Com este estudo, procurou-se pesquisar o processo de integração de visualizações em sala de aula e conhecer o impacto de um curso de formação continuada, que visa discutir e promover o uso de visualizações no ensino de Química e Física, nas concepções de professores em serviço de Química no Brasil e Física e Química em Portugal. Pretendeu-se identificar as concepções prévias que estes professores apresentaram no início do curso sobre o uso de visualizações, e as possíveis mudanças que ocorreram após o envolvimento no curso. Procurou-se, igualmente, caracterizar as abordagens pedagógicas que os professores utilizaram e as dificuldades que estes encontraram durante o uso de visualizações no ensino de Química e Física. Neste trabalho foi usada uma metodologia que tem as suas raízes na investigação qualitativa com orientação interpretativa, tendo participado catorze professores de Química e Ciências Naturais do Ensino Fundamental e Médio de catorze escolas públicas pertencentes à região da Grande São Paulo e catorze professoras de Física e Química do Ensino Básico e Secundário de oito escolas públicas pertencentes à região da Grande Lisboa. Dado que este estudo foi aplicado em dois contextos a estratégia escolhida foi de estudo de dois casos, o caso do Brasil e o caso de Portugal. Usaram-se vários instrumentos de coleta de dados: observação naturalista, questionários, entrevistas e documentos escritos. Na análise de dados, utilizou-se o método do questionamento e comparação constantes até à saturação das categorias. Os resultados revelaram a existência de mudanças nas concepções acerca do uso de visualizações. No caso do Brasil, as mudanças foram mais acentuadas nos motivos para o uso das visualizações e nos critérios de seleção destes recursos. Neste grupo, após a formação os professores mostraram-se mais conscientes do impacto das visualizações na construção do conhecimento, para além, do papel motivacional. Da mesma forma, revelaram-se mais criteriosos na escolha destes recursos. No caso de Portugal, as mudanças centraram-se nos critérios de seleção e nas potencialidades destes recursos. Neste caso, os professores manifestaram critérios mais apertados para a seleção destes recursos, além de reconhecerem outras potencialidades, nomeadamente ao nível do desenvolvimento de competências. Em relação às abordagens utilizadas, em ambos os casos prevaleceram abordagens que procuravam desviar-se do ensino por transmissão de conhecimentos, tentando os professores incorporar estratégias nas suas sequências didáticas de base construtivista. No que diz respeito às dificuldades apresentadas pelos professores para integrarem estes recursos nas suas práticas, no caso do Brasil estas se situaram quer no plano técnico, quer no plano pedagógico. As dificuldades no plano técnico estão relacionadas com o uso de visualizações incorporadas em tecnologia (simulações, animações) e as dificuldades pedagógicas estão relacionadas com a insegurança quanto ao papel destes recursos na aprendizagem. No caso de Portugal, estas dificuldades, foram mais evidentes no plano pedagógico, nomeadamente no papel do professor em relação a estes recursos. Neste estudo apresentou-se e testou-se um modelo de formação continuada assente nos desafios teóricos e práticos que se colocam aos professores cujo impacto foi considerado positivo. Desta forma, foi possível colocar em evidência algumas concepções e dificuldades de professores para integrar visualizações em sala de aula e apresentar sugestões para caminhos de pesquisas futuras. / With this study, we tried to find out the integration process of visualizations in the classroom and see the impact of a teacher training, to discuss and promote the use of visualizations in the Chemistry and Physics, on the conceptions of in service teachers in Brazil and in Portugal. One aimed to identify the preconceptions that these teachers presented early in the training, about the use of visualizations, and the possible changes that occurred after the involvement in the course. One tried also to characterize the pedagogical approaches that teachers used and the difficulties they encountered during the use of visualizations in the Chemistry and Physics teaching. In this study, we used a methodology that has its roots in qualitative research with interpretive guidance. In Brazil fourteen teachers of Chemistry and Natural Sciences of the Elementary and Secondary Education, distributed by fourteen schools belonging to the Greater São Paulo participated in this study. In Portugal had participated fourteen Physics and Chemistry teachers of Elementary and Secondary Education, distributed by eight public schools belong to the region of Lisbon. Since this study was applied in two contexts the strategy chosen was to two study cases, the case of Brazil and the case of Portugal. One used various instruments to collect data: naturalistic observation, questionnaires, interviews and written documents. In data analysis, we used the method of constant questioning and comparison to the saturation of the categories. The results revealed the existence of changes in conceptions about the use of visualizations. In Brazil\'s case the changes were more pronounced in the reasons for the use of visualizations and on the selection criteria of these resources. In this group, after training the teachers were more aware of the impact of visualizations in knowledge construction, in addition to the motivational role. Likewise, they proved to be more discriminating in the choice of these resources. In the case of Portugal, the changes focused on the selection criteria and the potential of these resources. In this case, the teachers showed tighter criteria for selection of these resources, and recognize other potentials, especially in terms of skills development. Regarding the approaches used in both cases prevailed the ones that deviated more from traditional teaching. Teachers tried to incorporate strategies into their teaching sequences based on constructivist views in order to involve students in their learning. Regarding the difficulties faced by teachers to integrate these resources into their practices, in the case of Brazil they stood either on the technical and pedagogical ones. The technical difficulties were related to the use of technology (simulations, animations) and the pedagogical difficulties were related to the uncertainty about the role of these resources in learning. In the case of Portugal, these difficulties were evident in the pedagogical level, including the role of the teacher in relation to these resources. This study presented and tested a model of teacher training based on the theoretical and practical challenges faced by teachers whose impact was considered positive. Thus, it was possible to put in evidence some teachers\' conceptions and difficulties to integrate visualizations in the classroom and make suggestions for future research paths.

Cette thèse a pour objectif de comprendre l’articulation des TIC dans l’activité communicationnelle des organisations. Ce qui nous intéresse, est d’analyser comment l’usage des objets mettent en relation, en tension les acteurs dans l’action collective. L’objectif étant d’analyser comment le travail de coopération se construit à travers l’usage des TIC. Il s’agira de saisir les règles et les mécanismes de l’ordre social dans les actes de communication médiée par ordinateur et de cerner la manière dont l’usager négocie ses interactions dans les relations d’interdépendance que suppose le travail collectif.Notre problématique est de comprendre comment le salarié s’approprie les technologies pour communiquer ? Comment il négocie dans ses interactions au sein de micros-réseaux ? Quels sont les rôles qu’il s’attribue dans la théâtralisation de lui-même ?Notre travail de recherche s’inscrit dans le champ de la communication des organisations et plus précisément dans l’étude des approches communicationnelles de la communication médiée par ordinateur au sein des organisations.Ce qui nous intéresse dans notre étude est de saisir, l’articulation entre TIC et travail coopératif, c’est-à-dire de comprendre comment les salariés ajustent leurs usages des technologies pour reconstruire des systèmes de coopération à partir des outils mis à leur disposition. / This thesis has for objective to understand the joints of information and communication technologies in the communication activity organizations. What interests us, is to analyze how the use of objects put in relation, in tension, the actors in the collective action. The objective being to analyze how the work of cooperation builds itself through the use information and communication technology. It will be a question of seizing rules and mechanisms of the social order in the acts of communication mediatized by computer and of encircling well the way the user negotiates his interactions in the relations of interdependence which supposes the collective work.Our problem is to understand how the employee appropriates information and communication technologies? How he negotiates in his interactions within microcomputing- networks? What are the roles that he appropriates in the dramatization of himself?Our research work joins in the field of the communication of organizations and more exactly in the study of the communication approaches of the communication mediatized by computer within organizations.What interests us in our study is to seize, the joint between information and communication technologies and cooperative Work, that is to understand how the employees adjust their practices information and communication technologies to reconstruct systems of cooperation from tools arrangement.

Com este estudo, procurou-se pesquisar o processo de integração de visualizações em sala de aula e conhecer o impacto de um curso de formação continuada, que visa discutir e promover o uso de visualizações no ensino de Química e Física, nas concepções de professores em serviço de Química no Brasil e Física e Química em Portugal. Pretendeu-se identificar as concepções prévias que estes professores apresentaram no início do curso sobre o uso de visualizações, e as possíveis mudanças que ocorreram após o envolvimento no curso. Procurou-se, igualmente, caracterizar as abordagens pedagógicas que os professores utilizaram e as dificuldades que estes encontraram durante o uso de visualizações no ensino de Química e Física. Neste trabalho foi usada uma metodologia que tem as suas raízes na investigação qualitativa com orientação interpretativa, tendo participado catorze professores de Química e Ciências Naturais do Ensino Fundamental e Médio de catorze escolas públicas pertencentes à região da Grande São Paulo e catorze professoras de Física e Química do Ensino Básico e Secundário de oito escolas públicas pertencentes à região da Grande Lisboa. Dado que este estudo foi aplicado em dois contextos a estratégia escolhida foi de estudo de dois casos, o caso do Brasil e o caso de Portugal. Usaram-se vários instrumentos de coleta de dados: observação naturalista, questionários, entrevistas e documentos escritos. Na análise de dados, utilizou-se o método do questionamento e comparação constantes até à saturação das categorias. Os resultados revelaram a existência de mudanças nas concepções acerca do uso de visualizações. No caso do Brasil, as mudanças foram mais acentuadas nos motivos para o uso das visualizações e nos critérios de seleção destes recursos. Neste grupo, após a formação os professores mostraram-se mais conscientes do impacto das visualizações na construção do conhecimento, para além, do papel motivacional. Da mesma forma, revelaram-se mais criteriosos na escolha destes recursos. No caso de Portugal, as mudanças centraram-se nos critérios de seleção e nas potencialidades destes recursos. Neste caso, os professores manifestaram critérios mais apertados para a seleção destes recursos, além de reconhecerem outras potencialidades, nomeadamente ao nível do desenvolvimento de competências. Em relação às abordagens utilizadas, em ambos os casos prevaleceram abordagens que procuravam desviar-se do ensino por transmissão de conhecimentos, tentando os professores incorporar estratégias nas suas sequências didáticas de base construtivista. No que diz respeito às dificuldades apresentadas pelos professores para integrarem estes recursos nas suas práticas, no caso do Brasil estas se situaram quer no plano técnico, quer no plano pedagógico. As dificuldades no plano técnico estão relacionadas com o uso de visualizações incorporadas em tecnologia (simulações, animações) e as dificuldades pedagógicas estão relacionadas com a insegurança quanto ao papel destes recursos na aprendizagem. No caso de Portugal, estas dificuldades, foram mais evidentes no plano pedagógico, nomeadamente no papel do professor em relação a estes recursos. Neste estudo apresentou-se e testou-se um modelo de formação continuada assente nos desafios teóricos e práticos que se colocam aos professores cujo impacto foi considerado positivo. Desta forma, foi possível colocar em evidência algumas concepções e dificuldades de professores para integrar visualizações em sala de aula e apresentar sugestões para caminhos de pesquisas futuras. / With this study, we tried to find out the integration process of visualizations in the classroom and see the impact of a teacher training, to discuss and promote the use of visualizations in the Chemistry and Physics, on the conceptions of in service teachers in Brazil and in Portugal. One aimed to identify the preconceptions that these teachers presented early in the training, about the use of visualizations, and the possible changes that occurred after the involvement in the course. One tried also to characterize the pedagogical approaches that teachers used and the difficulties they encountered during the use of visualizations in the Chemistry and Physics teaching. In this study, we used a methodology that has its roots in qualitative research with interpretive guidance. In Brazil fourteen teachers of Chemistry and Natural Sciences of the Elementary and Secondary Education, distributed by fourteen schools belonging to the Greater São Paulo participated in this study. In Portugal had participated fourteen Physics and Chemistry teachers of Elementary and Secondary Education, distributed by eight public schools belong to the region of Lisbon. Since this study was applied in two contexts the strategy chosen was to two study cases, the case of Brazil and the case of Portugal. One used various instruments to collect data: naturalistic observation, questionnaires, interviews and written documents. In data analysis, we used the method of constant questioning and comparison to the saturation of the categories. The results revealed the existence of changes in conceptions about the use of visualizations. In Brazil\'s case the changes were more pronounced in the reasons for the use of visualizations and on the selection criteria of these resources. In this group, after training the teachers were more aware of the impact of visualizations in knowledge construction, in addition to the motivational role. Likewise, they proved to be more discriminating in the choice of these resources. In the case of Portugal, the changes focused on the selection criteria and the potential of these resources. In this case, the teachers showed tighter criteria for selection of these resources, and recognize other potentials, especially in terms of skills development. Regarding the approaches used in both cases prevailed the ones that deviated more from traditional teaching. Teachers tried to incorporate strategies into their teaching sequences based on constructivist views in order to involve students in their learning. Regarding the difficulties faced by teachers to integrate these resources into their practices, in the case of Brazil they stood either on the technical and pedagogical ones. The technical difficulties were related to the use of technology (simulations, animations) and the pedagogical difficulties were related to the uncertainty about the role of these resources in learning. In the case of Portugal, these difficulties were evident in the pedagogical level, including the role of the teacher in relation to these resources. This study presented and tested a model of teacher training based on the theoretical and practical challenges faced by teachers whose impact was considered positive. Thus, it was possible to put in evidence some teachers\' conceptions and difficulties to integrate visualizations in the classroom and make suggestions for future research paths.

Resumo Sob o enfoque do trabalho colaborativo esta pesquisa qualitativa pretende contribuir, com seus resultados, para ampliar informações com relação ao desenvolvimento profissional do formador de professores de ciências. O interesse está em viabilizar caminhos que promovam a melhoria tanto na formação dos professores, como no próprio ensino de ciências nas séries iniciais, através da formação dos formadores de professores de ciências. Compreendemos que pouco adianta os investimentos em formação de professores se não voltarmos nossas atenções para aquele profissional que é responsável por essa formação, por exemplo, o Assistente Técnico Pedagógico, que atua nas Diretorias Regionais de Ensino. Através de uma proposta de ensino de ciências para as séries iniciais, por meio de atividades investigativas no contexto da física, surge a iniciativa de nove Assistentes Técnico Pedagógicas (ATP), formadoras de professores de ciências, em realizar um projeto de melhoria no ensino, integrando a universidade, as diretorias regionais de ensino e as escolas públicas. O projeto O conhecimento físico no ensino fundamental: dos programas de formação continuada à implementação de novas práticas em sala de aula, financiado pela FAPESP, é o objeto de estudo da presente pesquisa, que contou com dados coletados em diferentes instâncias ao longo do período em que a pesquisadora acompanhou o Grupo das ATP. Dentre os dados analisados, destacam-se fragmentos de reuniões realizadas na universidade e nas diretorias de ensino, entrevistas, relatórios e outras produções escritas do grupo. A investigação possibilitou uma compreensão mais ampla sobre a formação de formadores de professores e, neste sentido, merece destaque a construção de um ambiente efetivamente colaborativo entre os participantes do processo, que pode ser relacionado, entre outros, a uma constante valorização dos saberes trazidos por cada uma das ATP. / Abstract Under the focus of cooperative work, this qualitative research intends to contribute, with its results, to enlarge information with regard to the professional development of the teachers of sciences teachers. The interest is in make possible ways that promote the improvement of teachers of teachers, and of the science education in primary school, through the formation of the teachers of science teachers. We understand that the investments on teachers\' formation are not successful if we do not pay attention for that professional who is responsible for this formation, for example, the Assisting Pedagogical Teaching, which acts in the Regional Directories of Teaching. Through a science teaching proposal for the primary school, by means of investigative activities in the context of physics, arises an initiative of nine Assisting Pedagogical Technician (ATP), teachers of sciences teachers, in accomplish an improvement project in the teaching, integrating the university, the regional directories of teaching and the public schools. The project The physical knowledge in the fundamental teaching: of the formation programs continued to the new practices implementation in class room, financed by the FAPESP, is the study object of this research, which relied on data collected in different instances along the period in which the researcher accompanied the Group of ATP. Among the analyzed data, we highlight meetings fragments accomplished at university and in the teaching directories, interviews, reports and another writings productions of the group. The investigation enabled a wider comprehension about teachers formation and, in this sense, deserves highlight the construction of an indeed cooperative environment among participants of the process, which can be related, among others, to a constant valorization of the knowledge brought by each one of ATP.

Les travaux de recherche présentés adressent des problèmes de mises à jour de knowledge-based engineering templates dans le cadre de la conception de produits. La réutilisation de connaissances de conception est devenue un avantage clé pour la compétitivité des entreprises. Le savoir faire ainsi que les bonnes pratiques peuvent être stockés au sein de templates par le biais de formules, règles, scripts, etc. Ces connaissances de conception peuvent alors être réutilisées en instanciant le template. L’instanciation résulte en la création d’une instance du template dans le contexte spécifié.Dans le cadre de produit complexes et imposants tels que des voitures ou des avions, la maintenance des templates est une tache ambitieuse. Plusieurs ingénieurs de diverses disciplines travaillent ensemble et font évoluer les templates pour augmenter leurs aptitudes ou pour corriger des problèmes. De plus, dans certains cas, les modifications faites aux templates devraient être appliquées à leurs instances afin qu’elles puissent bénéficier de ces modifications. Ces problèmes ralentissent l’adoption à grande envergure des templates au sein des entreprises. L’objectif de ce travail est de proposer une approche afin d’épauler les ingénieurs dans les tâches relatives à la mise à jour des templates.Pour traiter ces problèmes, un processus adressant les tâches relatives à la mise à jour des templates est défini. Ensuite, un framework est proposé dans le but d’aider les ingénieurs de conception au cours du processus de mise à jour, en fournissant un système d’aide à la décision ainsi qu’une stratégie de mise à jour des instances. Le premier est un système conçu pour faciliter la collaboration entre les différent experts dans le but de résoudre les problèmes liés aux templates. Le second a pour but d’élaborer une séquence de mise à jour à fin d’appliquer les modifications du template à ses instances. La séquence est calculée avec les données extraites à partir des modèles CAD et des templates. Ces données sont stockées dans une ontologie conçue spécialement à cet effet. L’ontologie est utilisée pour représenter et inférer des connaissances sur les templates, les produits et leur relations. Cela facilite la construction des séquences de mises à jour en fournissant une vue d’ensemble sur les relations entre documents, même implicites. / The present Ph.D. thesis addresses the problem of knowledge-based engineering template update in product design. The reuse of design knowledge has become a key asset for the company’s competitiveness. Knowledge-based engineering templates allow to store best practices and knowhow via formulas, rules, scripts, etc. This design knowledge can then be reused by instantiating the template. The instantiation results in the creation of an instance of the template in the specified context. In the scope of complex and large products, such as cars or aircrafts, the maintenance of knowledge-based engineering templates is a challenging task. Several engineers from various disciplines work together and make evolve the templates in order to extend their capabilities or to fix bugs. Furthermore, in some cases, the modifications applied to templates should be forwarded to their instances in order that they benefit from the changes. These issues slow down the adoption of template technologies at a large scale within companies. The objective of this work is to propose an approach in order to support engineers in the template update related tasks. In order to address these issues, a process supporting the template update related tasks is defined. Then a framework is proposed that helps design engineers during the template update process by providing a decision support system and a strategy for the update of template instances. The former is a system designed to ease the collaboration between various experts in order to solve template related problems. The latter aims at providing a sequence of updates to follow, in order to forward the templates’ modifications to their instances. This sequence is computed with data extracted from models and templates, which are stored in an ontology designed for this purpose. The ontology is used to represent and to infer knowledge about templates, products and their relations. This facilitates the construction of update sequences as it provides an efficient overview of relationships, even implicit ones.

Submitted by Ewertton Carneiro Pontes (ewerttonc@gmail.com) on 2018-01-24T11:08:47Z No. of bitstreams: 1 OT-RPG SAD-EsAO.pdf: 25744864 bytes, checksum: c51934b1dabea4c3da0603b3437d7c0c (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-01-24T11:29:06Z (GMT) No. of bitstreams: 1 OT-RPG SAD-EsAO.pdf: 25744864 bytes, checksum: c51934b1dabea4c3da0603b3437d7c0c (MD5) / Made available in DSpace on 2018-01-24T11:29:06Z (GMT). No. of bitstreams: 1 OT-RPG SAD-EsAO.pdf: 25744864 bytes, checksum: c51934b1dabea4c3da0603b3437d7c0c (MD5) / Nesta tese, seguindo uma abordagem de tecnologia da informação e comunicação, apresenta-se uma arquitetura computacional pedagógica, chamada Objective Team - Role Playing Game / Sistema de Apoio a Decisão - Escola de Aperfeiçoamento de Oficiais (OT-RPG / SAD-EsAO), com o objetivo de aperfeiçoar a capacidade cognitiva de tomada de decisão de alunos de uma Escola do Exército Brasileiro, onde o processo ensino/aprendizagem se faz segundo um trabalho colaborativo em equipe. Este instrumento pedagógico, construído colaborativamente por analistas cognitivos e especialistas em fenomenologia do trabalho de estado-maior do Exército Brasileiro, teve como base de aplicação o Curso de Aperfeiçoamento de Oficiais. Partindo da estrutura e dos conceitos do RPG, cujos personagens são individuais, elaborou-se um aperfeiçoamento da estrutura e introduziu-se o conceito de personagens em equipes. Foram levantados os aspectos cognitivos da fenomenologia do trabalho de estado-maior, práxis comum no planejamento de operações militares no Exército Brasileiro e objeto de estudo na Escola, para modelar esta solução pedagógica. Os experimentos foram realizados nos cursos da EsAO e, tendo em vista tratar-se de uma investigação sobre práticas educacionais, utilizou-se a abordagem metodológica Design Based Research (DBR) como método de pesquisa e os pressupostos do socioconstrutivismo e do sociointeracionismo como concepção epistemológica, considerando a inseparável relação entre conhecimento teórico e a aplicação prática, característica dos profissionais da arte da guerra. / ABSTRACT In this thesis, following an information and communication technology approach, a pedagogical computational architecture, called Objective Team - Role Playing Game / Decision Support System - Officers Improvement School (OT-RPG / SAD-EsAO) is presented, with the objective of improving the cognitive decision-making capacity of students of a Brazilian Army School, where the teaching / learning process is done according to a collaborative team work. This pedagogical tool, built collaboratively by cognitive analysts and specialists in the phenomenology of the Brazilian Army's general staff work, had its application basis on the Captains Career Course. Starting from the structure and concepts of RPG, whose characters are individual, an improvement of the structure was elaborated and the concept of characters in teams has been introduced. The cognitive aspects of the phenomenology of general staff work, common praxis in the planning of military operations in the Brazilian Army and object of study in the School, were raised to model this pedagogical solution. The experiments were carried out in the courses of the EsAO and, since it is an investigation on educational practices, the methodological approach Design-Based Research (DBR) was used as research method and the assumptions of socioconstructivism and of socio-interactionism as epistemological conception, considering the inseparable relation between theoretical knowledge and the practical application, characteristic of the professionals of the art of war.

The main topic of this diploma thesis is the collaboration software. This thesis is mainly focused on their description followed by their implementation into the international company. All important terms for this topic are explained and defined in the theoretical part of this thesis. It is the base for the next parts where author explains the criteria for choosing the most suited collaboration tool for the particular company. After describing and comparing products the most suitable tool is implemented into the companys environment. At the end the key functionality of this collaboration tool is explained and shown on few practical examples. The goal of this thesis is to provide the theoretical fundamentals about the software collaboration tools, compare the products available and finally implement the most suited one into the environment of the international company.

Die Globalisierung und digitale Transformation stellen wesentliche Treiber organisationaler Veränderungsprozesse von Unternehmen dar. Neue Möglichkeiten der Zusammenarbeit und Arbeitsgestaltung für geografisch unabhängige Arbeit innerhalb eines Unternehmens entstehen (Kock, 2008). Die COVID-19-Pandemie wirkt hierbei als Katalysator und beschleunigt die Veränderung der Art der Zusammenarbeit innerhalb von Unternehmen (Kniffin et al., 2021). Damit Unternehmen neue Arbeitsweisen, wie die kollaborative Arbeit über online Medien, erfolgreich umsetzen können, bedarf es geeigneter Instrumente zur Erfolgsbewertung und Steuerung (Möller et al., 2020). Ein geeignetes Instrument stellen Reifegradmodelle (RM) dar (Reeb et al., 2021), wobei bereits unterschiedliche Modelle zur Steuerung von online, kollaborativer Arbeit existieren (Alonso et al., 2010; Boughzala & Vreede, 2012; Su et al., 2017). ... [Aus: Einleitung]

Design strategies to support and enhance scientific collaboration are still ambiguous. The ability of universities and research institutes to support a collaborative scientific research environment among researchers through appropriate methods needs to be further investigated. The lack of understanding about the human factors behind collaboration, the nature of scientific tasks, and the institute’s cultural environment are motivations for this study. As a part of our work on a European integrated project, Edu-Tech, this study investigated which factors of collaborative research are important to give us a clear picture for enhancing the social perspective of the project’s webpage. This research purposes a model, Time Environment, Individual and Group (TEIG), in order to provide descriptive variable necessary to understand the transformation of online social knowledge. Accordingly, we provided a new prototype for designing our online community, Edu-Tech, which is now ready to facilitate collaboration among researchers.

Die Planung und Ausführung von Bauwerken basiert auf Informationsprozesse, in denen verknüpfte Fachmodelle verschiedener Baudomänen als fachübergreifende Informationsräume verwendet werden. Dabei führen erhöhte Anforderungen an spezialisierte Arbeitsschritte sowie die wachsende Komplexität der Bauprojekte zu einem Anwachsen der Menge, des Umfangs und der Komplexität der ausgetauschten Informationsräume. Bei der Betrachtung des Informationsbedarfs der Bauinformationsprozesse lässt sich eine Kontextabhängigkeit erkennen, in der verschiedene Aspekte des Bearbeitungskontextes sowohl die Menge und Qualität als auch die Ausschnitte und Verknüpfungstiefe der erforderlichen Informationsräume determinieren. Die vorliegende Arbeit befasst sich mit der kontextgerechten Informationsversorgung von Informationsprozessen im Bauwesen. Auf der Grundlage multimodellbasierter Informationsräume wird ein Ansatz vorgestellt, der die Kontextabhängigkeit des Informationsbedarfs durch kontextadaptive Multimodellvorlagen formalisiert und entsprechende kontextgerechte Informationsräume erzeugt. Dafür werden in einem ersten Schritt der Bearbeitungskontext von Bauinformationsprozessen betrachtet sowie informationslogistisch relevante Kontextaspekte identifiziert und durch ein Kontextmodell abgebildet. Für die Formalisierung der unterschiedlichen Einflüsse verschiedener Kontextaspekte auf die Ausgestaltung des Informationsbedarfs wird ein Regelsystem entwickelt, mit dem kontextadaptive Multimodellvorlagen definiert werden können. Durch Auswertung dieser Vorlagen zum Anwendungszeitpunkt lässt sich ein situativer Informationsbedarf antizipieren, auf dessen Basis ein kontextgerechtes Multimodell erzeugt werden kann. Dieser Ansatz ermöglicht die Realisierung einer kontextbewussten Informationslogistik, die den Projektpartnern im Bauwesen genau die Informationsräume bereitstellt, die in einer konkreten Bearbeitungssituation benötigt werden. Für die Bearbeitung regelbasierter Kontextwirkrelationen wird ein Editor vorgestellt, der die Erzeugung kontextadaptiver Multimodellvorlagen unterstützt. Außerdem wird anhand einer Architektur zur Erzeugung kontextgerechter Informationsräume die Vorgehensweise der informationslogistischen Kontextintegration beschrieben, mit der ein kontextbasierter Informationsbedarf antizipiert und ein entsprechendes kontextgerechtes Multimodell erzeugt werden kann. Der Einsatz des vorgestellten Ansatzes wird abschließend anhand eines Beispielszenarios aus der Planungsphase evaluiert, in der im Rahmen verschiedener asynchroner Bauinformationsprozesse Informationsräume gemeinsam bearbeitet werden.:Kapitel 1 Einleitung 1 1.1 Das Bauwesen im Informationszeitalter 1 1.2 Probleme der Informationsversorgung in Bauprojekten 2 1.3 Zielsetzung und Thesen 4 1.4 Kontextintegration als Lösungsansatz 7 1.5 Aufbau der Arbeit 8 Kapitel 2 Kollaborative Bauinformationsprozesse 11 2.1 Bauspezifische Rahmenbedingungen 11 2.1.1 Besonderheiten des Bauwesens 11 2.1.2 Domänenspezifische Fachmodelle 16 2.1.3 Interoperabilität der Informationslogistik im Bauprojekt 30 2.1.4 Zusammenfassung 35 2.2 Anforderungen an eine kontextgerechte Informationslogistik 37 2.2.1 Kollaborative Informationsprozesse 37 2.2.2 Kontextabhängigkeit der Informationslogistik 42 2.2.3 Anforderungen an die Informationsversorgung 47 2.2.4 Zusammenfassung 50 2.3 Stand der Entwicklung 51 2.3.1 Kollaborationsunterstützung im Bauwesen 51 2.3.2 Entwicklungsbedarf 55 2.3.3 Abgrenzung verwandter Arbeiten 57 2.3.4 Zusammenfassung 62 Kapitel 3 Grundlagen kontextgerechter Informationsräume 63 3.1 Multimodellbasierte Informationsräume 63 3.1.1 Interdisziplinäre Informationsräume 64 3.1.2 Der generische Multimodellansatz 68 3.1.3 Semantische Beschreibung von bautypischen Multimodellen 72 3.1.4 Multimodellvorlagen 79 3.1.5 Bauspezifische Informationsräume 81 3.1.6 Zusammenfassung 87 3.2 Kontextmodellierung 88 3.2.1 Generische Kontextinformationen 88 3.2.2 Ansätze der Kontextmodellierung 95 3.2.3 Möglichkeiten der Kontextintegration 102 3.2.4 Informationslogistische Kontextaspekte 108 3.2.5 Bauspezifische Kontextausprägungen 116 3.2.6 Zusammenfassung 119 3.3 Kontextgerechte Multimodelle 120 3.3.1 Grundkonzept adaptiver Multimodelle 121 3.3.2 Methodik der Informationsraumadaptivität 122 3.3.3 Die Kontextabhängigkeit des Informationsbedarfs 126 3.3.4 Der Einfluss des Kontextes auf die Informationssemantik 129 3.3.5 Formalisierung von Wirkrelationen 131 3.3.6 Zusammenfassung 134 Kapitel 4 Konzept einer kontextbewussten Informationslogistik 135 4.1 Ontologie-Framework für kontextbewusste Projektkollaboration 135 4.1.1 Konzeption des Ontologie-Frameworks 136 4.1.2 Kernontologien der Informationslogistik 141 4.1.3 Die generische Projektkollaborationsontologie 149 4.1.4 Eine bauspezifische Ausprägung 156 4.1.5 Zusammenfassung 161 4.2 Formalisierung von Kontextwirkrelationen 162 4.2.1 Die Regelsprache ContextScript 163 4.2.2 Verwendung und Auswertung von ContextScript-Regeln 165 4.2.3 Regelauswertung 167 4.2.4 Zusammenfassung 168 4.3 Architektur zur Erzeugung kontextgerechter Informationsräume 169 4.3.1 Konzept des Gesamtsystems 169 4.3.2 Kontextwertschöpfung und Verwaltung 173 4.3.3 Kontextbasierte Annotation 178 4.3.4 Kontextanalyse zur Bedarfsermittlung 179 4.3.5 Erzeugung kontextgerechter Informationsräume 181 4.3.6 Zusammenfassung 186 Kapitel 5 Prototypische Umsetzung 187 5.1 Editor zur Beschreibung adaptiver Informationsräume 188 5.1.1 Konzeption des Kontextwirkeditors CATED 188 5.1.2 Techniken der Implementierung 191 5.1.3 Aufbau der Benutzungsoberfläche 193 5.1.4 Erstellen kontextadaptiver Multimodellvorlagen 193 5.1.5 Zusammenfassung 196 5.2 Informationslogistik einer kontextbewussten Kollaborationsplattform 197 5.2.1 Plattformkomponenten und Implementierungstechniken 197 5.2.2 Ontologie-Plattformdienst 206 5.2.3 Plattformdienste der Kontextwertschöpfung 210 5.2.4 Plattformdienst der Bedarfsevaluation 212 5.2.5 Plattformdienst für die Multimodellerzeugung 214 5.2.6 Zusammenfassung 219 5.3 Evaluierungsszenario 220 5.3.1 Erstellen einer kontextadaptiven Multimodellvorlage 221 5.3.2 Auswerten des situativen Informationsbedarfes 222 5.3.3 Erzeugen des kontextgerechten Multimodells 225 5.3.4 Zusammenfassung 230 Kapitel 6 Schlussbetrachtung 231 6.1 Zusammenfassung 231 6.2 Ergebnisse der Arbeit 234 6.3 Ausblick 239 Anhang 241 Abbildungsverzeichnis 253 Tabellenverzeichnis 257 Definitionsverzeichnis 258 Abkürzungsverzeichnis 260 Literaturverzeichnis 262 / The planning and creating of structures and buildings is based on building information processes, in which linked specialized models of different domains are used as multidisciplinary information spaces. Thereby increased requirements for specialized work processes, and the growing complexity of construction projects lead to an increase in the amount, scope and complexity of the exchanged information spaces. When considering the information requirements of building information processes, a contextdependence is revealed that determines the quantity and quality as well as the cutouts and linking depth of the required information spaces depending on various aspects of the processing context. This thesis addresses contextoriented information supply for collaborative information processes in the construction industry. Based on multimodel information spaces, an approach is presented that formalizes the context dependency of information requirements by contextadaptive multimodel templates and generates corresponding contextoriented information spaces. In a first step different aspects of the process context of building information processes are considered and logistically relevant information are identified and mapped by a context model. For the description of the different influences of various context aspects on the configuration of information needs a regulating system is developed, which can be used to define contextadaptive multi model templates. By evaluating these templates at time of use, situative information requirements can be anticipated and an adequate contextoriented multimodel can be generated. This approach enables the implementation of a contextaware information logistics, which accurately provides the information spaces for the project partners in the construction industry, which are needed in a concrete working situation. For the processing of rulebased context active relations an editor, which supports the generation of contextadaptive multi model templates, is presented. Based on architecture for generating contextappropriate information spaces, the approach of information logistics context integration is described, which allows to anticipate contextbased information needs and to generate a corresponding contextoriented multimodel. The use of the approach is finally evaluated using an example scenario from the planning phase, in which various asynchronous building information processes jointly process an information space.:Kapitel 1 Einleitung 1 1.1 Das Bauwesen im Informationszeitalter 1 1.2 Probleme der Informationsversorgung in Bauprojekten 2 1.3 Zielsetzung und Thesen 4 1.4 Kontextintegration als Lösungsansatz 7 1.5 Aufbau der Arbeit 8 Kapitel 2 Kollaborative Bauinformationsprozesse 11 2.1 Bauspezifische Rahmenbedingungen 11 2.1.1 Besonderheiten des Bauwesens 11 2.1.2 Domänenspezifische Fachmodelle 16 2.1.3 Interoperabilität der Informationslogistik im Bauprojekt 30 2.1.4 Zusammenfassung 35 2.2 Anforderungen an eine kontextgerechte Informationslogistik 37 2.2.1 Kollaborative Informationsprozesse 37 2.2.2 Kontextabhängigkeit der Informationslogistik 42 2.2.3 Anforderungen an die Informationsversorgung 47 2.2.4 Zusammenfassung 50 2.3 Stand der Entwicklung 51 2.3.1 Kollaborationsunterstützung im Bauwesen 51 2.3.2 Entwicklungsbedarf 55 2.3.3 Abgrenzung verwandter Arbeiten 57 2.3.4 Zusammenfassung 62 Kapitel 3 Grundlagen kontextgerechter Informationsräume 63 3.1 Multimodellbasierte Informationsräume 63 3.1.1 Interdisziplinäre Informationsräume 64 3.1.2 Der generische Multimodellansatz 68 3.1.3 Semantische Beschreibung von bautypischen Multimodellen 72 3.1.4 Multimodellvorlagen 79 3.1.5 Bauspezifische Informationsräume 81 3.1.6 Zusammenfassung 87 3.2 Kontextmodellierung 88 3.2.1 Generische Kontextinformationen 88 3.2.2 Ansätze der Kontextmodellierung 95 3.2.3 Möglichkeiten der Kontextintegration 102 3.2.4 Informationslogistische Kontextaspekte 108 3.2.5 Bauspezifische Kontextausprägungen 116 3.2.6 Zusammenfassung 119 3.3 Kontextgerechte Multimodelle 120 3.3.1 Grundkonzept adaptiver Multimodelle 121 3.3.2 Methodik der Informationsraumadaptivität 122 3.3.3 Die Kontextabhängigkeit des Informationsbedarfs 126 3.3.4 Der Einfluss des Kontextes auf die Informationssemantik 129 3.3.5 Formalisierung von Wirkrelationen 131 3.3.6 Zusammenfassung 134 Kapitel 4 Konzept einer kontextbewussten Informationslogistik 135 4.1 Ontologie-Framework für kontextbewusste Projektkollaboration 135 4.1.1 Konzeption des Ontologie-Frameworks 136 4.1.2 Kernontologien der Informationslogistik 141 4.1.3 Die generische Projektkollaborationsontologie 149 4.1.4 Eine bauspezifische Ausprägung 156 4.1.5 Zusammenfassung 161 4.2 Formalisierung von Kontextwirkrelationen 162 4.2.1 Die Regelsprache ContextScript 163 4.2.2 Verwendung und Auswertung von ContextScript-Regeln 165 4.2.3 Regelauswertung 167 4.2.4 Zusammenfassung 168 4.3 Architektur zur Erzeugung kontextgerechter Informationsräume 169 4.3.1 Konzept des Gesamtsystems 169 4.3.2 Kontextwertschöpfung und Verwaltung 173 4.3.3 Kontextbasierte Annotation 178 4.3.4 Kontextanalyse zur Bedarfsermittlung 179 4.3.5 Erzeugung kontextgerechter Informationsräume 181 4.3.6 Zusammenfassung 186 Kapitel 5 Prototypische Umsetzung 187 5.1 Editor zur Beschreibung adaptiver Informationsräume 188 5.1.1 Konzeption des Kontextwirkeditors CATED 188 5.1.2 Techniken der Implementierung 191 5.1.3 Aufbau der Benutzungsoberfläche 193 5.1.4 Erstellen kontextadaptiver Multimodellvorlagen 193 5.1.5 Zusammenfassung 196 5.2 Informationslogistik einer kontextbewussten Kollaborationsplattform 197 5.2.1 Plattformkomponenten und Implementierungstechniken 197 5.2.2 Ontologie-Plattformdienst 206 5.2.3 Plattformdienste der Kontextwertschöpfung 210 5.2.4 Plattformdienst der Bedarfsevaluation 212 5.2.5 Plattformdienst für die Multimodellerzeugung 214 5.2.6 Zusammenfassung 219 5.3 Evaluierungsszenario 220 5.3.1 Erstellen einer kontextadaptiven Multimodellvorlage 221 5.3.2 Auswerten des situativen Informationsbedarfes 222 5.3.3 Erzeugen des kontextgerechten Multimodells 225 5.3.4 Zusammenfassung 230 Kapitel 6 Schlussbetrachtung 231 6.1 Zusammenfassung 231 6.2 Ergebnisse der Arbeit 234 6.3 Ausblick 239 Anhang 241 Abbildungsverzeichnis 253 Tabellenverzeichnis 257 Definitionsverzeichnis 258 Abkürzungsverzeichnis 260 Literaturverzeichnis 262