativa; 2) AvaliaÃÃo discente sobre a metodologia aplicada; e 3) A influÃncia da tecnologia e das mÃdias digitais na disciplina. Os resultados indicam que a metodologia aplicada pelo docente em Hidrologia carrega elementos do ensino hÃbrido e da aprendizagem ativa, o que favoreceu a satisfaÃÃo do professor e a motivaÃÃo e o engajamento dos alunos com os conteÃdos curriculares, elevando o nÃvel das discussÃes em sala e das avaliaÃÃes na disciplina. Ademais, foi observado que esta aÃÃo provocou em outros docentes e em outras instituiÃÃes o interesse pelas teorias que permeiam a proposta empregada em Hidrologia. A pesquisa se diferencia dos demais estudos ao relacionar a utilizaÃÃo de vÃdeo com um contexto de educaÃÃo presencial no ensino superior para favorecer o entendimento sobre tendÃncias de uso das tecnologias digitais de informaÃÃo e comunicaÃÃo na educaÃÃo. Com isso, percebe-se as potencialidades do uso de materiais audiovisuais e confirma-se que esta utilizaÃÃo pode auxiliar o professor em sua estratÃgia de ensino e proporcionar aos alunos uma variedade de atividades que favorecem o aprendizado.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A realidade escolar brasileira demonstra uma carÃncia de professores com formaÃÃo adequada para o trabalho com MÃsica em sala de aula. A lei 11.769/2008 ampliou essa demanda, tornando necessÃrio estabelecer condiÃÃes para a formaÃÃo musical docente, garantindo o alcance dos objetivos da legislaÃÃo. Nesse sentido, buscamos atravÃs deste estudo identificar a viabilidade do emprego da modalidade semipresencial, atravÃs de Ambientes Virtuais de Aprendizagem â AVA, nesse processo formativo. A pesquisa teve como sujeitos os estudantes do curso de EducaÃÃo Musical da UFC, matriculados na disciplina de Harmonia 2 no semestre 2009.2. Adotou-se o modelo C(L)A(S)P de Swanwick (1988) como marco teÃrico para o planejamento das atividades, empregando o ambiente virtual SOCRATES, as quais envolveram o acesso a conteÃdos disponibilizados sob a forma de aulas online e a utilizaÃÃo das ferramentas de interaÃÃo do ambiente, a fim de viabilizar discussÃes acerca dos temas estudados. Assim, buscamos compreender como se desenvolveu o processo de aprendizagem musical dos sujeitos, bem como identificar os limites e as possibilidades que as ferramentas de interaÃÃo do ambiente impuseram a esse processo. A anÃlise dos dados revelou que, apesar das limitaÃÃes das ferramentas de interaÃÃo na representaÃÃo da notaÃÃo musical, os estudantes conseguiram atingir os objetivos de aprendizagem estabelecidos para a disciplina. Assim, observamos que o emprego da modalidade semipresencial se constitui em uma possibilidade efetiva para a formaÃÃo musical de professores. AlÃm disso, propomos a incorporaÃÃo de alguns recursos ao AVA, de forma a aperfeiÃoar o processo de ensino e aprendizagem de MÃsica na modalidade semipresencial. / The reality of Brazilian educational system demonstrates a lack of trained teachers to work with music in the classroom. The law 11.769/2008 expanded the demand, making it necessary to establish conditions for the musical training of teachers, ensuring the achievement of the objectives of the legislation. In this sense, we identify through this study the feasibility of using the blended mode, by Virtual Learning Environments - VLE, in this process of formation. The study had as subjects the students of Music Education from the UFC, attending the course of Harmony 2 in semester 2009.2. We adopted the model C(L)A(S)P, by Swanwick (1988), as a theoretical framework for planning activities, using the virtual environment SOCRATES, which involved access to content available in the form of online classes and usage of the environment interaction tools in order to facilitate discussions on the topics studied. Thus, we understand how it developed the process of musical learning of the subjects and identified the limits and possibilities that the environment interaction tools imposed on this process. Data analysis revealed that, despite the limitations of interaction tools in the representation of musical notation, students have achieved the learning objectives established for the discipline. We observed that the use of blended mode constitutes an effective possibility for the musical education of teachers. Furthermore, we propose the incorporation of some resources to VLE in order to improve the teaching and learning of music.