Knowledge-based assets play a very important role in the Information Age. How to organize existing knowledge and present to the user properly are important research issue for decision support. Previous literature has indicated that multiple documents can be organized in different ways and different modes of knowledge presentation may result in different learning effects. Typical presentation modes include textual summarization and graphical presentation. The purpose of this thesis is to evaluate whether textual and graphical presentations of a news event may result in different effects for the user. In particular, this study is focused on comparing the textual summary and ontology-base graphical presentation and use the Bloom Theory of Educational Objectives to measure the learning effect of the user An experiment was conducted to assess the knowledge and cognitive process dimension in the Bloom¡¦s theory. We also measured the learning time, system quality, content quality, and overall satisfaction. The result shows that the textual system performed better in learning factual knowledge, and the ontology-base system performed better in learning conceptual and procedural knowledge.

From the compelling need of school to become more attractive to the students, it seeks to stimulate the practices that approach the school contents to the reality, as an alternative to innovate the learning. From the premise that the teaching of algorithm in high school in the traditional way is a hard task in schools, the present work aims to verify the efficiency of the insertion of arduino hardware prototyping platform as Information and Communication Technology to support the process of teaching and learning in the classroom. This work, proposed in the Postgraduate Program in Educational Technologies in Network, in particular in the research line of Development of Educational Technologies in Network, suggests the insertion in traditional methods of teaching of this programmable platform of hardware capable of becoming a support, school help, complementation of class, in order to involve the student, through the exploration of his or her curiosity, associated to the contact and handling of the equipment, in the longing that it substitutes the role of spectator by the leading role in the process of teaching and learning. The educational product described in this work is about five objects of learning constructed from the Arduino hardware, to assist in the comprehension of covered contents in the subject of Programming I in the Technical Computing Course in the campus of IF Farroupilha in Santo Augusto. Each one of the OL (objects of learning) was built to the light of Bloom Taxonomy, which standardizes the language in which the objectives of learning are presented. The other methods used are the ones of qualitative approach and case study. Each object was presented to the students in different pedagogical moments in order to, from each experiment, present one of the contents that introduces the teaching of algorithms. The instruments to conduct the search were based on ethnographic techniques of audio and video recording, besides textual summary, where there was the pedagogical intervention of the researcher, presenting the experiments to the students, which were distributed in pairs or trios. The systemization of data was performed observing the Discursive Textual Analysis, having in mind the need of comprehension of the process. It was possible to realize that the use of experiments in the classroom aroused the interest in the students, in addition to a bigger degree of compromise in the attempt of the students to comply with what was proposed and understand what was happening in each situation problem. The experiments served as a support tool in the learning because the students engaged themselves in the task of discovering in group the correct words to comprehend the meaning of each experiment and systematize it through a textual description and subsequently a pseudocode. It is believed that because of the popularity of Arduino, facility of construction of experiments and because of the fact of being a free technology it is possible to characterize the objects of learning as a viable alternative as a didactic resource to the teaching of algorithms, taking advantage of its potential in public schools, usually lacking in resources. / A partir da necessidade premente da escola tornar-se mais atrativa aos alunos, busca-se estimular as práticas que aproximam os conteúdos escolares da realidade, como alternativa para inovar a aprendizagem. Partindo da premissa de que o ensino de algoritmos no nível médio da maneira tradicional é tarefa árdua nas escolas, o presente trabalho tem como objetivo verificar a eficiência da inserção da plataforma de prototipação de hardware Arduino como Tecnologia de Informação e Comunicação para apoio ao processo de ensino e aprendizagem em sala de aula. Este trabalho, proposto no Programa de Pós Graduação em Tecnologias Educacionais em Rede, mais especificamente na linha de pesquisa Desenvolvimento de Tecnologias Educacionais em Rede, sugere a inserção nos métodos tradicionais de ensino desta plataforma de hardware programável capaz de tornar-se um suporte, reforço ou complementação da aula, para que envolva o aluno, através da exploração de sua curiosidade, aliada ao contato e manuseio do equipamento, no anseio que substitua o papel de expectador pelo de protagonista do processo de ensino e aprendizagem. O produto educacional descrito neste trabalho trata-se de cinco objetos de aprendizagem construídos a partir da ferramenta Arduino, para auxiliar na compreensão de conteúdos abordados na disciplina de Programação I do curso Técnico em Informática no Campus do IF Farroupilha de Santo Augusto. Cada um dos OA foram construídos à luz da Taxonomia de Bloom, que padroniza a linguagem em que os objetivos da aprendizagem são apresentados. Os demais métodos utilizados são o de abordagem qualitativa e estudo de caso. Cada objeto foi apresentado aos alunos, em diferentes momentos pedagógicos, com o intuito de, a partir de cada experimento, apresentar um dos conteúdos que introduz o ensino de algoritmos. Os instrumentos para realização da pesquisa foram baseados em técnicas etnográficas de gravação de áudio e vídeo, além de resumo textual, onde houve a intervenção pedagógica do pesquisador, apresentando os experimentos para os alunos, que estavam distribuídos em duplas ou trios. A sistematização dos dados foi realizada observando a Análise Textual Discursiva, tendo em vista a necessidade de compreender o processo. Foi possível perceber que o uso dos experimentos em sala de aula despertou interesse nos alunos, além de um grau de comprometimento maior na tentativa dos alunos de cumprir o que foi proposto e entender o que se passava em cada situação problema. Os experimentos serviram como ferramenta de auxílio na aprendizagem, pois os alunos empenharam-se na tarefa de descobrir em grupo as palavras corretas para compreender o significado de cada experimento e sistematizá-lo através de uma descrição textual e posteriormente um pseudocódigo. Acredita-se que pela popularidade do Arduino, facilidade de construção dos experimentos e pelo fato de ser uma tecnologia livre, é possível caracterizar os objetos de aprendizagem como uma alternativa viável como recurso didático para o ensino de algoritmos, aproveitando seu potencial em escolas públicas, usualmente carente de recursos.

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Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-02-28T19:06:29Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:09:38Z (GMT) No. of bitstreams: 3 Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:09:47Z (GMT) No. of bitstreams: 3 Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-05T21:09:58Z (GMT). No. of bitstreams: 3 Daniel_Keglis_Sousa_Dissertação.pdf: 3577045 bytes, checksum: 0a33593f1182c6586973ca182ca8901f (MD5) Daniel_Keglis_Sousa_Produto.pdf: 1880857 bytes, checksum: 083eb07650248bd7674fdd15b91747f5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-15 / Sem bolsa / O presente estudo teve como objetivo investigar condições que influenciam na utilização e na integração das Tecnologias Digitais de Informação e Comunicação (TDIC) em ações pedagógicas de professores da rede pública municipal de Pelotas, a partir de uma capacitação proposta pelo Grupo PROMIDIAS/UFPel em conjunto com a Secretaria de Educação deste município. Através da pesquisa, dividida em duas etapas, buscou-se (i) investigar condições individuais, coletivas, institucionais e paradigmáticas que influenciam na utilização e na integração das TDIC em ações pedagógicas destes professores; (ii) investigar, no grupo de professores que concluiu a capacitação, condições, razões, crenças, posturas e/ou conhecimentos que favoreceram atingir a conclusão desta formação, assim como compreender possíveis motivos para o alto índice de evasão dos professores que não concluíram a formação; (iii) apresentar uma análise sobre indicadores de níveis de integração das TDIC em relação a prática docente de alguns professores que concluíram a formação, num período pós-capacitação. Na primeira etapa, para (i), utilizou-se de uma análise de questionários respondidos por professores, a partir de uma abordagem qualitativa e quantitativa. Na segunda etapa, para (ii) e (iii), foi proposto um Estudo de Casos Múltiplos, utilizando um questionário e uma entrevista individual semi estruturada, como instrumentos de coleta e de análise para os dados obtidos. Em relação ao referencial teórico, este estudo fundamentou-se em pressupostos teóricos de Sibilia (2012), Fantin e Rivoltella (2013), Almeida e Valente (2011), Moraes (2002), Costa (2004, 2013), Churches (2009), Puentedura (2014), dentre outros. Privilegiaram-se reflexões sobre possibilidades de integração das TDIC ao currículo da escola, bem como sobre condições que influenciam na utilização e na integração das TDIC nos processos de ensino. São propostas discussões sobre como explorar pedagogicamente as potencialidades que as TDIC possibilitam, de modo que não sejam apenas ferramentas tecnológicas para substituir velhas práticas. Destaca-se a importância e a necessidade da Formação Continuada de Professores, fundamentada no uso pedagógico das mídias digitais, nos ambientes de ensino. Utilizou-se a Taxonomia de Bloom revisada, como instrumento de avaliação da capacitação PROMIDIAS. Como resultados foi possível identificar condições que influenciam na utilização e na integração das TDIC nos processos de ensino e, ainda, analisar indicadores para avaliar estágios de integração das TDIC em ações pedagógicas de professores, num período pós-capacitação. Através deste estudo foi possível concluir que explorar a potencialidade pedagógica das TDIC possibilita modificar, transformar os ambientes de ensino e de aprendizagem, abrindo efetivamente um espaço para um novo momento na Educação. Novos paradigmas educacionais, e novas propostas metodológicas surgem quando se integra as tecnologias digitais de forma efetiva, utilizando suas potencialidades / The present study aimed to investigate conditions that influence the use and integration of Digital Information and Communication Technologies (TDIC) in pedagogical actions of teachers of the municipal public network of Pelotas, based on a training proposed by the PROMIDIAS / UFPel Group together with the Education Department of this municipality. Through the research, divided into two stages, we sought to (i) investigate individual, collective, institutional and paradigmatic conditions that influence the use and integration of TDIC in pedagogical actions of these teachers; (ii) to investigate, in the group of teachers who completed the training, conditions, reasons, beliefs, postures and / or knowledge that favored the completion of this training, as well as to understand possible reasons for the high dropout rate of teachers who did not complete formation; (iii) to present an analysis of indicators of levels of integration of the TDIC in relation to the teaching practice of some teachers who completed the training in a post-qualification period. In the first step, for (i), an analysis of questionnaires answered by teachers was used, based on a qualitative and quantitative approach. In the second stage, for (ii) and (iii), a Multiple Case Study was proposed, using a questionnaire and a semi-structured individual interview, as collection and analysis instruments for the data obtained. In relation to the theoretical reference, this study was based on theoretical assumptions of Sibilia (2012), Fantin and Rivoltella (2013), Almeida and Valente (2011), Moraes (2002), Costa (2004, 2013), Churches, Puentedura (2014), among others. Reflections were made on the possibility of integrating TDICs into the school curriculum, as well as on conditions that influence the use and integration of TDICs in teaching processes. Discussions are proposed on how to explore pedagogically the potentialities that TDICs make possible, so that they are not just technological tools to replace old practices. The importance and necessity of Continued Teacher Training, based on the pedagogical use of digital media, in teaching environments is highlighted. The revised Bloom Taxonomy was used as an evaluation tool for the PROMIDIAS training. As results, it was possible to identify conditions that influence the use and integration of the TDIC in the teaching processes and also to analyze indicators to evaluate stages of integration of the TDIC in pedagogical actions of teachers, in a post-qualification period. Through this study it was possible to conclude that exploiting the pedagogy of TDIC allows to modify, transform teaching and learning environments, effectively opening a space for a new moment in Education. New educational paradigms, and new methodological proposals arise when integrating digital technologies effectively, using their potentialities

Šiame magistro darbe mes analizuojame nuotolinių studijų kurso bendrai ir mokymo medžiagos atskiromis kurso dalimis pertvarkymą. Reinžinerijos koncepcinis modelis yra įvairiai interpretuojamas ir yra taikomas programinės įrangos rengimo, ar vadybos moksluose. Tai yra daroma, kad sistemas būtų galima geriau panaudoti. Jos analizuojamos ir pertvarkomos tolimesniam naudojimui. Mes sujungiame minėtų sričių reižinerijos koncepto reikšmes ir naudojame tai kaip metodinį pagrindą nuotolinių studijų srityje. Mes analizuojame nuotolinių studijų kurso struktūrą. Tada pristatome kursus paruoštus ir naudojamus užsienio universitetuose, susijusius su ‘Programavimu grafinėje terpėje‘, trigubo pastovumo principu, Bloom taksonomija ir jos pritaikymu kompiuterijos mokslų studijavimui, informatikos mokymo programa 2001 (angl. computing curriculla 2001). Toliau, mes siūlome konceptualią nuotolinių studijų pertvarkos struktūrą iš dėstytojo perspektyvų ir pristatome atvejų analizę, kurioje pora temų yra pertvarkytos, atsižvelgiant į trigubo pastovumo principą ir reikalavimus kompiuterių mokslų studentams. / In this master thesis we analyse a problem of reengineering of a distance study system, in general, and the learning material of a separate course, in particular. Reengineering concept with its different interpretations is used in software engineering and management sciences. It deals with making systems better maintainable, examination and reconstitution of the system for further reimplementation. We combine the meaning of reengineering concept in both mentioned areas and employ it as methodological background in distance study area. We analyse the structure of the distance study course. Then we introduce the courses, prepared and delivered in foreign universities and related to ‘Programming in GUI’ course, triple consistency principle, Bloom taxonomy and its applicability to computer science studies, Computing Curricula 2001. Further, we propose a conceptual distance study course reengineering framework from the lecturer’s perspective and present a case study, in which two topics were reengineered, considering triple consistency principle and requirements for computer science students.

Η ραγδαία εξέλιξη των τεχνολογιών της πληροφορίας και της επικοινωνίας δεν έχει αφήσει ανεπηρέαστο τον χώρο της αγοράς εργασίας. Συνεχώς κρίνεται αναγκαία η εμφάνιση νέων, ακόμη πιο εξειδικευμένων επαγγελμάτων που συνδέονται με τον χώρο της πληροφορικής. Σκοπός της παρούσας διπλωματικής εργασίας είναι η κατασκευή οντολογίας που περιέχει τις εξής έννοιες: επαγγελματικά προφίλ (job profiles) που σχετίζονται με την πληροφορική, ικανότητες (competences) που συσχετίζονται με τα job profiles, επίπεδα (Proficiency Levels) που προκύπτουν από το Ευρωπαϊκό Πλαίσιο Επαγγελματικών Προσόντων / European Qualification Framework (EQF) και το Ευρωπαϊκό Πλαίσιο ηλεκτρονικών Ικανοτήτων / e-Competence Framework (e-CF) και χαρακτηρίζουν τις ικανότητες αυτές και μαθησιακά αποτελέσματα (Learning Outcomes) που προκύπτουν από τις ικανότητες αυτές. Τα μαθησιακά αποτελέσματα χαρακτηρίζονται μέσα από την οντολογία με βάση την Ταξινομία Bloom ενώ, επιπλέον, γίνεται μια σύνδεση των επιπέδων του πλαισίου EQF και των μαθησιακών αποτελεσμάτων με έννοιες, που συναντάμε στην Σύσταση του Ευρωπαϊκού Κοινοβουλίου και του Συμβουλίου για την θέσπιση του Ευρωπαϊκού Συστήματος Πιστωτικών Μονάδων για την Επαγγελματική Εκπαίδευση και Κατάρτιση (ECVET), όπως προσόντα (qualification) και ψηφίδες (units). Η λειτουργία του συστήματος επαληθεύεται με την υποβολή ερωτημάτων και την αξιολόγηση των αποτελεσμάτων. Η δυναμική της οντολογίας που κατασκευάστηκε θα μπορούσε να αξιοποιηθεί τόσο από εταιρείες για την βελτίωση διαχείρισης ανθρώπινου δυναμικού αλλά και από εκπαιδευτικά ιδρύματα για την εξέλιξη ενός προγράμματος σπουδών. / The lack of a commonly accepted representation of competences and qualifications has led to a mismatch between the outcome of education / training courses and true market needs. Frameworks like EQF and e-CF attempt to deal with the problem by providing an abstract, all-encompassing structure that classifies qualifications into levels of formal education. Being so abstract, these frameworks have to be adapted in order to become useful. Moreover, in order to feed the market needs regarding qualifications to the educational system, a further mapping level is required, that which maps qualifications to learning outcomes. Although several attempts have been made, we have not come across a tool that could automate part of the process. For this reason, in the context of EU project PIN, we have developed a semantically rich mechanism that represents job profiles, qualifications and learning outcomes and maps them to EQF and e-CF levels. In this paper, we present the ontologies that constitute the core of this mechanism. We have developed ontologies that represent the EQF and e-CF frameworks, competences, qualifications and job profiles, and learning outcomes based on the Bloom’s taxonomy. Then we combined these ontologies and filled them with actual job profiles (that were developed in the PIN project) in order to evaluate them. In the paper, we describe the ontology engineering methodology, the ontology properties and the ways they can be used to provide a commonly accessible knowledge layer for semantic Web applications that would need to match qualifications and learning outcomes.

Made available in DSpace on 2016-04-27T16:57:48Z (GMT). No. of bitstreams: 1 EDM - Mauricio B da Silva.pdf: 2913764 bytes, checksum: 2d022c37920400ed194e2e0e363c0cdd (MD5) Previous issue date: 2006-10-19 / Secretaria da Educação do Estado de São Paulo / This present work of research has as its aim to present my experience in building and applying a WebQuest activity by analyzing the difficulties and the concrete possibilities of such a teaching way. This activity has been applied to a group of 10 students in the third year High School in a private school in Sao Paulo City. While analyzing the WebQuest since its construction and application up to the fi nal results obtained, I have looked for bringing evidences of if such kind of activity, which basically utilizes internet resources, is able to bring any kind of benefit in relation to the traditional classes that make use of books and books of key facts. Some learning aims have been defined starting from the Bloom Taxonomy (1972) and, when reached, have raised a thought of higher level, according to Dodge (1995). I verified that the students have constructed their mathematical knowledge as I noticed that they have reached the level of visualization geometrical comprehension, as defined by Van Hiele (1986) in his classification. I have used, as a way of validating the results obtained during the construction and application phases, a confrontation between the evidences observed through the registrations of such phases and the theoretic-methodological recommendations that have been utilized, which were mainly based in the own principles of the WebQuest activity and in some principles of the teaching experiment methodology, according to Cobb, P. et all (2003). It was possible to conclude that the students` mathematical knowledge of the Spatial Geometry basic notions was, in great part, consolidated throughout the use of the WebQuest activity. A new purpose of a WebQuest activity has been elaborated for application in an opportune moment / Este trabalho de pesquisa tem como objetivo apresentar minha experiência ao construir e aplicar uma atividade WebQuest analisando as dificuldades e possibilidades desta forma de ensinar. Esta atividade foi aplicada em um colégio particular de São Paulo, a 10 alunos do 3º ano do Ensino Médio. Ao analisar a WebQuest desde a sua construção e aplicação até a obtenção dos resultados, procurei evidenciar se esta atividade, que utiliza basicamente recursos da Internet, apresenta algum benefício em relação às aulas tradicionais com o uso de livros e apostilas. Alguns objetivos de aprendizagem foram definidos a partir da Taxonomia de Bloom (1972), que ao serem atingidos proporcionaram um pensamento de nível elevado, conforme Dodge (1995). Constatei que os alunos construíram seus conhecimentos matemáticos ao verificar que os mesmos atingiram o nível de compreensão geométrica de visualização, definido por Van Hiele (1986) em sua classificação. Utilizei, como forma de validar os resultados obtidos nas fases de construção e aplicação, um confronto entre as evidências observadas por meio dos registros destas fases e as recomendações teórico-metodológicas utilizadas, com base principalmente nos próprios princípios da atividade WebQuest e em alguns princípios da metodologia Experimento de Ensino, conforme Cobb et al (2003). Podese concluir que o conhecimento matemático dos alunos das noções básicas de Geometria Espacial foi, em grande parte, consolidado por meio da utilização da atividade WebQuest. Uma nova proposta da atividade Webquest foi elaborada para aplicação em momento oportuno

This study is a qualitative research project classified as practical and participatory action research designs, which has as its aim the creation of an instructional design, used as a learning metric for Domus Software - Procel Edification, which integrates concept maps and the revised Bloom taxonomy into an intelligent web assessment system. This metric aligns curriculum concept maps along with conceptual and procedural knowledge of the Domus software - Procel edifies the retaining cognitive processes, provides understanding and application, through offering a model of instructional design, which assigns weights to those cognitive processes attained by students and identifies principles to be used in its applicability for the evaluation of distance learning. The authors also present the results for alignment, inferring weights as well as an outline of the logical sequence along with steps for the implementation of the intelligent system through the association of some exemplification slides. / O presente trabalho é uma pesquisa qualitativa e classificada como practical and participatory action research designs (desenho de pesquisa de prática e ação participativa), que tem como intuito criar um desenho instrucional para uma métrica da aprendizagem do Software Domus Procel Edifica, integrando mapas conceituais à taxonomia revisada de Bloom em um sistema inteligente de avaliação na Web. Essa métrica alinha mapas conceituais curriculares, conhecimentos procedimentais e conceituais do software Domus − Procel Edifica aos processos cognitivos de retenção, entendimento e aplicação, oferecendo um modelo de desenho instrucional, que atribui pesos aos processos cognitivos alcançados pelos estudantes e identifica alguns princípios para sua aplicabilidade na avaliação da aprendizagem a distância. Apresenta-se ainda, resultados de alinhamento, inferência de pesos e um esboço da sequência lógica e etapas de execução do sistema inteligente, associando-se algumas telas de exemplificação. / Mestre em Educação