Master of Science / Department of Human Nutrition / Brian Lindshield / Fortified blended foods (FBF) are used for the prevention and treatment of moderate acute malnutrition (MAM) in nutritionally vulnerable individuals, particularly children. A recent review of current FBF recommended the addition of animal source food (ASF), in the form of whey protein concentrate (WPC), to FBF, especially corn soy blend. The justifications for this recommendation include the potential of ASF to increase length, weight, muscle mass accretion, and recovery from wasting, as well as improve the product protein quality and provide essential growth factors. Evidence was collected from the following four different types of studies: 1) epidemiological, 2) ASF versus no intervention or a low-calorie control, 3) ASF versus an isocaloric non-ASF, and 4) ASF versus an isocaloric, isonitrogenous non-ASF. Epidemiological studies consistently associated improved growth outcomes with ASF consumption; however, little evidence from isocaloric and isocaloric, isonitrogenous interventions was found to support the inclusion of meat or milk in FBF. Evidence suggests that whey may benefit muscle mass accretion, but not linear growth. Overall, there is little evidence to support the costly addition of WPC to FBFs. Further randomized isocaloric, isonitrogenous ASF interventions with nutritionally vulnerable children are needed.

Orientador: Raquel Gomes de Oliveira / Resumo: A presente pesquisa de Mestrado pertence à linha de pesquisa "Processos formativos, ensino e aprendizagem" do Programa de Pós-Graduação em Educação da FCT/Unesp. O ensino híbrido é uma abordagem pedagógica que combina atividades presenciais e atividades realizadas online por meio das Tecnologias Digitais de Informação e Comunicação (TDIC). Compreender quais são os saberes (conhecimentos, competências e habilidades) que os docentes utilizam quando há a integração entre o ensino presencial e online é fundamental para identificar as demandas em relação ao processo formativo docente. O ensino híbrido em uma perspectiva de metodologias ativas de aprendizagem altera o papel do professor de um transmissor de informações para um mediador/orientador do processo de ensino e aprendizagem, e os estudantes tornam-se ativos durante sua aprendizagem. Nessa perspectiva, esta pesquisa buscará responder à seguinte questão: Como o ensino híbrido pode ser desenvolvido em uma perspectiva de metodologias ativas de aprendizagem e a partir da base TPACK? A partir do referencial teórico TPACK, que articula os três tipos de conhecimentos: o conhecimento pedagógico, o conhecimento de conteúdo e o conhecimento tecnológico, este estudo investigou em uma Instituição de Ensino Superior privada, localizada em Presidente Prudente - SP, as disciplinas a distância ofertadas nos cursos de graduação presencial, que desenvolveram o ensino híbrido em um contexto em que se estimula o uso de metodologias ativas de a... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study bound to the research line of "Practices and Formative Processes in Education" of the postgraduate program in Education of FCT/UNESP. Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional face-to-face methods. Understanding what the knowledge are (knowledge, skills and abilities) that teachers use when there is the integration between face-to-face and online teaching is essential to identify teacher training demands. Blended Learning for active learning context changes the role of the teacher from an information transmitter to a teaching mediator/mentor, and students have more flexible and personalized pathways becoming active during their learning. This research which aims answer the question: How can Blended Learning be developed in the context of active learning and based on TPACK? Given this theoretical framework that articulates the three types of knowledge: pedagogical knowledge, content knowledge and technological knowledge. This study investigated in a non-public higher education institution, located in Presidente Prudente - SP, the Distance Education subjects offered in the presential undergraduate courses, which developed blended learning and active learning methodologies. Therefore, this research has a qualitative approach, with data obtained from the researcher's contact with the research question. Specifically, the research uses assumptions of an exploratory res... (Complete abstract click electronic access below) / Mestre

A research project submitted in partial fulfillment of the requirements for the degree of MA in Social and Psychological Research in the Faculty of Humanities, University of the Witwatersrand, Johannesburg. 2016 / The use of various information technologies in education is becoming more prevalent due to the fact that they are thought to have several advantages over traditional pen and paper as well as the fact that they are seen as a means to decrease the digital divide and ensure equal access to educational resources. In South Africa, initiatives such as the Smart Schools program aim to make schools paperless in the near future through the use of smartboards and tablets. With such emphasis on the success of the integration of educational technology it is imperative that we understand the factors which influence this process. Current research points to the idea that the mere provision of educational technology is not sufficient to garner success and that there are also intrinsic factors which need to be considered when integrating educational technology. This study follows on from this premise of intrinsic factors in that it investigates learner attitudes towards tablet usage in a blended learning environment. An extended version of the Technology Acceptance Model which posits that perceived usefulness, perceived ease of use and perceived enjoyability are the factors which need to be taken into account when exploring learner attitudes is used as the theoretical basis for this study. Other factors which are thought to influence attitudes as well as the success of tablet integration (as measured by learner achievement) are learning style preferences, motivation as well as access to various form of technology and thus familiarity with such technology. These factors were also explored through this research. Access to technology, learning style preference and motivation as predictors of overall attitudes and the three components of attitudes were thus explored. This study further investigated whether attitudes (and the three components of attitudes), learning style preferences or learner motivation best predicted academic achievement. The sample consisted of 276 learners from one independent and one public school in Johannesburg where tablets had already been introduced into the learning environment. A questionnaire consisting of an Attitudes Towards Tablet Usage Scale, a Learning Styles Scale, a Motivation Scale and an Access Scale was used. The results of this study indicated that overall attitudes towards tablet usage were relatively positive. The most positive component was perceived ease of use followed by perceived usefulness and then perceived enjoyability. Attitudes towards ECT (and the three components) were influenced by learning style preferences, motivation and access to technology while learner achievement was influenced by learner attitudes as well as learning style preferences. This provides valuable insights into the tablet integration process in that we conclude that tablet provision, while necessary, is not sufficient for the successful integration of tablets and subsequent reduction in the digital divide. / GR2017

O crescimento do acesso à tecnologia, seja ela representada pela internet, pelas redes sociais ou pelas plataformas virtuais de educação, amplia consideravelmente a participação dos indivíduos na circulação de conteúdos e na construção do conhecimento. Em decorrência dessa universalização das novas tecnologias e da expansão das possibilidades de conexão e colaboração virtual, autores como Swales e Feak (2012) indicam que as atividades acadêmicas em geral e, em particular, a leitura e escrita acadêmicas, por meio das quais divulga-se e consolida-se o conhecimento científico, estão cada vez mais colaborativas e incorporadas em contextos sociais e profissionais. Como consequência, é possível observar a crescente valorização do ensino de escrita acadêmica, seja no Brasil, pelo aumento na oferta de cursos livres ou de extensão sobre o assunto, embora em número insuficiente para atender à demanda por parte de alunos; seja nas universidades europeias e americanas, onde estudiosos de novas tendências nas práticas de escrita no ensino superior, como Castelló e Donahue (2012), afirmam que a produção escrita de universitários é forma de promover uma aprendizagem mais ativa, construtiva e reflexiva. No Brasil, se por um lado a cena universitária sofre alterações como consequência da criação de políticas públicas de inclusão social para promover a democratização do acesso ao ensino superior, por outro, tomamos conhecimento de dados oficiais sobre o Exame Nacional do Ensino Médio (ENEM) de 2014, que revelam uma queda de 9,7% na performance dos alunos brasileiros em redação, estatística que tomamos como alerta de que o desempenho linguístico dos ingressantes na universidade brasileira precisa ser observado com mais atenção, em vista de que haverá novas demandas em termos de leitura e escrita que deverão ser supridas para que sua atuação no ensino superior seja satisfatória. Em vista disso, propomos promover o ensino de produção de gêneros acadêmicos como o artigo científico em Língua Portuguesa no ensino superior, mediante a combinação de atividades interativas realizadas em ambientes presenciais e virtuais, como modo de assegurar o desenvolvimento, por parte dos alunos, de competências complexas em termos de prática escrita, além de auxiliá-los a participarem de forma mais integrada e reflexiva do processo de construção do conhecimento acadêmico. Para tanto, propomos, metodologicamente, as seguintes ações: uma investigação teórica com base na literatura de referência sobre interação, cognição, ensino de produção de texto acadêmico e ambientes de aprendizagem; uma investigação de caráter etnográfico com observação participante por meio da aplicação de uma proposta de ensino que envolve uma concepção particular do gênero artigo científico e a combinação de atividades em ambientes presenciais e virtuais; um questionamento a professores da área de ensino de produção textual; e um questionamento a alunos que participaram das aplicações dessa proposta. Consideramos que uma experiência bem ajustada de aprendizagem da produção do artigo científico, em que a Língua Portuguesa é instrumento de construção de conhecimento, pode propiciar melhor inserção social do estudante, por levá-lo a dominar um gênero que vai contribuir para legitimar seu discurso na área da ciência em geral, seja dentro da universidade, seja no âmbito profissional. / The increase of technology access, whether represented by the internet, social networks or virtual learning platforms, considerably extends the participation of individuals in content circulation and knowledge building. As a result of this standardization of new technologies and expansion of connection possibilities and virtual collaboration, authors such as Swales and Feak (2012) suggest that academic activities in general and, in particular, reading and academic writing, through which scientific knowledge is disclosed and consolidated, are becoming increasingly collaborative and incorporated into social and professional contexts. As a result, we can observe growing valorization of teaching academic writing, both in Brazil, by rising the offer of open or extension courses on the subject, although insufficient in number to meet the demand from students; and in european and american universities, where scholars of new trends in academic writing in higher education, as Castelló and Donahue (2012), argue that enhancing students\' writing is a way to promote a more active, constructive and reflective learning. In Brazil, if on one hand university scenario is altered as a result of social inclusion public policies to promote democratization of access to higher education, on the other, we become aware of official data on Secondary Education National Examination (ENEM) 2014, showing a decrease of 9.7% in Brazilian students writing achievement, statistics that we take as a warning that Brazilian freshmens linguistic performance needs to be observed more closely, having in mind that there will be new demands in terms of reading and writing that should be met so that their activities in higher education will be satisfactory. In view of this, we propose to promote the teaching in Portuguese of genres as academic papers in higher education through a combination of interactive activities in face-to-face and virtual environments, as a means of ensure the development, by the students, of complex skills in writing practice, and help them to participate in a more integrated and reflective way of academic knowledge building process. Therefore, we propose, methodologically, the following actions: a theoretical investigation based on the reference literature on interaction, cognition, teaching of academic writing and learning environments; an ethnographic research with participant observation by applying a teaching proposal that involves a particular conception of scientific paper gender and the combination of activities in face to face and virtual environments; an inquiry to teachers of the writing area of education; and an inquiry to students who participated in the application of this proposal. We believe that a well-adjusted learning experience of scientific paper writing, in which the Portuguese language is an instrument of knowledge building, can provide better social integration of the student, causing him to dominate a genre that will help to legitimize his speech in science in general, both in the university and professional fields.

De acordo com a legislação brasileira o uísque cortado é produzido com a mistura de, no mínimo, 30% de destilado alcoólico simples de malte envelhecido, com destilados alcoólicos simples de cereais envelhecidos ou não, e neste trabalho foi utilizada a quirera de arroz preto IAC-600 para produzir uísque, pois tem alto valor nutricional, propriedades antioxidantes e baixo custo. A quirera de arroz preto IAC-600 foi inicialmente hidrolisada em escala de bancada de 500mL seguindo o planejamento fatorial 23 completo, com seis experimentos no ponto central, analisando os parâmetros tempo, adição da enzima ProteMax N600® ou Maltezyn W® e a concentração das enzimas Brautec alfa TF® e Maltezyn W®. De acordo com a análise estatística, a melhor condição obtida na região estudada foi com a utilização de 1000mg de Brautec alfa TF®/kg de amido em base seca e 750mg de Maltezyn W®/kg de quirera de arroz preto IAC-600 em base seca a 95ºC por 30min, sendo adicionado posteriormente 500mg de Maltezyn W®/kg de quirera de arroz preto IAC-600 em base seca a 60ºC até a hidrólise do amido resultar em teste de iodo negativo, sendo esta condição utilizada em escala de bancada de 15L e em escala piloto de 125L. Em todas as fermentações com quirera de arroz preto IAC-600 adicionou-se 10g da enzima Panzyn GA®/hL de meio fermentativo, após a inoculação com a levedura. A levedura Saccharomyces cerevisiae, pré-tratada ou não a 40ºC/1h, foi utilizada na concentração de 0,4g peso seco/L de meio fermentativo. Em escala de bancada de 15 L os resultados de produtividade volumétrica em etanol, dos ensaios fermentativos com quirera de arroz preto IAC-600 e malte de cevada, com levedura pré-tratada ou não, não apresentaram diferença significativa. Portanto, nas fermentações das matérias-primas em escala piloto de 125L utilizou-se levedura sem pré-tratamento, e os fermentados obtidos foram destilados separadamente em alambique de 160L. O destilado alcoólico simples de malte de cevada que foi envelhecido aceleradamente por nove dias e o de quirera de arroz preto IAC-600 que não foi envelhecido foram misturados na proporção de 30% e 70%, e também 50% e 50%, respectivamente, resultando em dois uísques cortados a 40ºGL com o teor de polifenois de 141 e 229mg/L equivalente em ácido gálico, respectivamente. Estes dois uísques cortados foram analisados sensorialmente em relação a um uísque puro malte envelhecido 12 anos e um bourbon, encontrados no mercado mundial, por 125 provadores voluntários não treinados da EEL-USP. Considerando que o uísque cortado produzido com 50% de destilado alcoólico simples de malte de cevada envelhecido e 50% destilado alcoólico simples de quirera de arroz preto IAC-600 não envelhecido foi avaliado positivamente nos parâmetros cor e sabor quando comparado aos outros três uísques, e que não houve diferença significativa na aceitação global entre os quatro uísques avaliados, este uísque cortado possui potencial mercadológico como um produto novo, apresentando sabor diferenciado em relação aos dois uísques comerciais. Por outro lado, a análise descritiva quantitativa realizada por dez provadores treinados da Pernod Ricard, nos dois uísques produzidos neste trabalho, demonstrou que o processo de envelhecimento acelerado não forneceu os atributos aromáticos desejados, sendo necessário o aperfeiçoamento ou a substituição desta metodologia. / According to Brazilian law, the blended whisky is produced by mixing at least 30% of aged single malt distilled alcohol with aged or not single alcoholic distillates from cereal, and this study used broken IAC-600 black rice to produce whisky, due to its high nutritional value, antioxidant properties and low cost. The broken IAC-600 black rice was initially hydrolyzed at bench scale (500mL) following the 23 full factorial design with six assays at central point, analyzing the parameters time, addition of ProteMax N600® or Maltezyn W® enzymes and the concentration of the Brautec alfa TF® and Maltezyn W® enzymes. According to statistical analysis, the best condition obtained at the studied region was with1000mg Brautec alfa TF®/kg starch (dry basis) and 750mg Maltezyn W®/kg of broken IAC-600 black rice (dry basis) at 95°C for 30min. Subsequently, 500mg Maltezyn W®/kg of broken IAC-600 black rice was added at 60°C until starch hydrolysis results in negative iodine test, and this condition was used at bench scale (15L) and at pilot scale (125L). In all the fermentations with broken IAC-600 black rice 10g Panzyn GA®/hL of fermentative medium was added after the inoculation with the yeast. The Saccharomyces cerevisiae yeast, pretreated or not at 40°C/1h, was used at 0.4g dry weight/L of fermentative medium. At bench scale (15L), the results of ethanol volumetric productivity in the fermentation assays with broken IAC-600 black rice and barley malt with yeast, pre-treated or not, showed no significant difference. Therefore, in the raw materials fermentations at pilot-scale (125L), the yeast without pretreatment was used, and the obtained washes were separately distilled into 160L still. The single alcoholic distillate of barley malt that was rapidly aged for nine days and the broken IAC-600 black rice that was not aged were mixed at ratios of 30% and 70% and also 50% and 50%, respectively, obtaining two blended whiskies at 40ºGL with 141 and 229mg/L polyphenol contents equivalent to gallic acid, respectively. These two blended whiskies were sensory analyzed in relation to a 12 year-old pure malt whisky and to a bourbon found in the world market, by 125 volunteers untrained tasters of EEL-USP. Considering that the blended whisky produced with 50% of aged single alcoholic distillate of barley malt and 50% of not aged single alcoholic distillate of broken IAC-600 black rice was positively evaluated in color and taste parameters when compared to the other three whiskies, and that there was no significant difference in acceptability among the four whiskies evaluated, this blended whisky has marketing potential as a new product, presenting distinctive taste compared to the two commercial whiskies. In the other hand, the quantitative descriptive analysis made by ten trained tasters of Pernod Ricard about the two whiskies produced in this work showed that the process of rapid aging did not provide the desired aromatic attributes, requiring the improvement or substitution of this methodology.

De acordo com a legislação brasileira o uísque cortado é produzido com a mistura de, no mínimo, 30% de destilado alcoólico simples de malte envelhecido, com destilados alcoólicos simples de cereais envelhecidos ou não, e neste trabalho foi utilizada a quirera de arroz preto IAC-600 para produzir uísque, pois tem alto valor nutricional, propriedades antioxidantes e baixo custo. A quirera de arroz preto IAC-600 foi inicialmente hidrolisada em escala de bancada de 500mL seguindo o planejamento fatorial 23 completo, com seis experimentos no ponto central, analisando os parâmetros tempo, adição da enzima ProteMax N600® ou Maltezyn W® e a concentração das enzimas Brautec alfa TF® e Maltezyn W®. De acordo com a análise estatística, a melhor condição obtida na região estudada foi com a utilização de 1000mg de Brautec alfa TF®/kg de amido em base seca e 750mg de Maltezyn W®/kg de quirera de arroz preto IAC-600 em base seca a 95ºC por 30min, sendo adicionado posteriormente 500mg de Maltezyn W®/kg de quirera de arroz preto IAC-600 em base seca a 60ºC até a hidrólise do amido resultar em teste de iodo negativo, sendo esta condição utilizada em escala de bancada de 15L e em escala piloto de 125L. Em todas as fermentações com quirera de arroz preto IAC-600 adicionou-se 10g da enzima Panzyn GA®/hL de meio fermentativo, após a inoculação com a levedura. A levedura Saccharomyces cerevisiae, pré-tratada ou não a 40ºC/1h, foi utilizada na concentração de 0,4g peso seco/L de meio fermentativo. Em escala de bancada de 15 L os resultados de produtividade volumétrica em etanol, dos ensaios fermentativos com quirera de arroz preto IAC-600 e malte de cevada, com levedura pré-tratada ou não, não apresentaram diferença significativa. Portanto, nas fermentações das matérias-primas em escala piloto de 125L utilizou-se levedura sem pré-tratamento, e os fermentados obtidos foram destilados separadamente em alambique de 160L. O destilado alcoólico simples de malte de cevada que foi envelhecido aceleradamente por nove dias e o de quirera de arroz preto IAC-600 que não foi envelhecido foram misturados na proporção de 30% e 70%, e também 50% e 50%, respectivamente, resultando em dois uísques cortados a 40ºGL com o teor de polifenois de 141 e 229mg/L equivalente em ácido gálico, respectivamente. Estes dois uísques cortados foram analisados sensorialmente em relação a um uísque puro malte envelhecido 12 anos e um bourbon, encontrados no mercado mundial, por 125 provadores voluntários não treinados da EEL-USP. Considerando que o uísque cortado produzido com 50% de destilado alcoólico simples de malte de cevada envelhecido e 50% destilado alcoólico simples de quirera de arroz preto IAC-600 não envelhecido foi avaliado positivamente nos parâmetros cor e sabor quando comparado aos outros três uísques, e que não houve diferença significativa na aceitação global entre os quatro uísques avaliados, este uísque cortado possui potencial mercadológico como um produto novo, apresentando sabor diferenciado em relação aos dois uísques comerciais. Por outro lado, a análise descritiva quantitativa realizada por dez provadores treinados da Pernod Ricard, nos dois uísques produzidos neste trabalho, demonstrou que o processo de envelhecimento acelerado não forneceu os atributos aromáticos desejados, sendo necessário o aperfeiçoamento ou a substituição desta metodologia. / According to Brazilian law, the blended whisky is produced by mixing at least 30% of aged single malt distilled alcohol with aged or not single alcoholic distillates from cereal, and this study used broken IAC-600 black rice to produce whisky, due to its high nutritional value, antioxidant properties and low cost. The broken IAC-600 black rice was initially hydrolyzed at bench scale (500mL) following the 23 full factorial design with six assays at central point, analyzing the parameters time, addition of ProteMax N600® or Maltezyn W® enzymes and the concentration of the Brautec alfa TF® and Maltezyn W® enzymes. According to statistical analysis, the best condition obtained at the studied region was with1000mg Brautec alfa TF®/kg starch (dry basis) and 750mg Maltezyn W®/kg of broken IAC-600 black rice (dry basis) at 95°C for 30min. Subsequently, 500mg Maltezyn W®/kg of broken IAC-600 black rice was added at 60°C until starch hydrolysis results in negative iodine test, and this condition was used at bench scale (15L) and at pilot scale (125L). In all the fermentations with broken IAC-600 black rice 10g Panzyn GA®/hL of fermentative medium was added after the inoculation with the yeast. The Saccharomyces cerevisiae yeast, pretreated or not at 40°C/1h, was used at 0.4g dry weight/L of fermentative medium. At bench scale (15L), the results of ethanol volumetric productivity in the fermentation assays with broken IAC-600 black rice and barley malt with yeast, pre-treated or not, showed no significant difference. Therefore, in the raw materials fermentations at pilot-scale (125L), the yeast without pretreatment was used, and the obtained washes were separately distilled into 160L still. The single alcoholic distillate of barley malt that was rapidly aged for nine days and the broken IAC-600 black rice that was not aged were mixed at ratios of 30% and 70% and also 50% and 50%, respectively, obtaining two blended whiskies at 40ºGL with 141 and 229mg/L polyphenol contents equivalent to gallic acid, respectively. These two blended whiskies were sensory analyzed in relation to a 12 year-old pure malt whisky and to a bourbon found in the world market, by 125 volunteers untrained tasters of EEL-USP. Considering that the blended whisky produced with 50% of aged single alcoholic distillate of barley malt and 50% of not aged single alcoholic distillate of broken IAC-600 black rice was positively evaluated in color and taste parameters when compared to the other three whiskies, and that there was no significant difference in acceptability among the four whiskies evaluated, this blended whisky has marketing potential as a new product, presenting distinctive taste compared to the two commercial whiskies. In the other hand, the quantitative descriptive analysis made by ten trained tasters of Pernod Ricard about the two whiskies produced in this work showed that the process of rapid aging did not provide the desired aromatic attributes, requiring the improvement or substitution of this methodology.

abstract: The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice. The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews. The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

O objetivo deste estudo é investigar a forma como diferentes participantes de fóruns digitais desenvolvidos em uma sala de aula virtual da plataforma Moodle, marcam sua presença social, cognitiva e de ensino nesse contexto, favorecendo a formação de uma comunidade de aprendizagem. Fundamentam teoricamente este estudo: a) uma reflexão sobre a relação entre tecnologia e ensino, com base em estudos desenvolvidos por Coll (2010), Prensky (2011), Rojo (2012), Castells (2003; 2013), Braga (2013), Levy (2014 [1999]), Mayrink e Albuquerque-Costa (2015), Moran (2003; 2015), entre outros; b) uma discussão a respeito da formação crítico-reflexiva de professores para o uso de tecnologias no ensino, partindo das contribuições iniciais de Dewey (1938) e seus desdobramentos nos estudos de Schön (2000 [1998]), Freire (1987), Perrenoud (2008, [2002]), Liberali (2010) e Mayrink e Albuquerque-Costa (2015); c) o entendimento de Vygotsky (1984) em torno da ideia de aprendizagem colaborativa por meio da interação com o outro e sua repercussão no modelo proposto por Garrison e Anderson (2005), que definem a importância das presenças social, cognitiva e de ensino como base para a formação de comunidades de aprendizagem em contextos de interação online. Os dados foram coletados ao longo do segundo semestre de 2015, no contexto da disciplina Língua Espanhola do curso de Letras de uma universidade pública de São Paulo. Participaram do estudo a professora, duas tutoras e os catorze alunos da disciplina. A pesquisa, de cunho etnográfico, seguiu a abordagem qualitativa-interpretativista. Os dados analisados correspondem ao discurso dos participantes produzidos em três fóruns desenvolvidos na plataforma (um fórum de notícias e dois fóruns de discussão). Também constituem dados deste estudo dois questionários aplicados no início e no fim do curso e os relatórios de participação dos alunos gerados pela plataforma Moodle. A análise focalizou, particularmente, os fóruns digitais, por este ser um espaço profícuo para uma observação da interação entre os participantes, visando à busca de evidências dos indicadores das presenças de ensino, social e cognitiva propostos por Garrison e Anderson (2005). A interpretação dos dados revelou que, considerando a quantidade e qualidade da participação dos interagentes nos fóruns e da forma como estes marcaram, discursivamente, sua presença social, cognitiva e de ensino, o grupo caminhou em direção à formação de uma comunidade de aprendizagem. / This research aims at investigating how different participants of digital forums in a virtual classroom using the open source platform Moodle mark their social, cognitive and teaching presences in this context, in order to contribute to the formation of a learning community. This study is grounded on: a) a reflection upon the relationship between technology and teaching, based on studies developed by Coll (2010), Prensky (2011), Rojo (2012), Castells (2003; 2013), Braga (2013), Levy (2014 [1999]), Mayrink and Albuquerque-Costa (2015), Moran (2003; 2015), among others; b) a discussion about critical-reflective teacher education for the use of technologies in teaching, built on Deweys early contributions (DEWEY, 1938) and their developments in the studies of Schön (2000 [1998]), Freire (1987), Perrenoud (2008, [2002]), Liberali (2010), and Mayrink and Albuquerque-Costa (2015); c) Vygotskys understanding of collaborative learning through interaction with the other (VYGOTSKY, 1984) and its repercussion on the model proposed by Garrison and Anderson (2005), who define the importance of the social, cognitive and teaching presences as the basis for the formation of learning communities in online interaction contexts. Data were collected throughout de second semester of 2015, in the classes of Spanish language, a subject which is part of the Spanish Language Teaching Program at a public university in São Paulo. The professor of this subject, two tutors and fourteen students participated in the study. This ethnographic research followed the qualitative interpretative approach. The data analyzed here are part of the discourse of the participants built in three forums setup on the platform (a news forum and two discussion forums). Two questionnaires applied at the beginning and at the end of the course and reports of students participation generated by the Moodle platform also constitute the data used in this study. The analysis focused on the digital forums in particular since they constitute a rich space for the observation of interaction among participants with the objective of looking for evidences of the indicators of teaching, social and cognitive presences as proposed by Garrison and Anderson (2005). Considering the quantity and quality of the participation of the forum interactants and the way they have marked their social, cognitive and teaching presences discursively, the interpretation of these data showed that the group tended to form a learning community.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-03-15T15:54:50Z No. of bitstreams: 1 Suzan Severo de Severo_.pdf: 2197379 bytes, checksum: 9a2c7a9d65120c15d1f440355c9fd7c7 (MD5) / Made available in DSpace on 2017-03-15T15:54:50Z (GMT). No. of bitstreams: 1 Suzan Severo de Severo_.pdf: 2197379 bytes, checksum: 9a2c7a9d65120c15d1f440355c9fd7c7 (MD5) Previous issue date: 2017-01-09 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares / Este estudo parte de um contexto de aprendizado misto ou b-learning, em que se experimentou o uso do WhatsApp, uma ferramenta comunicacional largamente utilizada na sociedade, para a promoção de diálogos espontâneos entre aprendizes de Inglês como LE, incentivando a prática da LE. Dentro de uma perspectiva sociocultural e considerando-se que a aprendizagem se dá através da mediação de artefatos socioculturais e na interação com outros sujeitos (VYGOTSKY, 1978), este trabalho objetiva compreender como se dá a mediação da aprendizagem através da ferramenta WhatsApp. Mais especificamente, pretendeu-se analisar a produção dos aprendizes de inglês como LE durante a interação na língua que aprendem através de grupos formados no WhatsApp, buscando compreender como se organizam as interações através do aplicativo e como elas poderiam contribuir para o aprendizado da LE. O resultado demonstrou que os aprendizes, na medida em que trocavam mensagens com seus colegas e com a professora, testavam hipóteses, percebiam lacunas em seu conhecimento e engajavam-se em análises metalinguísticas (SWAIN,1985,1995,2005). Além disso, através da interação, foi possível perceber que os aprendizes apoiavam uns aos outros e buscavam formas de expandir o conhecimento e manter-se no diálogo, seja através da pesquisa de palavras em dicionários, seja apoiando-se na primeira língua (L1) ou, ainda, fazendo uso de táticas conversacionais para a negociação de sentido (LONG, 1983, 1996), o que permitiu aos estudantes manterem-se engajados nas conversas e tanto pedir apoio quanto oferecer apoio no processo de produção e aprendizagem da LE. / This study was developed in a blended learning context in which there was an experiment on using WhatsApp, a largely used and well known tool for communication, as a means for fostering spontaneous dialogues among learners of English as a foreign language. Based on a sociocultural perspective and considering that learning happens through interaction mediated by sociocultural artifacts (Vygotsky, 1978), this work aims at understanding how the process of learning is mediated as students chat on WhatsApp. More specifically, it aims at analyzing students’ production of the foreign language as they interact using the language they learn through the group on WhatsApp and how it could, in some way, contribute with their learning process. Based on the data and the students’ opinions, it was found that WhatsApp can be an effective resource to engage students in producing the language they learn so that they have more opportunities for hypothesis testing, noticing gaps in their knowledge of the foreign language as well as engage them in metatalk (SWAIN,1985,1995,2005). Moreover, through their chatting, it was possible to notice that learners scaffolded each other and searched for means of maintaining themselves engaged in the dialogue by searching words in online dictionaries, using the first language as a support or using conversational tactics for negotiating meaning (LONG, 1983, 1996), what allowed students to get engaged in conversations and ile maintaining themselves engaged in conversations and both ask for and give support on the process of producing and learning the foreign language.

Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.