Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-04-11T15:41:02Z No. of bitstreams: 1 Arquivototal.pdf: 3879578 bytes, checksum: 319a960d7084cb074c83a1b036542958 (MD5) / Made available in DSpace on 2018-04-11T15:41:02Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 3879578 bytes, checksum: 319a960d7084cb074c83a1b036542958 (MD5) Previous issue date: 2013-07-26 / Through democratization of production tools and inserted onto a participatory culture, users start to produce and share their own content, reconfiguring traditional practices and constituting new productive instances. By this change in production’s flow, where the consumer assumes both the role of spectator and the producer of information, various media segments start to have their activities modified, and also reaching actual advertising. From this interaction made possible by the medium, advertising announcements cease to be designed exclusively by specialized agencies and individuals and start being developed by the own consumers, which we have classified in this study as actions of the Participatory Advertising. Featuring an innovative way of producing advertising, such as the 'advertising developed by the consumer’, we start from the examination of an original element of this practice: the social network Zooppa, understood as a collaborative platform inserted into this production model. Thus, the current research aimed at analyzing this new production system, verifying the manners that this website and this productive heterogeneous type of capital enable the reconfiguration of the advertising practice, constituting a new phase. Through the results obtained in the study, we could confirm the beginning of a phase of our advertising as defined in this study as Phase Resistance. / Através da democratização das ferramentas de produção e inseridos em uma cultura participativa, os usuários passam a produzir e compartilhar os seus próprios conteúdos, reconfigurando práticas tradicionais e constituindo novas instâncias produtivas. Por meio desta modificação no fluxo de produção, onde o consumidor assume tanto o papel de espectador quanto o de produtor de informação, diversos segmentos midiáticos passam a ter as suas atividades modificadas, atingindo também o fazer publicitário atual. A partir desta interação possibilitada pelo meio, os anúncios deixam de ser desenvolvidos exclusivamente pelas agências e indivíduos especializados, e passam a ser desenvolvidos pelos próprios consumidores, classificados nesta pesquisa como ações de Publicidade Participativa. Apresentando uma forma inovadora de fazer publicidade, como a “propaganda desenvolvida pelo consumidor”, partimos do exame de um elemento nativo desta prática: a rede social Zooppa, compreendida como uma plataforma colaborativa inserida neste modelo de produção. Desta maneira, a presente pesquisa teve por objetivo a análise do novo sistema de produção, verificando de que maneira o referido site e o capital produtivo heterogêneo possibilitam uma reconfiguração da prática publicitária. Por meio dos resultados obtidos na pesquisa, pudemos comprovar o início de uma nova fase da publicidade, definida no estudo como Fase da Resistência.

Global warming, increasing greenhouse gases emissions, global pollution, exhaustion of natural resources... Those are all consequences of human activities on the environment. Today's world is facing major environmental challenges and sustainability has become a burning topic during the last decades. In our consumption-focused society, the concept of the sharing economy has emerged as an alternative to existing consumption patterns. Advocating the "use rather than own" principle, this concept has a true potential in terms of changing the way we consume and produce to lead to more sustainable behaviors. Current literature has investigated the motivations influencing the decision to participate in the sharing economy. Three main motivations have been highlighted: economic, social and environmental. Indeed, the sharing economy offers the possibility to save or make money, strengthen social ties and reduce one's ecological impact. Even though the environmental aspect plays a part in the decision-making process, it is unclear whether it is a determining factor or only a secondary concern. Thus, our study aims at developing an in-depth understanding of the motivations that drive people's participation in the sharing economy and the role of environmental sustainability. To fulfill that purpose, we have formulated the following research question: How important is environmental sustainability among the motivations to participate in the peer-to-peer sharing economy? To answer our research question, we conducted a qualitative study. We interviewed six French users of the collaborative carpooling platform Blablacar. Questions about the sharing economy in general and use of this specific platform were asked. These interviews allowed us to understand users' perceptions and attitudes towards the sharing economy and to make the connection with the environmental motivation. Our findings reveal that the environmental motivation exists and is part of the decision- making process. We could note a behavior change as the willingness to use collaborative platforms in the future is increasing. At the same time, a growing environmental consciousness has been expressed. However, the economic motivation still strongly prevails over the environmental and social motivations to engage in sharing activities. This observation leads us to conclude about the uncertain future of the sharing economy as a more sustainable consumption pattern.

Mobila enheter är idag en stor del av våra liv och har förändrat hur vi gör många av våra vardagsaktiviteter, såsom att läsa en bok eller att se sitt favoritprogram. Detta har också lett till förändringar i våra utbildningar eller mer specifikt hur vi lär oss och lär ut till andra [1]. Den snabba tillväxten av teknologi har haft en stor påverkan på vår utbildning, vilket har lett till en anpassning av både strukturen av utbildningar och dess material [1, 2]. Teknologins utveckling har också möjliggjort den att kombineras med inlärningstekniker, som kollaborativ inlärning. Kollaborativ inlärning är baserat på konceptet att det naturliga sättet att lära sig är genom att kommunicera med varandra [4]. Kollaborativ inlärning är sammankopplat med de sociala aspekterna, där den stora uppgången av sociala plattformar har visat att de kan vara ett nytt och mer modernt utbildningsområde. Interaktionerna på dessa plattformarna har visat sig kunna skapa ett nytt digitalt område av kunskap [29].I denna uppsats så fortsatte utvecklingen av en Android-applikation kallad Vault. Vault är byggd på filosofierna mobile learning, relational learning och parkour. Mobile learning tillåter människor att lära sig var de än befinner sig [3]. I relational learning så existerar inte den traditionella student-lärarrelationen, där alla istället lär sig av varandra genom att dela med sig av sina idéer och erfarenheter [6]. Parkour, vilket även är känt som konsten av rörelse, är en filosofi där människor delar med sig av upplevelser medans de lär sig och hittar nya vägar att visa sina färdigheter [28]. Parkour har även ett fokus på att upprepa vad andra har gjort. Funktionerna som implementerades i Vault var baserade på en applikationsanalys där sociala och kollaborativa plattformar blev analyserade. Det undersöktes sedan hur dessa funktionerna kunde integreras med filosofierna som Vault är byggd på.Vault testades sedan av två idrottslärare under 10 dagar för att utvärdera applikationen med dess nya funktioner där de sedan intervjuades. Målet med intervjuerna var att få information om hur de nya funktionerna påverkade inlärningen samt användarupplevelsen jämfört med den gamla versionen som var producerad av Lindermans uppsats [5]. / Mobile devices is today a big part of our lives and it has changed how we do our everyday activities, such as reading a book or watching our favorite show. This has also caused changes in our education or more specifically how we learn and teach others [1]. The fast growth of technology has had a big effect on our education, which has led to the adaption of both the structure of education as well as the educational materials [1,2]. The development of technology has also allowed for it to combine with learning techniques, such as collaborative learning. Collaborative learning is based on the concept that the natural way to learn is by communicating with each other [4]. Collaborative learning is connected to the social aspects, where the big rise of social platforms have shown that they can be a new and more present-day education area. The interactions on these platforms have proved to be able to help create a new digital area of knowledge [29].In this thesis there was a continuation of development of the Android application Vault. Vault is built upon the philosophies of mobile learning, relational learning and parkour. Mobile learning allows for people to learn at any time wherever they are [3]. In relational learning the traditional student and teacher relationship doesn’t exist, where instead everyone learns from each other by sharing ideas and experiences [6]. Parkour, also known as the art of movement [27], is a philosophy where people share experiences as they learn and find different paths to display their skills [28]. Parkour also have a focus on repeating what other people have done. The features implemented in the further development of Vault was decided by an application analysis where social and collaborative platforms were analysed. It was then examined how these features could be integrated with the philosophies that Vault was built upon. Vault was later tested on two physical education teachers which both had ten days to test out the application with its new features after which a interview followed. The goal of the interviews were to get information about how the new features affected the learning and user experience compared to the old version produced by Linderman’s thesis [5].