En médecine, le diagnostic est la démarche par laquelle le médecin, généraliste ou spécialiste vadéterminer l’affection dont souffre le patient, et qui va permettre de proposer un traitement. Il reposesur la recherche des causes (pathologie) et des effets (symptômes) de l’affection. Un diagnosticmédical efficace doit aujourd’hui int égrer des analyses multidisciplinaires tant au niveau des donnéesque des experts: et compte tenu de la r épartition géographique (par exemple de la désertificationm´ edicale), il peut être compliqué de réunir au même endroit les experts.L’ évolution des technologies de communication, en particulier Internet, a ouvert de nouvelles possibilités dans le domaine des applications collaboratives à distance et tout particulièrement celuidu t élé-diagnostic médical : par exemple un panel d’experts distants se réunit virtuellement parl’intermédiaire d’une salle d’examen virtuelle qui favorisera la collaboration afin de coproduire undiagnostic. Mais dans le domaine de la médecine, l’aspect médico-l égal est crucial, et il a freinéledéveloppement de ces pratiques à distances.Dans ce contexte, nous avons développé une plateforme appelée COOVADIS (COllabOrative VAscularDIagnoSis) qui permet la traçabilité dans de telles applications en s’appuyant sur trois ontologiesoriginales (ontologie de la pathologie, ontologie du diagnostic et ontologie de traçabilité). Cette plateformed’aide `a la collaboration entre professionnels de santé à été implémentée en mode SaaS(Software as a Service) sous la forme d’un serveur Web, et validé d’un point de vue théorique et clinique. / In medicine, physicians (general practitioner or specialist) realize a diagnosis to determine patients’disease and propose an adapted treatment. This diagnosis is based on research of causes (pathologies)and effects (symptoms) of affection. Today, to realize an effective medical diagnosis, it isimportant to realize a multidisciplinary analysis at a data level. But it is also important to make worktogether experts from different domains. A problem can happen if these experts do not work in thesame place. Thus, how is it possible to ease the way to collaborate together?With evolutions of communication technologies and more particularly Internet, it is easier to developremote collaborative applications. One of the fields covered by theses applications is telemedicineand telediagnosis. Thus, a remote panel of experts can meet together virtually through a virtual roomto ease diagnosis collaboration and co-production. Despite everything, forensic aspects slowed downdevelopment of remote practices due to privacy and personal information sharing.In this context, we developed a platform called COOVADIS (COllabOrative VAscular DIagnoSis) thatenables traceability in such applications based on three original ontologies (pathologies ontology,diagnosis ontology and traceability ontology). This framework was implemented in SaaS (Softwareas a Service) as a web server, to support the collaborative work between health professionals. It wasalso validated from a theoretical and clinical point of view.

L’apparition et le développement depuis les années 2010 d’organisations professionnelles et extraprofessionnelles présentées comme collaboratives font évoluer notre perception du travail et les questions et problématiques qui lui sont spécifiques. Cette évolution vient notamment questionner la pertinence des modèles organisationnels actuels, ainsi que les modèles de gestion de son parcours professionnel. En effet, les pratiques collaboratives apparaitraient aujourd’hui comme un modèle stratégique de développement, puisque susceptible de répondre favorablement à la fois aux demandes de nature économique et aux demandes de nature sociale. L’objectif de ce travail est de mettre en évidence les conditions initiales et les facteurs de maintenance susceptibles de soutenir la mise en oeuvre de tels fonctionnements collaboratifs. Pour cela notre objet sera étudié dans une perspective à la fois organisationnelle – identifier les théories et modèles organisationnels permettant de penser et mettre en oeuvre ces fonctionnements ; épistémologique et politique – mettre en évidence les valeurs et croyances sur lesquelles ces modèles se construisent et puisent leur légitimité ; psychologique – examiner la façon dont sont vécues ces injonctions par les personnes concernées pour identifier les facteurs facilitants ou limitants. Au moyen de plusieurs recueils de données (1014 offres d’emploi, 100 images représentant le collaboratif et 10 entretiens approfondis auprès de travailleurs collaboratifs), nous avons pu dégager et éclaircir le paradoxe d’un modèle organisationnel apparaissant dans la seconde moitié du XXe siècle mais ne se développant que des dizaines d’années après en réponse à une certaine configuration socio-économique. Nos résultats confirment aujourd’hui une véritable actualité du collaboratif, notamment dans sa dispersion dans de nombreux domaines professionnels et extraprofessionnels et la diffusion de certains éléments d’un discours lui étant propre dans les sphères professionnelles. Ce développement passe notamment par l’apparition de profils organisationnels et individuels hybrides, ayant intégré tout ou partie des valeurs et principes propres à ces logiques réticulaires. / The development of collaborative organizations since the 2010s questions the relevance of the current organizational models, as well as the models of career management. Collaborative practices appear today as a strategic development model, because they are more likely to both answer favorably to economic and social requests. The objective of this work is to highlight the initial conditions and the factors of maintenance able to support the implementation of such functioning. We employed a three levels analysis: organizational - to identify theories and organizational models allowing to think and to implement these functioning; epistemological and political - to highlight values and beliefs on which these models build themselves and draw their legitimacy; psychological - to examine the way these orders are lived by the concerned people. By means of several datacollections (1014 job offers, 100 images representing the collaborative and 10 extensive interviews with collaborative workers) and qualitative and quantitative analysis, results collaborative topicality, in particular in its late appearance in answer to a specific economic and social environment and the broadcasting of idiosyncratic elements of speech in the professional sphere. This development can be seen in particular in the appearance of hybrid organizational and individual profiles, having integrated all or part of the values and peculiar principles to these reticular logics.

This thesis explores the use of the World Wide Web asinfrastructure for collaboration among small or middle sizedgroups. A collection of Web-based tools has been developed,whose main characteristic is that they allow users to makeannotations to shared documents. These Web annotations form adialogue that is persistent and immediately accessible to theusers. Special interest has been devoted to observing howcollaborators make use of a common space where Web-documents aswell as Web-annotations are organized and stored. This commonspace has been called a domain. We have also tried a novel method for the design ofcollaborative Web-based systems, called“designing frominside”. It is based on communication between the usersand the designer in the form of a dialogue, which is generatedand presented“inside”the system that is beingdeveloped. In this way, users can make comments about theirexperience using the tool while in the appropriate context.Comments by the users as well as the designer's replies areshared with other users. In this way the users become involvedunobtrusively in the design process of the tool. One of the tools, DHS, has been used in longitudinal studieswithin courses where students also met regularly in theclassroom. In one contextthe students used the DHS as adiscussion or annotation tool for documents that they hadwritten. Within this framework, we also explored how secondlanguage students collaboratively made use of the tool toaccomplish a task that is normally done individually (readingcomprehension). Col·lecció is the latest version of the DHS. Themost important change in this tool is that users can add theWeb-documents to the domain themselves. This gives a newperspective to the tools because it can work as a collectivebookmark system. This system has been used in three casestudies in which a distributed and co-located group discussed acollection of Web-documents. Another system in the family is Col·laboració,which is oriented to supporting collaborative writing tasks. Itfocuses primarily on the communication needs co-authors mighthave around a shared document that is being produced. Thesystem also allows for on-line revision and for generatingversions of the document. This system has been used in 8 casestudies, where we have observed the users’interaction andexplored the possibilities that the Web offers to collaborativewriting. For example, co-authors can use the commenting spaceas a“window to the Web”, as the Web provides a hugeamount of information that can be relevant during the writingprocess. One of the characteristics of all these tools is that theypresent the comments in chronological order. No threadingmechanism is used, although several users have requested athreaded presentation of the comments. This design choice isbased on the belief that with threading of comments, the focusof the discussion could drastically divert from its originaltopic, the document. In our observations, a dual discoursecontext is often found in the comments referring both to aprevious comment and to the shared document. To facilitateorientation in the discussions, we have also developed avisualization tool called Domain Interactivity Diagram (DID),designed to work together with the other systems. The studies show that the Web offers a suitableinfrastructure for text-based discussions in which the documentcan be given a prime role. It also emerged that the integrationof email was appreciated by users mainly because it wasconsidered as a reminder of the task. In educational settings,students valued the possibility to go through many exampleswritten by other students in comparison with the traditionalway. Also the dialogue formed by the comments was astraightforward way to promote collaboration amongstudents. WWW, discussion, annotation, design, writing, collaborativework, asynchronous communication, text-based communication.

None

<p>This thesis explores the use of the World Wide Web asinfrastructure for collaboration among small or middle sizedgroups. A collection of Web-based tools has been developed,whose main characteristic is that they allow users to makeannotations to shared documents. These Web annotations form adialogue that is persistent and immediately accessible to theusers. Special interest has been devoted to observing howcollaborators make use of a common space where Web-documents aswell as Web-annotations are organized and stored. This commonspace has been called a domain.</p><p>We have also tried a novel method for the design ofcollaborative Web-based systems, called“designing frominside”. It is based on communication between the usersand the designer in the form of a dialogue, which is generatedand presented“inside”the system that is beingdeveloped. In this way, users can make comments about theirexperience using the tool while in the appropriate context.Comments by the users as well as the designer's replies areshared with other users. In this way the users become involvedunobtrusively in the design process of the tool.</p><p>One of the tools, DHS, has been used in longitudinal studieswithin courses where students also met regularly in theclassroom. In one contextthe students used the DHS as adiscussion or annotation tool for documents that they hadwritten. Within this framework, we also explored how secondlanguage students collaboratively made use of the tool toaccomplish a task that is normally done individually (readingcomprehension).</p><p>Col·lecció is the latest version of the DHS. Themost important change in this tool is that users can add theWeb-documents to the domain themselves. This gives a newperspective to the tools because it can work as a collectivebookmark system. This system has been used in three casestudies in which a distributed and co-located group discussed acollection of Web-documents.</p><p>Another system in the family is Col·laboració,which is oriented to supporting collaborative writing tasks. Itfocuses primarily on the communication needs co-authors mighthave around a shared document that is being produced. Thesystem also allows for on-line revision and for generatingversions of the document. This system has been used in 8 casestudies, where we have observed the users’interaction andexplored the possibilities that the Web offers to collaborativewriting. For example, co-authors can use the commenting spaceas a“window to the Web”, as the Web provides a hugeamount of information that can be relevant during the writingprocess.</p><p>One of the characteristics of all these tools is that theypresent the comments in chronological order. No threadingmechanism is used, although several users have requested athreaded presentation of the comments. This design choice isbased on the belief that with threading of comments, the focusof the discussion could drastically divert from its originaltopic, the document. In our observations, a dual discoursecontext is often found in the comments referring both to aprevious comment and to the shared document. To facilitateorientation in the discussions, we have also developed avisualization tool called Domain Interactivity Diagram (DID),designed to work together with the other systems.</p><p>The studies show that the Web offers a suitableinfrastructure for text-based discussions in which the documentcan be given a prime role. It also emerged that the integrationof email was appreciated by users mainly because it wasconsidered as a reminder of the task. In educational settings,students valued the possibility to go through many exampleswritten by other students in comparison with the traditionalway. Also the dialogue formed by the comments was astraightforward way to promote collaboration amongstudents.</p><p>WWW, discussion, annotation, design, writing, collaborativework, asynchronous communication, text-based communication.</p>

<p>This thesis is concerned with shared virtual environmentsfor collaborative work. An important aspect of shared virtualenvironments is the avatar, the representation of the user inthe virtual world. The proper design of the avatar has been thesubject of considerable research, aimed at allowing the avatarsto express as much as possible of human non-verbalcommunication and, as it were, tie the user closer to thevirtual world.</p><p>I will go through the historical development of sharedvirtual environments and how the design principles for avatarshave followed the available technology over time. I describeearlier research on extending avatars and environments in orderto better support collaboration in virtual spaces. I will thendescribe a user study where pairs of subjects cooperated on aconstruction task, and the implications for design ofcollaborative applications in VEs that can be drawn from thisstudy. In particular I show how the subjects used the availableresources in the environment to negotiate a sharedunderstanding of the environment and the task. Some of thesubjects had no visible avatars, but still solved the task byusing the environment itself to orient themselves and drawattention to important features of the environment.</p><p>Following this, I and co-workers have designed virtualenvironments which have had no explicit avatars, nor have usedtraditional methods for navigation in 3D space, but ratherrelied on task-oriented features of the space, such asagglomerations of other users or interesting objects in orderto present a relevant view of the environment. A view positionmay be shared by several users, or be“unoccupied”,merely representing a potential site for interaction.</p><p>Based on these experiences, I make the claim that atraditional anthropomorphic avatar is neither necessary norsuffcient for successful collaboration in virtual spaces, butthe design of navigation and user representation is contingenton the specific application, some reasonable applications notutilising a user representation at all.</p>

L'effet paravent est une proposition contradictoire à l'effet Pygmalion. Les études de Rosenthal et Jacobson ont mis en évidence le fait que les attentes des enseignants ont comme résultat la tendance de l'élève à se conformer à ces attentes. Par conséquent, les élèves considérés comme susceptibles de s'épanouir arrivent à obtenir des résultats supérieurs aux résultats des autres élèves (et inverse pour les élèves faibles). Mais, les enseignants élaborent souvent des attentes en prenant en compte des éléments qui ne se situent pas dans une relation directe avec les performances scolaires. Le genre, l'origine ethnique, la classe socioéconomique, l'attractivité physique sont des facteurs qui influencent l'élaboration des attentes par les enseignantes, malgré leurs caractères moins fiables. L'essor des technologies, ces dernières années, leur utilisation massive et à grande échelle au niveau de la société, ainsi que leur introduction dans les écoles semblent offrir de nouvelles perspectives, y compris celle de l'amélioration des résultats des élèves, dus aux représentations erronées des enseignants à l'égard de potentiel cognitif de leurs élèves. En effet, avec les technologies, l'école trouve de nouvelles ressources pour accomplir sa mission. Compte tenu de ces nouvelles conditions de travail et d'apprentissages apportées par l'utilisation des technologies, un certain nombre de questions surgissent en lien direct avec les possibilités de changer les regards des enseignants concernant les performances des élèves, avec des effets bénéfiques sur l'image de soi des élèves et, pourquoi pas, sur leurs résultats scolaires. Pour répondre à ces questions, ce travail propose l'étude de l'effet paravent des TICE, autrement dit, la possibilité d'utiliser les TICE pour contrecarrer les effets d'attentes des enseignants sur les performances des élèves. Dans cette perspective, des technologies permettant l'assurance de l'anonymat apparaissent comme un élément susceptible de briser la relation classique maître-élève / The screening effect is opposite proposal to the so called Pygmalion effect. Early studies of Rosenthal and Jacobson had proven the pupils' tendency to reach teacher's expectations concerning theirs scholar performances. It follows that the students considered as promising get usually better results than the others (and contrary, those one considered as weak got lower results). Nevertheless the teacher expectations are sometime based on facts that are not direct linked to the scholar performances. Despite theirs reliability, the gender, the ethnical origin, the social level and physical attractiveness are factors that can contribute in establishing these expectations. The development of ICT in last decades and subsequently their massive use in society (particularly in scholar environment) offers completely new opportunities and perspectives. The aim of present thesis is to study the impacts of these technologies within situations when a relatively poor level of scholar achievements has like source a possible wrong estimation of teachers concerning the scholar potential of theirs students. We can say that by using these new technological achievements the school is finding in fact new tools for achieving its important mission. Currently, intensive efforts are made on studying how this completely new educational work environment and the particularities of these new techniques can influence teachers' regard on scholar's performances with positives effects on the self-esteem of the students or even on their scholar achievement. Trying to answer to some of these questions, the aim of present work is to study the screening effect of ICT, thus the possibility of using ICT to diminish the effects of teaching expectances on the scholar performances of the students. In this context, using ICT to hide the student identity seems to break the classical student teacher interaction

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-04-06T14:19:12Z No. of bitstreams: 1 arquivototal.pdf: 1979144 bytes, checksum: 58f21e34c09f8edb0f0def32db8fb6c8 (MD5) / Made available in DSpace on 2017-04-06T14:19:12Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1979144 bytes, checksum: 58f21e34c09f8edb0f0def32db8fb6c8 (MD5) Previous issue date: 2016-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / For the internet to be seen as a useful tool in the aid of school research, resources should be made available to guide the student because of the numerous activities that are normally requested in a school context. Given this preeminent need, we decided to carry out this study, observing of the use of Webquest by the students and using a group questionnaire as our main study source. As a complementary source, the teacher‟s point of view on the application of this methodological resource and its results was used, aiming to improve teaching. This proposal, anchored in the theoretical assumptions postulated by Lévy (2010), Marcuschi and Xavier (2005), and Moran (2013), seeks to verify the role of Webquest as facilitator on internet research process by 8th grade students in a public school in the city of Campina Grande, Paraíba; to improve the digital literacy of students participating in this research; to check if the use of Webquests provides the cooperative and/or collaborative work in the school context; and to investigate the role of the teacher in the use of this technological tool in the classroom context. The methodology guiding the research was defined from a qualitative nature, as a way of giving voice to the people involved. This type of research allows researchers to obtain descriptive data through direct and interactive contact with the situation under study and enables them to understand phenomena according to the perspective of the participants on the studied situation. From that point, the researchers can situate their interpretations. In the case of this research project, it is necessary to situate and construct dynamism of approximation to the process of knowledge acquisition through the internet for school research. Hence, the option of performing an action research with the insertion of the Webquest tool. The learning context promoted by the said Webquest alludes to practices that put the learner in contact with diverse knowledge within authentic activities of language use, which makes the student reflect and interact with these subjects, so as to build discursive competence between the learner and others. / Para a internet ser vista como uma ferramenta útil no auxílio de pesquisas escolares, deve-se colocar à disposição do aluno recursos que o orientem frente às inúmeras atividades que normalmente são solicitadas no contexto escolar. Diante dessa necessidade preeminente, decidiu-se realizar esse estudo, tomando como principal fonte observações da utilização da Webquest pelos alunos e questionário de grupo. Como fonte complementar, o ponto de vista do(s) professor(es) sobre a aplicação deste recurso metodológico e de seus resultados colhidos, visando a favorecer à prática docente. A proposta em tela, ancorando-se em pressupostos teóricos, postulados por Lévy (2010); Marcuschi e Xavier (2005) e Moran (2013) busca verificar o papel da Webquest como facilitadora no processo de pesquisa na internet por alunos do 8º ano do ensino fundamental em uma escola pública na cidade de Campina Grande, Paraíba; aprimorar o letramento digital dos educandos, participantes da pesquisa; checar se a utilização de Webquests proporciona o trabalho cooperativo e/ou colaborativo no contexto escolar e investigar o papel do professor na utilização dessa ferramenta tecnológica no contexto de sala de aula. A metodologia norteadora da pesquisa definiu-se a partir da natureza qualitativa como uma maneira de dar voz às pessoas envolvidas. Esse tipo de pesquisa permite a obtenção de dados descritivos mediante contato direto e interativo do pesquisador com a situação objeto de estudo, possibilitando que este entenda fenômenos segundo a perspectiva dos participantes da situação estudada e a partir daí situe suas interpretações. Necessário se fez, no caso deste projeto de pesquisa, situar e construir um dinamismo de aproximação do processo de aquisição do conhecimento na pesquisa escolar através da internet. Daí a opção de se realizar uma pesquisa-ação com a inserção da ferramenta Webquest. O contexto de aprendizagem promovida pela referida WebQuest alude a práticas que põem o educando em contato com diversos saberes, dentro de atividades autênticas de uso da língua, que o fazem refletir e interagir com estes conteúdos, de modo a construir consigo e com os outros sua competência discursiva.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-10-09T18:30:56Z No. of bitstreams: 1 elsilenelavaredanogueira.pdf: 909175 bytes, checksum: f5124499068671c59ab1314bbf8327a1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T12:57:38Z (GMT) No. of bitstreams: 1 elsilenelavaredanogueira.pdf: 909175 bytes, checksum: f5124499068671c59ab1314bbf8327a1 (MD5) / Made available in DSpace on 2018-10-16T12:57:38Z (GMT). No. of bitstreams: 1 elsilenelavaredanogueira.pdf: 909175 bytes, checksum: f5124499068671c59ab1314bbf8327a1 (MD5) Previous issue date: 2018-07-31 / A presente dissertação investiga os fatores influentes na melhoria dos índices educacionais em uma escola dos anos iniciais do Ensino Fundamental, em Manaus. Os objetivos definidos foram: analisar as práticas gestoras e docentes influentes nos índices educacionais; descrever as avaliações externas (Prova Brasil e SADEAM) e os dados da escola; analisar quais fatores do contexto escolar tem contribuído para a melhoria dos resultados e propor a sistematização de um banco de práticas internas com o propósito de documentar as práticas que refletem nos resultados da escola, de modo que ela tenha suas principais práticas documentadas como forma de uma identidade institucional. O objeto desse estudo foi uma escola de tempo integral que se destaca por seus resultados nas avaliações em larga escala. Assumimos como hipótese que a simples ampliação de carga horária escolar não é o fator principal dos resultados, mas sim as práticas de gestão e pedagógicas ali existentes. Utilizamos como fonte de dados as avaliações externas, sendo elas: o Índice de Desenvolvimento da Educação Básica (IDEB) – aferido a partir da Prova Brasil – e o Sistema Estadual de Desempenho do Estado do Amazonas (SADEAM). A metodologia utilizada foi o estudo de caso com perspectiva qualitativa. A partir das questões levantadas na pesquisa e posterior análise, é apresentado um conjunto de proposições para a instituição a fim de melhor organizar as ações internas recorrentes na escola. / This present dissertation investigates the influential factors linked to the improvement of the educational indexes in a school that gives classes for beginners students of an Elementary School in Manaus. The core aimed objectives are: to analyze how the management practices and teachers approaches have got to do with the educational performance index achieved; to describe the Brazil Educational Evaluations Tests (Prova Brasil and SADEAM) and the school performance score data achieved; to analyze which factors within school context have contributed to the improvement of the results; to propose a systematization of a written guidance including school own actions and initiatives, aiming to issue a kind of school-booklet-practices that lead to the performance achieve by the school. This written document would represent “The School Institutional Approaches Identity”. The object of this study was a Full-Time Elementary School that stands out for its amazing growing results in large-scale evaluations. We hypothesized that, not only the simple increase of school class hours, is the main factor of the results achieved. But also the management style and pedagogical practices that have been carried out within school. We used external evaluations as data source as it is: the Basic Education Development Index (IDEB) - measured from the Brazil Test; The State System Performance Evaluation of The Amazonas’ State (SADEAM). The methodology applied was “Case Study” focused at Qualitative Perspective. Based on the questions raised in the research template and after all analysis, some suggestions are presented out to this school aiming to provide ideas on how to organize and document its internal teaching actions and practice in a better systematic way.

PurposeThe purpose with thisstudyis to find out how preschool teachers describe their individual and collaborative work in relation to handling and preventing the children’s conflicts. Further the objective is to discover therole of the individual pedagogue, and the teacher team have in conflict situations. To discover the relevance of the teacher teamin the children’s conflicts,the studywill also evaluate how the collaborative work within the teamcan be made possible. Research methodThe data has been collected by interviews to research how the preschool teachers describe the individual, and collaborative work with conflicts, and how they perceive the work with conflicts.ResultsThe study shows that the preschool teachers find thatit’s important to handlethe conflicts that emerge among the children. Although the collaborative work within the teacher teams varied, the teachers still found it of importance of handlingthe conflicts within the group. According to the preschool teachers, the reason that the collaborative work is crucial is because a lack of organization between the pedagogues, results in inconsistent methods for handling the children’s conflicts. An organized teacher team is also important because the collaboration allow the children to develop and learn from their conflicts.