In text linguistics coherence is seen as one of the key factors in communication and textual interpretation. Text linguistics, as an inter-disciplinary field of study concerning the textuality of texts in conjunction with coherence, can probably be of great importance in current musicology, especially as the problem concerning musical meaning, is still an ongoing debate. The design of a musical model of coherence relations is a new field of study and can not be connected to present day language models, therefore a new model should be invented. It should be kept in mind that adaptations in text linguistics can be of great influence in musicology today and on music in its relation to language. Musical interlocution forms the basis for musical coherence relations as method of musical communication. Musical communication has its origin in the top/cohesive surface of the musical text and disseminates to the lower/coherensive surface of the musical text. Although there is an interaction between musical cohesion and coherence, coherence relations are more concentrated on the lower level. Musical illocution and musical blended perlocution function within the coherensive musical and word texts. The listener plays a big role in this process, because musical coherence is the platform for musical interpretation. As listeners design a word text around the music text, musical blended perlocution through association results. The addition of associative meaning to the musical text has the result that the linguistic perlocution and the musical perlocution intermix with one another. One must keep in mind that perlocution differs in language and music. It will be indicated that musical coherence relations have a dual character. It will be argued here that the principles of musical textuality, adjusted from those text linguistically practised by De Beaugrande&Dressler (1981) and Carstens (1997, 2000, 2009), as well as the three musical functions, adapted from Austin's (1962) determination in language, figure strongly in J.S. Bach's Schübler Chorales. / Thesis (DMus)--University of Pretoria, 2009. / Music / unrestricted

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-08-24T14:02:54Z No. of bitstreams: 1 Adriana Soeiro Pino.pdf: 6156261 bytes, checksum: 0d473585460f48776e7f8414e16e586b (MD5) / Made available in DSpace on 2017-08-24T14:02:54Z (GMT). No. of bitstreams: 1 Adriana Soeiro Pino.pdf: 6156261 bytes, checksum: 0d473585460f48776e7f8414e16e586b (MD5) Previous issue date: 2017-06-20 / The Distance Education Courses have grown in Brazil for several reasons, among them: lower costs, flexibility of schedules, quality of technological resources. Nowadays, with the high unemployment rates in Brazil in 2016-2017, and the need for continued formation and aca-demic education to maintain or to get a job, they make the University degree courses, espe-cially those that offered in the distance modalities, a great option for busy citizens and for people who needs flexible schedules to study. It is clear that the costs of this type of educa-tion are lower, because students don’t have transportation costs, nor a classroom at Universi-ties, so educational Institutions investing less in building infrastructure and virtual student can study at home. In this context, the growth of the distance modality is impressive, but we still have many challenges ahead, since many students of this modality are not “digital natives” and they tend to give up the courses because of technological problems and adjustment on the pedagogical model. According to data from the latest EAD Census BR 2015, there are 5,048,912 students enrolled in the modality, that is 1,180,296 more students registered than in 2014. The dropout rates are also high, they are ranging from 26% to 50%, however, Distance Education is already part of the educational context of the 21st century and this modality has recently been contributing to some of its strategies and digital tools iin face-to-face teaching, since the profile of students has also changed rapidly and, in the near future, they will be more familiar with technological devices, and with interactive activities,that will provide the inte-gration of modalities: blended learning. In time of changes, the institutional challenges are many: pedagogical, technological and even in the adjustment of business model. This study investigated the pedagogical approach and the structure of digital courses, tutor´s models and the impact of regulatory changes for the sector. The purpose of this study is to analyze two undergraduate courses: one from a private univer-sity and another from a public college institution, in order to of current legislation, identifying their respective methodologies and strategies, which guided the structuring of their courses, in order to Analyze the theoretical bases that support the diverse and varied practices in the area. Also check what tools are available in their Learning Management System – LMS and how they help the learning process in this new millennium. / Los cursos superiores de la modalidad por distancia han crecido en Brasil por diversas razones, entre ellas: costos más bajos, flexibilidad de los horarios y calidad de los recursos tecnológi-cos. Actualmente, con el alto índice de desempleo en Brasil y la necesidad de capacitación continuada y formación académica, para el mantenimiento del empleo y la vuelta al mercado de trabajo, hacen de los cursos de graduación ofrecidos en las modalidades por distancia una óptima opción, para aquellos demasiado Ocupados y también para los dispuestos a gastar me-nos.En este contexto, es visible el crecimiento de esa modalidad por distancia y los números impresionan, todavía tenemos muchos desafíos por delante, ya que los estudiantes no son na-tivos digitales y tienden a evadirse ante los diversos problemas de orden tecnológico y ajuste al modelo pedagógico . En acuerdo con los datos del último censo EAD, en el año 2015, hay 5.048.912 de los alumnos matriculados en esa modalidad, es decir, 1.180.296 estudiantes re-gistrados, más que en 2014.Los índices de evasión también son altos: varían de 26% hasta 50%, sin embargo, la Educación por Distancia ya hace parte del contexto educativo del siglo XXI y recientemente, ven contribuyendo con algunas de sus estrategias y herramientas digita-les en la enseñanza presencial, ya que el perfil de los estudiantes también se ha modificado rápidamente y en el futuro próximo, esos presentarán una mayor familiaridad con los disposi-tivos tecnológicos, así como la preferencia por las actividades interactivas, favoreciendo la integración de las modalidades. Ante este escenario de cambios, los retos Institucionales son muchos: pedagógicos, tecnológicos y hasta en el ajuste de modelo de negocios. Esta tesis tiene como objetivo investigar las propuestas pedagógicas y tendencias para la estructuración de los cursos de contenido digital, modelos de tutoría e impactos de los cambios en la reglamentaci-ón para el sector. El objeto de este estudio está orientado al análisis de los cursos de gradua-ción: uno de Institución particular de enseñanza y otro de pública, bajo la luz de la legislación vigente, identificando sus respectivas metodologías y estrategias, que orientaron la estructura-ción de sus cursos, a fin de analizar las bases teóricas que sostienen a las diversas y variadas prácticas en el área. Comprobar, también, qué herramientas están disponibles en sus respecti-vos Ambientes Virtuales de Aprendizaje – AVA- y como ellas auxilian el aprendizaje de este nuevo milenio. / Os cursos superiores da modalidade a distância têm crescido no Brasil por diversas razões, dentre elas: custos mais baixos, flexibilidade de horários, qualidade dos recursos tecnológicos. Atualmente, com o alto índice de desemprego no Brasil, ocasionadas em parte pelos escânda-los políticos de 2016 e 2017, e a necessidade de capacitação continuada e formação acadêmi-ca, para manutenção do emprego ou retorno ao mercado de trabalho, fazem dos cursos de gra-duação ofertados nas modalidades a distância uma ótima opção, para aqueles demasiadamente ocupados e também para os dispostos a gastar menos. Neste contexto, é notório o crescimento da modalidade a distância e os números impressionam, mas temos ainda muitos desafios pela frente, já que muitos estudantes desta modalidade não são nativos digitais e tendem a evadir diante dos diversos problemas de ordem tecnológica e ajuste ao modelo pedagógico. De acor-do com os dados do último Censo EAD. BR 2015, existem 5.048.912 alunos matriculados na modalidade, ou seja, 1.180.296 estudantes registrados a mais do que em 2014. Os índices de evasão também são altos: variam de 26% a 50%, no entanto, a Educação a Distância já faz parte do contexto educacional do século XXI e esta modalidade, recentemente, vem contribu-indo com algumas de suas estratégias e ferramentas digitais no ensino presencial, uma vez que o perfil dos estudantes também têm se modificado rapidamente e, num futuro próximo, estes apresentarão maior familiaridade com os dispositivos tecnológicos, bem como preferência pe-las atividades interativas, favorecendo a integração das modalidades. Diante deste cenário de mudanças, os desafios Institucionais são muitos: pedagógicos, tecnológicos e até no ajuste de modelo de negócio. Esta tese tem como objetivo levantar as propostas pedagógicas e tendên-cias para a estruturação cursos, de conteúdo digital, modelos de tutoria e impactos das mu-danças na regulamentação para o setor. O objeto deste estudo está voltado à análise de dois cursos de graduação: um de Instituição particular de ensino e outro de pública, sob a luz da legislação vigente, identificando suas respectivas metodologias e estratégias, que orientaram a estruturação de seus cursos, a fim de analisar as bases teóricas que sustentam as diversas e variadas práticas na área. Verificar, também, que ferramentas estão disponíveis nos seus res-pectivos Ambientes Virtuais de Aprendizagem – AVAs e como elas auxiliam a aprendizagem deste novo milênio.

The diploma thesis is focused on fire-resistant repair mortar with fine-grained filler. The aim of this work is the research and development of fine-grained Mortars resistant to high temperatures, which are characteristic at the beginning of the fire. The theoretical knowledge with subsequently realized laboratory verification was used. At-tention was paid to the masses based on the mixed binder comprising cement and blast furnace slag, respectively. high-temperature ash. Cellulose fibres were used as the dis-persed reinforcement. Two kinds of aggregate were assessed - fly ash agloporit and am-phibolite incl. combinations thereof. Laboratory tests were carried out via determination of basic material properties (density, strength, consistency, dimensional changes etc.) after exposure to extreme temperatures. A substantial part of the research was also study of different cooling conditions - slow and fast (water and air). Selected formulations were subjected to temperatures up to 1200 ° C. In the conclusion is selected several recipes that have been found to be optimal for continuing research on the basis of the results and findings.

The diploma thesis is focused on polymercement materials with dispersed reinforcement. The aim of this work is development of suitable polymercement mixture and monitoring of the impact of dispersed reinforcement on the course of maturation of these materials and physico-mechanical properties. The effect of high temperatures on the properties of the mortar is also examined. Emphasis is placed on the use of alternative resources and byproducts. Mixed binder of cement and slag and admixture of microsilica was used. Recycled cellulose was used as dispersed reinforcement and was compared with commercial polypropylene fibers.

Szenarien mit Blended-Learning-Charakter sind Alltag an deutschen Hochschulen: Insbesondere durch die Verbreitung von Learning-Management- Systemen, in Sachsen namentlich „OPAL“, können Lehrveranstaltungen über die Präsenzveranstaltungen hinaus in nahezu allen Fachbereichen um computergestützte Lerneinheiten ergänzt werden. Nach der Etablierung von Web Based Trainings als typische digitale Ergänzungsmodule streben einige didaktische Konzepte die verstärkte Abstimmung von Präsenz- und Onlinephase an. In der jüngeren Zeit wurde vor allem die Idee des Flipped Classroom (auch Inverted Classroom genannt) diskutiert. Hierbei wird die traditionelle Aufteilung der Lehr-Lern-Aktivitäten, bei der die Wissensvermittlung in den Präsenzveranstaltungen und die Vertiefung des Gelernten in Übungen zu Hause stattfinden, vertauscht. Stattdessen erwerben die Studierenden das nötige Wissen online und im Vorfeld der Präsenzphase, in der dann mithilfe komplexer Beispiele und unter aktiver Einbeziehung der Studierenden das Verständnis gefestigt und durch den Lehrenden unterstützt angewendet werden kann. Auch die Großveranstaltung „Grundlagen der Wirtschaftsinformatik“ (GWI) an der TU Chemnitz soll im Übungsbetrieb durch ein Flipped-Classroom-Konzept verbessert werden. Hierfür werden bestehende Aufgaben mithilfe einer Fachlandkarte und der Bewertung der jeweiligen Lehrziele zu einem Online-Materialien-Pool aufgebaut. Die Präsenzphase soll zur stärkeren Einbeziehung der Studierenden in Form eines aktiven Plenums abgehalten werden.

Can adult learners of international English learn the language online? This thesis relates research in the domains of the English language learning paradigm, Second Language Acquisition theories, and online language learning findings to produce a model for an English Language Learning Online Network (ELLON) for usage from within an educational institution. This model is partially designable over Moodle. The main original features of this learning design are the reversal of the knowledge transmission system through learner-generated lessons and learning objects, a model designed towards an expanding network of users, knowledge conceptualization and reuse of generated language learning objects; personalization to the socio-economic context of learner needs in English; and its focus on the learning of “online international English” competences. Guidelines are given towards the building and testing of this “ELLON” model. ELLON is designed for learners of English with a B1 level onwards.

[ES] En el sistema de educación superior de los Estados Unidos, es muy común enseñar clases de idiomas a nivel elemental de manera híbrida (Blake et al., 2008; Hampel & Stickler, 2015; Meskill & Anthony, 2015; Mizza & Rubio, 2020; Seaman et al., 2018) principalmente por su flexibilidad, individualidad, énfasis en la comunicación y el aprendizaje colaborativo (Rubio, 2014). Sin embargo, los estudios comparativos de clases tradicionales e híbridas han producido resultados pequeños o estadísticamente insignificantes con respecto a la competencia oral (Blake 2008, Chenoweth et al., 2006, Scida & Jones, 2016; Thoms, 2012). Por lo tanto, Rubio (2008) anima a los investigadores a ir más allá de contrastar y más bien evaluar "qué" enseñamos y "cómo" enseñamos. Este estudio longitudinal tuvo como objetivo mostrar cómo se desarrolló la competencia oral a través de un enfoque de métodos mixtos mediante la observación de cuatro secciones de español elemental en un centro de estudios superiores de EE. UU. durante dos semestres. A través de la triangulación de fuentes de datos, se analizaron observaciones de clase, contenido del curso, cuestionarios y evaluaciones orales de los estudiantes. Contrariamente a lo esperado, la modalidad híbrida no tuvo los resultados esperados en las habilidades orales de los estudiantes. Al final del segundo semestre, los estudiantes no pudieron alcanzar los niveles esperados lo que podría estar relacionado con el tipo de instrucción tradicional. El análisis de errores reveló áreas que los estudiantes aún tenían dificultades para comprender, como el uso de artículos, la concordancia de género y número de sustantivos y la semántica, entre otras. Aunque estos errores son comunes en estudiantes de primer año de lengua española, el estudio muestra la necesidad de un reciclaje sistemático de determinadas estructuras del lenguaje para que sean plenamente asimiladas. Por lo tanto, el estudio genera información sobre lo que ocurre en los cursos híbridos que adoptan un enfoque tradicional de enseñanza de idiomas en lugar de cambiar pedagógicamente para incluir actividades más comunicativas. / [CA] En el sistema d'educació superior dels Estats Units, és molt comú ensenyar classes d'idiomes a nivell elemental de manera híbrida (Blake et al., 2008; Hampel & Stickler, 2015; Meskill & Anthony, 2015; Mizza & Rubio, 2020; Seaman et al., 2018) principalment per la seua flexibilitat, individualitat, émfasis en la comunicació i l'aprenentage colaboratiu (Rubio, 2014). No obstant, els estudis comparatius de classes tradicionals i híbrides han produït resultats menuts o estadísticament insignificants sobre la competència oral (Blake 2008, Chenoweth et al., 2006, Scida & Jones, 2016; Thoms, 2012). Per lo tant, Rubio (2008) anima als investigadors a anar més allà de contrastar i més be evaluar "què" ensenyem i "cóm" ensenyem. Este estudi llongitudinal va tindre com a objectiu mostrar cóm es va desenrollar la competència oral a través d'un enfocament de métodos mixts per mig de l'observació de quatre seccions d'espanyol elemental en un centre d'estudis superiors dels EE. UU. durant dos semestres. A través de la triangulació de fonts de senyes, es varen analisar observacions de classe, contingut del curs, qüestionaris i evaluacions orals dels estudiants. Contràriament a lo esperat, la modalitat híbrida no va tindre els resultats esperats en les habilitats orals dels estudiants. Al final del segon semestre, els estudiants no varen poder alcançar els nivells esperats lo que podria estar relacionat en el tipo d'instrucció tradicional. L'anàlisis d'errors va revelar àrees que els estudiants encara tenien dificultats per a comprendre, com l'us d'artículs, la concordancia de gènero i número de sustantius i la semàntica, entre unes atres. Encara que estos errors són comuns en estudiants de primer any de llengua espanyola, l'estudi mostra la necessitat d'un reciclage sistemàtic de determinades estructures del llenguage per a que siguen plenament assimilades. Per lo tant, l'estudi genera informació sobre lo que ocorre en els cursos híbrits que adopten un enfocament tradicional d'ensenyança d'idiomes en lloc de canviar pedagógicamente per a incloure activitats més comunicatives. / [EN] Teaching elementary-level language classes in a hybrid environment has become the trend in the United States higher education system (Blake et al., 2008; Hampel & Stickler, 2015; Meskill & Anthony, 2015; Mizza & Rubio, 2020; Seaman et al., 2018) primarily due to its flexibility, individuality, with emphasis on communication and collaborative learning (Rubio, 2014). However, comparative studies of traditional and hybrid classes have produced small or statistically insignificant results regarding speaking proficiency (Blake 2008, Chenoweth et al., 2006, Scida & Jones, 2016; Thoms, 2012). Therefore, Rubio (2008) encourages researchers to go beyond contrasting and rather assess "what" we teach and "how" we teach. This longitudinal study aimed to show how speaking proficiency was developed through a mixed-methods approach by observing four sections of Elementary Spanish at a US community college during the fall and spring semesters. Through data-source triangulation, class observations, course content, questionnaires, and oral assessments were analyzed. Contrary to expectations, the hybrid modality did not have the expected results in students' speaking skills. By the end of the second semester, students were not able to reach the novice-high to intermediate-low levels expected at the end of the first year of Spanish, which could be linked to the form-focused type of instruction students received. The error analysis revealed areas that students still struggled to understand, such as article use, noun agreement in gender and number, and semantics, among others. Although these errors are common in first-year Spanish language learners, the study shows the need for systematic recycling of certain language structures for them to be fully assimilated by students. Therefore, the study generates insight into what occurs in hybrid courses that adopt a traditional language teaching approach rather than changing pedagogically to include more communicative activities. / Ortiz, D. (2023). Speaking Proficiency in a Hybrid Environment. A Mixed-Method Study of Spanish Beginner Learners [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/200582

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.