Made available in DSpace on 2016-06-02T19:03:58Z (GMT). No. of bitstreams: 1 5900.pdf: 5031941 bytes, checksum: c33a127070b11fb3923bc17ba9d98189 (MD5) Previous issue date: 2014-05-03 / Financiadora de Estudos e Projetos / The adequacy of educational content considering student´s culture, knowledge and values allow them to identify the relationship between what they are learning and their reality and, consequently they feel more interested and engaged at education. In contrast, in informatics at education, designing educational systems to allow adequacy is a challenge because of a lack of techniques to support the design and the difficulty to identify what and how allow this adequacy by users, because many users of these systems, as educators and students, do not have knowledge of designing. In this context, it is presented here a formalization of the design pattern with successful solutions for recurrent problems on designing co-authorship systems analyzed and/or experienced by the researcher of this dissertation during design and evaluations of these systems at Advanced Interaction Laboratory (LIA). These patterns intend to support designing of educational systems that allow users, as co-authors, adequate these systems, inserting the content to be displayed at them. Each pattern describes specific problem and solution. In order to support indentifying how these patterns are organized to each other, semantic relations defined by Minsky are adopted to organize them based on humans´ intellectual structure. Validations with different participants´ profiles, e.g., with or without knowledge about concepts related to design, software engineering, human-computer interaction, co-authorship, etc., were done to formalize, refine and observe the comprehension and/or application of these patterns to design co-authorship system prototypes, as well as, different participants from mathematic or pedagogy areas and teachers to validate the use these of these prototypes. The results shown that the pattern language is comprehensible and it supports designing to define what and how to display on interface to allow and help users insert content. / A adequação no conteúdo educacional de acordo com a cultura, o conhecimento e valores dos alunos permite aos mesmos identificarem relação entre o que estão aprendendo e suas realidades e, consequentemente se sentirem mais interessados e engajados no aprendizado. Contudo, no contexto da informática na educação, fazer o design de sistemas educacionais para permitir a adequação é um desafio, tanto pela falta de técnicas para apoiar o design, quanto pela dificuldade em identificar o que adequar, como permitir e facilitar essa adequação, pois muitos dos usuários desses sistemas, como educadores e alunos, não têm conhecimento e experiência com design de soluções computacionais. Nesse contexto, neste trabalho é apresentada a formalização de uma linguagem de padrões de design com soluções de sucesso para problemas recorrentes no design de sistemas de coautoria observadas e/ou experiência das pelo proponente deste trabalho, ao analisar esses sistemas e participar do processo de desenvolvimento e avaliação desses sistemas no Laboratório de Interação Avançada (LIA). Esses padrões têm como objetivo apoiar o design de sistemas educacionais que permitam aos usuários, como coautores, terem apoio para adequar os sistemas, inserindo o conteúdo que será exibido nos mesmos. Cada padrão de design se refere a um par problema-solução específico e, para apoiar a identificação e compreensão de como os padrões estão relacionados entre si, formando uma linguagem de padrões, são adotadas as relações semânticas definidas por Minsky para organizá-los e expressar o relacionamento entre eles de uma forma próxima a estrutura cognitiva humana. Validações com diferentes perfis de participantes, por exemplo, com e sem conhecimento sobre conceitos relacionados à Engenharia de Software, Interação Humano-Computador, Coautoria, etc., foram feitas para formalizar, refinar e observar a compreensão e/ou o uso dos padrões no design de protótipos de sistemas educacionais, bem como participantes das áreas de matemática ou pedagogia e educadores para validar o uso desses protótipos. Os resultados mostram que a linguagem de padrões de design semanticamente relacionados é compreendida e apoia o design para definir o que e como exibir nas interfaces dos sistemas para permitir e auxiliar os usuários na inserção do conteúdo.

Made available in DSpace on 2016-12-08T16:35:05Z (GMT). No. of bitstreams: 1 nelito.pdf: 4000635 bytes, checksum: a5dd9546eae44eeda2afc2eab66b30e9 (MD5) Previous issue date: 2013-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new media brought to our times significant changes in the communication field, contributing above all to a new way to communicate, live and learn. The invasion of the multimedia languages on the everyday life of our students makes us question the repercussion of these resources in the school environment. In that sense, this work has as intention of study to explore the use of media in the daily school life based on an investigation on the multiple possibilities of using the website Youtube as a pedagogical tool. The study originates from the pondering that, besides preparing oneself for the future, it is necessary to make use of the resources which are already available on the internet, among them, Youtube, as a tool to aid bringing the living world of the student into the classroom. For that, we discuss the question of interactivity provided by the creative use of this medium and matters related to authorship and co-authorship, which are differential factors and which make the use of this website as a pedagogical tool feasible. So, the dimensions of the use of Youtube in class and its possibilities as a pedagogical tool in the teaching of Physics were understood through a qualitative research. Taking into consideration experiences lived in class and having as basis a review of the literature, we made use of interviews with teachers and a questionnaire applied to a sample of high school students to obtain data which allowed us to verify the use of this site by teachers and students, its goals, objectives and if there is repercussion in the student in relation to the objectives of the teacher on the use of this resource. At the end of the work, our final considerations, based on the theoretical referential and the answers of teachers and students, point the need of a further exploration of Youtube in the classroom. The interactive potential of this website allows the occurence of authorship and co-authorship in the school practice, which makes the establishment of communicative ecosystems at school viable, so, Youtube is a tool which can contribute for a educommunicative pedagogical practice. / As novas mídias trouxeram para o nosso tempo mudanças significativas na área da comunicação, contribuído sobremaneira para uma nova forma de se comunicar, de viver e de aprender. A invasão das linguagens multimídias no cotidiano de nossos alunos leva-nos a indagar sobre a repercussão desses recursos no ambiente escolar. Nesse sentido, esse trabalho tem como intenção de estudo explorar o uso das mídias no cotidiano escolar a partir de uma investigação sobre as múltiplas possibilidades de utilização do site Youtube como ferramenta pedagógica. O estudo parte da reflexão de que, além de se preparar para o futuro, é preciso usar os recursos já disponíveis na internet, dentre estes o Youtube, como uma ferramenta que ajuda a trazer o mundo vivencial do aluno para a sala de aula. Para isso, discutimos a questão da interatividade proporcionada pelo uso criativo dessa mídia e questões relativas à autoria e coautoria que são os fatores diferenciais e que possibilitam o uso desse site como uma ferramenta pedagógica. Dessa forma, as dimensões do uso YouTube em sala de aula e suas possibilidades como ferramenta pedagógica no ensino de física foram compreendidos por meio de uma pesquisa qualitativa. Levando em consideração experiências vivenciadas em sala de aula e tendo por base uma revisão da literatura, fizemos uso de entrevistas com professores e um questionário aplicado a uma amostra de alunos do ensino médio para obter dados que nos permitiram verificar como se dá o uso desse site por professores e alunos, suas finalidades, objetivos e se há uma repercussão no aluno em relação aos objetivos do professor ao fazer uso desse recurso. Ao final do trabalho nossas considerações, baseadas no referencial teórico e nas respostas de professores e alunos, apontam para a necessidade de se explorar mais o YouTube em sala de aula. O potencial interativo desse site permite a ocorrência de autoria e coautoria na prática escolar, o que viabiliza o estabelecimento de ecossistemas comunicativos na escola, assim, o YouTube é uma ferramenta que pode contribuir para uma prática pedagógica educomunicativa

Nesta dissertação realizou-se o estudo das redes de colaboração científica formadas a partir de um grupo de pesquisadores ligados ao Programa de Pós-Graduação em Geociências da Universidade Federal do Rio Grande do Sul (PPGGeo/UFRGS), com base na abordagem teórico-metodológica conhecida como análise de redes sociais (ARS), dialogando com alguns conceitos oriundos da Teoria da Prática de Pierre Bourdieu, focando a identificação, caracterização e evolução estrutural das redes de co-autoria científica. A análise de redes sociais nesse contexto pode contribuir significativamente enquanto geradora de subsídios para a gestão de ciência e tecnologia na área, ressaltando o importante papel dos pesquisadores vinculados ao PPGGeo/UFRGS na ampliação da capacidade de produção e comunicação do conhecimento científico na área e/ou na região sul. Além disso, esta pesquisa em particular contribui para o campo da Sociologia com a exploração da perspectiva teórico-metodológica da ARS no contexto da análise das redes de colaboração científica. Buscou-se responder a seguinte questão de pesquisa: quais são os elementos que influenciam a evolução estrutural das redes sociais de co-autoria científica entre os pesquisadores vinculados ao PPGGeo/UFRGS no período de 1998-2006? Para respondê-la, foram construídas três redes de co-autoria com base nos dados oriundos dos Cadernos de Indicadores da CAPES referentes aos intervalos de 1998-2000, 2001-2003 e 2004-2006. Foram utilizados os softwares NVIVO e UCINET. Assumiu-se que o grupo dos docentes fosse dominante nas redes de co-autoria e foram considerados como atributos os números de vínculos dos docentes às linhas, projetos e grupos de pesquisa. Como hipótese, colocou-se que quanto maior fosse o número de vínculos a diferentes grupos de pesquisa, mais privilegiada seria a posição do ator na rede e essa posição tenderia a ser mantida ao longo dos anos. Os resultados obtidos caracterizaram a estrutura das redes, comparando-as com foco em sua conectividade e centralidade. A rede de 1998-2000 contou com 524 atores e 11.296 laços; a rede de 2001-2003 apresentou 576 atores e 14.674 laços, enquanto a rede de 2004-2006 apresentou 741 atores e 14.188 laços. Verificou-se que o conjunto dos atores centrais/dominantes nas redes é formado majoritariamente pelos docentes e, em geral, esse conjunto tende a se manter em destaque ao longo dos anos; verificou-se também que há uma reincidência de parcerias na produção do conhecimento científico nas três redes, culminando em uma reprodução social da estrutura da rede de co-autoria. A hipótese do estudo foi refutada, indicando que embora exista uma correlação positiva e significante entre os três atributos e as medidas de centralidade, que representam a estrutura da rede, o grau de correlação entre o atributo "grupos de pesquisa" e as medidas de centralidade não obteve destaque em relação à correlação entre os atributos "linhas de pesquisa", "projetos de pesquisa" e as medidas de centralidade em nenhum dos períodos analisados. Concluiu-se que todos os atributos analisados (grupos, linhas e projetos de pesquisa) influenciam na evolução estrutural das redes sociais de co-autoria científica do PPGGeo/UFRGS no período de 1998 a 2006, mas as linhas e projetos possuem maior influência do que os grupos de pesquisa. / In this dissertation it was studied the scientific collaboration networks formed from a group of researchers linked to the Programa de Pós-Graduação em Geociências da Universidade Federal do Rio Grande do Sul (PPGGeo/UFRGS), based on a theoretical and methodological approach known as social network analysis (SNA), considering some concepts from the Pierre Bourdieu's Theory of Practice, and focusing on the identification, characterization and the structural evolution of scientific co-authorship networks. The analysis of social networks in this context can contribute significantly as a generator of data for the science and technology management in the area, emphasizing the important role of the researchers related to PPGGeo/UFRGS in the expansion of production and communication of the scientific knowledge capacity in the area and/or in the southern region. Furthermore, this research in particular contributes to the field of Sociology with the exploration of the theoretical and methodological perspective of SNA in the analysis of scientific collaboration networks. It was sought to answer the following research question: what are the factors that influence the structural development of the social networks of scientific co-authorship among researchers linked to the PPGGeo/UFRGS in the period from 1998-2006? To answer it, we built three coauthorship networks based on data from the CAPES' Cadernos de Indicadores related to the intervals 1998-2000, 2001-2003 and 2004-2006. It was used the software NVIVO and UCINET. It was assumed that the group of professors was dominant in the co-authorship networks and the attributes considered in the research were the numbers of links of the professors to the research lines, projects and groups. As hypothesis, it was said that the greater the number of links to different research groups, the more privileged would be the actor's position in the network and this position tended to be maintained over the years. The results characterized the structure of the networks, comparing them, focusing on their connectivity and centrality. The network of 1998-2000 had 524 actors and 11.296 links; the network of 2001-2003 had 576 actors and 14.674 links, while the network of 2004-2006 had 741 actors and 14.188 links. It was found that the central/dominant group of actors in the networks is formed mainly by professors and, in general, this group tends to remain in the central/dominant positions over the years; it was also found that there are partnerships recurrences in the scientific knowledge production in the three networks, culminating in a social reproduction of the co-authorship network structure. The hypothesis of the study was rejected, indicating that although there is a positive and significant correlation between the three attributes and the measures of centrality, which represent the structure of the network, the degree of correlation between the attribute "research groups" and the measures of centrality received less emphasis in relation to the correlation between the attributes "research lines", "research projects" and the measures of centrality in all the periods analyzed. It was concluded that all the examined attributes (research groups, projects and lines) influence on the structural development of the social networks of scientific co-authorship of the PPGGeo/UFRGS in the period from 1998 to 2006, but the research lines and projects have more influence than the research groups.

[pt] A tese aborda a coautoria do designer editorial com o escritor na produção de livros de literatura. Nesse âmbito, considera-se a postura de que não só o texto escrito conta a história, mas, sim, o objeto como um todo. Design Editorial Narrativo é o termo adotado nesta pesquisa, para caracterizar projetos editoriais integrais que constroem a narrativa não-verbal multissensorial junto com a narrativa verbal. Nesse caso, é exigido um grande envolvimento do designer editorial, esforço intelectual, capacidade criativa e técnica. No entanto, apesar de estar cada vez mais presente nas contações de histórias, o designer editorial é apenas considerado um colaborador. Ocorre que não há parâmetros para identificar a narrativa não-verbal do livro e, no âmbito da Lei de Direitos Autorais, não há argumentos legais para o designer ser creditado como coautor e receber royalties da venda. Entende-se que as relações estabelecidas ao longo do projeto em coautoria interferem e aprimoram o produto final e a articulação das narrativas potencializa a imersão na leitura. É do interesse do design editorial posicionar-se frente aos cenários que surgem, com respaldo legal, reconhecimento e segurança profissional no mercado. Assim, o objetivo desta tese é encontrar e sugerir princípios gerais para que o designer editorial possa ser coautor de livros. O caminho percorrido inicia com uma pesquisa bibliográfica de referencial teórico sobre a autoria na Literatura e no Design e pesquisa documental sobre direitos autorais; passando por um trabalho de observação participante, estudo de casos exemplares, entrevistas exploratórias e direcionadas e relato pessoal; chegando à análise descritiva dos resultados obtidos. Os princípios gerais apresentados não se esgotam a partir das especificidades do Design Editorial Narrativo, porém abrem caminho para uma possível efetividade da coautoria do designer editorial com o escritor. / [en] The thesis addresses the co-authorship of the editorial designer with the writer in the production of literature books. In this context, the position is adopted that not only the written text tells the story, but the object as a whole. Narrative Editorial Design is the term adopted in this research, to characterize integral editorial projects that build the multisensory non-verbal narrative together with the verbal narrative. In this case, a great involvement of the editorial designer, intellectual effort, creative and technical capacity is required. However, despite being increasingly present in storytelling, the editorial designer is only considered a collaborator. It so happens that there are no parameters to identify the non-verbal narrative of the book within the scope of the Copyright Law, nor legal arguments for the designer to be credited as a co-author and receive royalties from the sale. It is understood that the relationships established throughout the co-authorship project interfere and improve the final product and the articulation of narratives enhances immersion in reading. It is in the interests of editorial design to position itself in the face of emerging scenarios, with legal support, recognition and professional security in the market. Thus, the objective of this thesis is to find and suggest general principles so that the editorial designer can co-author books. The path taken begins with a bibliographic research of theoretical references on authorship in Literature and Design and documentary research on copyright; passing through a work of participant observation, study of exemplary cases, exploratory and directed interviews and personal report; arriving at the descriptive analysis of the results obtained. The general principles presented are not limited to the specificities of Narrative Editorial Design, but they open the way to a possible effectiveness of the co-authorship of the editorial designer with the writer. / [es] La tesis aborda la coautoría del diseñador editorial con el escritor en laproducción de libros de literatura. En este contexto, se adopta la posición de que nosolo el texto escrito cuenta la historia, sino el objeto como un todo. DiseñoEditorial Narrativo es el término adoptado en esta investigación, para caracterizarlos proyectos editoriales integrales que construyen la narrativa no verbalmultisensorial junto con la narrativa verbal. En este caso se requiere una granimplicación del diseñador editorial, esfuerzo intelectual, capacidad creativa ytécnica. Sin embargo, a pesar de estar cada vez más presente en el storytelling, eldiseñador editorial solo es considerado un colaborador. Sucede que no existenparámetros para identificar la narrativa no verbal del libro en el ámbito de la Ley dePropiedad Intelectual, ni argumentos legales para que el diseñador sea acreditadocomo coautor y reciba regalías por la venta. Se entiende que las relaciones que seestablecen a lo largo del proyecto de coautoría interfieren y mejoran el productofinal y la articulación de narrativas potencia la inmersión en la lectura. Es deinterés del diseño editorial posicionarse ante los escenarios emergentes, conrespaldo legal, reconocimiento y seguridad profesional en el mercado. Así, elobjetivo de esta tesis es encontrar y sugerir principios generales para que eldiseñador editorial pueda ser coautor de libros. El camino emprendido comienzacon una investigación bibliográfica de referentes teóricos sobre autoría enLiteratura y Diseño e investigación documental sobre derechos de autor; pasandopor un trabajo de observación participante, estudio de casos ejemplares, entrevistasexploratorias y dirigidas y reporte personal; llegando al análisis descriptivo de losresultados obtenidos. Los principios generales presentados no se limitan a lasespecificidades del Diseño Editorial Narrativo, sino que abren el camino a unaposible efectividad de la coautoría del diseñador editorial con el escritor.

Indiana University-Purdue University Indianapolis (IUPUI) / Graph Neural Networks (GNNs) have become excessively popular and prominent deep learning techniques to analyze structural graph data for their ability to solve complex real-world problems. Because graphs provide an efficient approach to contriving abstract hypothetical concepts, modern research overcomes the limitations of classical graph theory, requiring prior knowledge of the graph structure before employing traditional algorithms. GNNs, an impressive framework for representation learning of graphs, have already produced many state-of-the-art techniques to solve node classification, link prediction, and graph classification tasks. GNNs can learn meaningful representations of graphs incorporating topological structure, node attributes, and neighborhood aggregation to solve supervised, semi-supervised, and unsupervised graph-based problems. In this study, the usefulness of GNNs has been analyzed primarily from two aspects - clustering and classification. We focus on these two techniques, as they are the most popular strategies in data mining to discern collected data and employ predictive analysis.

Um Kernfragen zur Mehrautorenschaft in einer bestimmten Zielgruppe zu klären, konzentriert sich diese Arbeit auf Aspekte von technologischer Kompetenz, menschlicher Interaktion und institutioneller Leitlinien. Zuerst werden interdisziplinäre Argumente in Bezug zu Mehrautorenschaft aus den Sozialwissenschaften, Naturwissenschaften, Informatik und Geisteswissenschaften präsentiert. Die Literaturübersicht enthält Statistiken zu Informationsnutzung, Beschreibung von Strategien des Wissensmanagements, Erforschung von Verhaltensmustern und Trends in der Kommunikationstechnologie, sowie Diskussionen einiger historischer, politischer und inhaltlicher Aspekte, welche die Anwendung des Internet als kollaboratives Werkzeug im akademischen Kontext beeinflussen können. Die Arbeit beschäftigt sich auch mit einigen Kontroversen zur Konzeption von Wissenschaft und wissenschaftlicher Praktiken, welche indirekt mit der Problematik von wissenschaftlicher Kommunikation und Zusammenarbeit, sowie Wissensproduktion in Zusammenhang stehen, insofern sie die Produktion Texten mit mehreren Autoren betreffen. Ein besonderer Schwerpunkt der Arbeit befasst sich mir dem zur Zeit vorherrschenden System zur Evaluation akademischer Publikationen (Bibliometrie oder Scientometrie; QUALIS und SCIELO Systeme). Das vorhandene System für die Evaluation von Autoren ist in der Regel unfair /voreingenommen. Das liegt daran, das Statistiken leicht manipuliert werden können um einer bürokratischen und unternehmerischen Agenda zu folgen oder individuelle Interessen darzustellen, anstatt die wirklichen Verdienste eines Autors widerzuspiegeln. Die Untersuchung wurde anhand von semi-strukturierten Interviews durchgeführt, in Kombination mit einer quantitativen Erhebung, welche drei miteinander verbundene Aspekte (technologische, institutionelle und kulturelle), die bei der in Mehrautorenschaft eine Rolle spielen, innerhalb des Graduiertenprogramms in 'Forest Engineering' an der Universidade Federal do Paraná (Brasilien) hervorheben sollte. / In order to verify core issues for co-authorship in a specific audience, the current work focus on technological literacy, human interaction, and institutional policy. It first presents an interdisciplinary collection of arguments from social sciences, natural sciences, computer sciences, and humanities about scientific collaboration, especially regarding co-authorship activities. This literature review includes statistics on information usage, description of knowledge management strategies, exploration of behavioral patterns, communication technology trends, and discussions of some historical, political and contextual elements that may be influencing the application of the Internet as a collaborative tool within academic contexts. It also draws back few controversies about the concept of science and its practices, which are indirectly related to the problematic of scholarly communication, scientific collaboration, and knowledge production. The investigation targets these activities in what they concern the production of co-authored texts. A special focus of this work targets the current mainstream system of academic publishing ranking and evaluation (Bibliometrics or Scientometrics; QUALIS and SCIELO systems). The existing measurement system for the ranking of authors is generally an unfair/biased system, as statistics can easily be manipulated by a bureaucratic and corporate agenda, or by individual interests, rather than representing the real merit of an author. The inquiry applies a semi-structured in-depth interview combined with a quantitative survey intending to reveal three interrelated aspects (Technological, Institutional, and Cultural) involved in co-authorship activities within the Graduate Program in Forest Engineering at the Federal University of Paraná/Brazil.

This dissertation examines the ways international research collaboration affects the ability of Colombian research teams to produce bibliographic outputs, and to contribute to local knowledge. Research hypotheses are tested using Zero Inflated Negative Binomial Regression models to account for the effects of international research collaboration on team output while controlling for team characteristics, partner characteristics, scientific discipline, sector, the characteristics of the teams' home institution, and team location. The study uses control groups and the Propensity Score Matching approach to assess the overall impact of international research collaboration on research team performance while controlling for the effects of endogeneity and selection bias. Results show that international research collaboration is positively associated with both team output and teams' ability to contribute to local knowledge. The study shows that such effects depend on the type of collaboration chosen and the type of partner involved. Particularly, it shows that while co-authoring with colleagues located overseas or receiving foreign funding positively affects team performance, hosting foreign researchers does not seem to affect a team's productivity or its ability to contribute to local knowledge once all other variables are held constant. It also finds that collaborating with partners from the South yields greater productivity counts than collaborating with partners from the North, but that collaboration with partners from northern countries is strongly associated with a team's ability to contribute to local knowledge, while collaboration with partners from southern countries is not. Theoretical and policy implications of these and other counterintuitive findings are discussed.

This dissertation examines the ways international research collaboration affects the ability of Colombian research teams to produce bibliographic outputs, and to contribute to local knowledge. Research hypotheses are tested using Zero Inflated Negative Binomial Regression models to account for the effects of international research collaboration on team output while controlling for team characteristics, partner characteristics, scientific discipline, sector, the characteristics of the teams' home institution, and team location. The study uses control groups and the Propensity Score Matching approach to assess the overall impact of international research collaboration on research team performance while controlling for the effects of endogeneity and selection bias. Results show that international research collaboration is positively associated with both team output and teams' ability to contribute to local knowledge. The study shows that such effects depend on the type of collaboration chosen and the type of partner involved. Particularly, it shows that while co-authoring with colleagues located overseas or receiving foreign funding positively affects team performance, hosting foreign researchers does not seem to affect a team's productivity or its ability to contribute to local knowledge once all other variables are held constant. It also finds that collaborating with partners from the South yields greater productivity counts than collaborating with partners from the North, but that collaboration with partners from northern countries is strongly associated with a team's ability to contribute to local knowledge, while collaboration with partners from southern countries is not. Theoretical and policy implications of these and other counterintuitive findings are discussed.