Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-03T13:23:39Z No. of bitstreams: 1 vandadelourdessantos.pdf: 1574100 bytes, checksum: 4956f307feeaaa101864605902d3370b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-07T15:39:45Z (GMT) No. of bitstreams: 1 vandadelourdessantos.pdf: 1574100 bytes, checksum: 4956f307feeaaa101864605902d3370b (MD5) / Made available in DSpace on 2018-05-07T15:39:45Z (GMT). No. of bitstreams: 1 vandadelourdessantos.pdf: 1574100 bytes, checksum: 4956f307feeaaa101864605902d3370b (MD5) Previous issue date: 2017-12-14 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute o baixo desempenho dos alunos do 3º ano do Ensino Médio, em Matemática, no SIMAVE/PROEB, em uma escola estadual de um município do interior de Minas Gerais. Os objetivos definidos para este estudo foram: I) descrever o funcionamento da escola, tendo como foco as ações desenvolvidas pela equipe gestora, no que compete ao desempenho dos alunos do Ensino Médio; II) analisar como são desenvolvidas essas ações, focalizando também o processo de apropriação de resultados e as intervenções resultantes dessa apropriação; III) propor plano de ação educacional que possa contribuir com a equipe gestora para minimizar o problema do baixo desempenho. Assumimos como hipóteses que o baixo desempenho em Matemática precisa ser analisado a partir de continuidades e descontinuidades de ações gestoras, associando tais análises a diferentes variáveis que constituem o universo investigado. Entendemos que a ausência de uma ação gestora que articule o trabalho coletivo, viabilizando uma prática docente associada à proposta curricular do estado, e, ainda, a ausência de ações específicas na disciplina de Matemática possam estar corroborando para a manutenção do quadro de fracasso escolar. Para tanto, escolhemos a pesquisa qualitativa como metodologia, sendo utilizados como instrumentos metodológicos a pesquisa documental, a entrevista e o grupo focal, com o intuito de melhor compreender ações de apropriação de resultados e gestão de resultados. Na mesma medida, buscamos investigar a interferência da constatação da manutenção de quadros de baixo desempenho na dinâmica da escola na visão do gestor e na visão dos professores. A partir disso, identificamos lacunas no processo de apropriação de resultados, a ausência do trabalho colaborativo e interdisciplinar, a desarticulação do currículo e o distanciamento das famílias. No plano de ação sugerimos estudo do currículo, o preenchimento das lacunas na apropriação de resultados das avaliações externas, o planejamento interdisciplinar e o trabalho de integração das famílias nas atividades extraclasse da escola. / This present work was developed under the Professional Master Degree in Management and Public Education Evaluation (PPGP) of the Centre for Public Policy and the Education Evaluation Centre of the Federal University of Juiz de Fora (CAED/UFJF). The management case to be studied evaluates the low performance of students from the 3rd grade of a high school in the SIMAVE/PROEB tests, in mathematics, in a small city in the Minas Gerais state. The objectives defined for these studies were: I) describe the school working environment, having in focus the actions developed by the managing team, in terms which concerns the students‘ performance in high school; II) analyse how those actions are developed, also focusing in the process of appropriation of results and the interventions which resulted of that appropriation; III) propose an educational action plan that can contribute with the managing team, in the actions to minimize the problem of low performance. It was taken as hypothesis that the low performance in Mathematics needs to be analysed from the point of view that the management actions suffered breaks of continuation and discontinuation, and associating those analyses to different variables that comprises the environment investigated. It was understood that the lack of a management‘s action which promotes a collective work, facilitating the teaching practice associated to the proposed curriculum by the State, and, still, the lack of actions, specific to the Mathematics subject, could be contributing to maintain the continuous framework of the school performance failure. Therefore, it was chosen the qualitative research as a methodology, the research in a documental basis, the group in focus, and a semi-structured interview with the school manager, the high school Mathematics teacher and with the Mathematics teacher of the last years of the high school period, as instruments to collect data with the objective to better understand the actions taken after the results appropriation and the management of these results. It was also investigated how this confirmation of maintaining the same framework of low performance, interfered in the school dynamic in the teachers and management‘s view. As a consequence, there were gaps in the process of appropriation of results, lack of a collaborative work and cross-disciplinary, the curriculum disarticulation and the disassociation of families. Therefore, the Action Plan presented, proposed the study of the curriculum, closing those gaps in the appropriation of results, the proper planning of cross-disciplinary and the work of integrating the families in the after-class activities of the school.

Made available in DSpace on 2014-08-20T13:48:19Z (GMT). No. of bitstreams: 1 Rafael_Fonseca_de_Castro_Dissertacao.pdf: 1052568 bytes, checksum: d3a5e08fbf6ff2ed74d6aa8e13a9e89e (MD5) Previous issue date: 2008-07-21 / This Masters dissertation had the intention to contribute to the discussion related to the use of Information and Communication Technology (ICT) and especially of Virtual Digital Technology (VDT) in Education. It adopted the principle that Education, like other parts of society, can also benefit from the sea of possibilities offered by the technologies, which have the potential to be powerful allies in the processes of teaching and learning. More specifically, this dissertation had the aim of investigating the learning processes that are characteristics of E-Learning as well as the influence of collaborative work upon such processes. The work has been based on the theoretical ideas proposed by the Socio-historical-cultural perspective whose main figure is Lev S. Vygotsky. This perspective, sprang from the principles of the dialectical materialism of Marx and Engels, explains that the typical human features are a result of the dialectical relationship between people and their environment. Vygotsky stated that a subject was a real, concrete and social individual whose singularity was a product of his/her belonging to a specific social-historical-cultural group. Based on such conception, this author theorized about the importance of the other for the learning process, idea expressed in the concept of Zone of Proximal Development. Such concept is fundamental for the understanding the importance of collaboration in Education idea further developed by Gordon Wells. The investigation, which had a qualitative and exploratory character, has been based on data collected through semi-structured interviews with six students enrolled in ELearning courses. The content analysis of data produced findings which suggest that: a) learning can happen in E-Learning; b) students can feel motivated in this educational modality; c) group activities are considered important, by the students, for their learning processes; d) the way courses organize the activities proposed to students can influence the occurrence of collaborative work, that may comes to arouse effective learnings, as the studied theory says; e) it is possible to constitute Communities of Inquiry in E-Learning. / Esta dissertação de Mestrado pretendeu contribuir primeiramente para a discussão sobre o aproveitamento das Tecnologias da Informação e da Comunicação (TICs) e das Tecnologias Digitais Virtuais (TDVs), em especial, pelos meios educacionais. Partiu-se do princípio de que a Educação, a exemplo de outros segmentos da sociedade, também pode usufruir do mar de possibilidades proporcionado pelas tecnologias, que apresentam potencial para se constituir em poderosas aliadas em processos de ensino e de aprendizagem. Especificamente, a dissertação teve como objetivo investigar algumas características dos processos de aprendizagem próprios da EaD e a influência do Trabalho Colaborativo (TC) nesses processos. O trabalho baseou-se na perspectiva Sócio-histórico-cultural da aprendizagem, que tem como representante mais importante Lev S. Vygotsky. Essa perspectiva, originada nos princípios do materialismo dialético, de Marx e Engels, entende que as características tipicamente humanas resultam da relação dialética entre as pessoas e o seu meio. Vygotsky afirmava entender por sujeito um indivíduo social, real e concreto, cuja singularidade se constitui enquanto membro de um grupo socialhistórico- cultural específico. Com base nessa orientação, esse autor teorizou sobre a importância do outro na aprendizagem - idéia expressa no conceito de Zona de Desenvolvimento Proximal. Esse conceito é fundamental para entender a importância do trabalho colaborativo em Educação temática aprofundada por Gordon Wells. A pesquisa teve caráter qualitativo e exploratório e baseou-se em dados coletados a partir de entrevistas semi-estruturadas realizadas com seis estudantes de cursos a distância. A análise de conteúdo dos dados produziu achados que sugerem que: a) pode haver aprendizagem efetiva na EaD; b) há possibilidade de que os alunos se sintam motivados nessa modalidade educacional; c) as atividades em grupo são consideradas importantes, pelos alunos, para suas aprendizagens; d) o encaminhamento das atividades propostas pelos cursos pode ser determinante para que haja atividades de TC, que pode vir a suscitar aprendizagens efetivas, segundo a teoria estudada; e) parece ser possível constituir Comunidades de Indagação na EaD.

This thesis investigates how high school students collaboratively solve naturally occurring spelling problems in an English as a foreign language (EFL) classroom in Stockholm, Sweden. The study is motivated by the scarcity of research on spelling solving, both in terms of the observable spelling practices adopted by the students and in terms of the collaborative management of spelling issues in the second/foreign language classroom. The theoretical and methodological framework is multimodal ethnomethodological conversation analysis (CA). The data consists of video recordings of ten EFL lessons that took place during five consecutive school days. The thesis focuses specifically on three spelling solving episodes and analyzes at the micro level the process by which the students go from initiating to closing the spelling solving sequence. In providing fine-grained accounts of the students’ verbal and embodied actions as they collaboratively attempt to solve the spelling problems, the thesis respecifies spelling solving strategies as observable spelling solving practices. The analysis demonstrates how the participants orient to spelling solving as an important form-focused activity. Moreover, the analysis shows how the students integrate different verbal and embodied resources as well as cultural artifacts to accomplish the spelling solving. Finally, the analysis demonstrates how the students’ relative orientations to individual versus collaborative achievements and their management of epistemic rights and responsibilities in completing the task influence the sequential organization and the outcome of the solving sequences. The thesis discusses the findings in relation to prior work on spelling solving and also points out potential implications for second/foreign language instruction that may be of use for current and future EFL instructors.

This paper reports on an on-line collaborative design project of which the final outcome was a comprehensive, international World-Wide Web database of experts in the field of Instructional Technology as part of a learning task for post-graduate students in the same field. The main objective of the study was to determine the extent to which computer-supported collaborative design without face-to-face contact could be used to create a useful resource in this field. Sub-questions that arose were: How does a computer-supported collaborative design process evolve in an open-ended learning environment? What support could student designers working on a real-life project expect from their peers and experts in the field? How does one judge the success of such a project? What direct benefits can students derive from computer-supported collaborative design? The iterative design process was explored by means of an action research case study methodology. Three sets of issues fundamental to constructivist learning in an open-ended virtual environment came under scrutiny, viz. collaborative and participatory design, computer-mediated collaboration and collaborative learning. lt was found that computer-supported collaborative design could be a highly effective method both of learning and of producing a valuable artefact. / Dissertation (MEd)--University of Pretoria, 2001. / gm2014 / Education Management and Policy Studies / unrestricted

Made available in DSpace on 2016-07-18T17:54:23Z (GMT). No. of bitstreams: 1 SOFIA_DISSERTACAO 23set.pdf: 355735 bytes, checksum: 19a53a44bf123b9f1ac39246725f1af0 (MD5) Previous issue date: 2014-06-30 / With the objective of analyzing the collaborative teaching practice in higher education, investigating their difficulties / limitations and advances as well as the context in which it occurs, this research used the method of critical collaborative action research and was developed with a public university teachers in Mato Grosso/Brazil. This study is justified by the need to promote collaborative teaching practice in higher education as a continuing training, focusing on teacher professional development and, consequently, to improve teaching and learning processes. To achieve this, three data collections consist of three steps were employed: in the first stage semi-structured interviews with 19 participants were conducted in order to profile them, the process of professional development and the limits and difficulties of their actions as a teacher; in second, documentary analysis was performed using the pedagogical design of the course, teaching plans and minutes of collegiate, to identify the conceptions of education and collective work records existed; finally, meetings with teachers were performed to critical reflection on collaborative action. The data collected indicated the existence of a balkanized work, because teachers gathered in various groups, according to your individual interests. The methodological paths provided by the critical-collaborative action research showed that, although the formation of a collaborative work is a route conquered the long term is an opportunity for learning and professional development, teachers showed that the participants during the discussions and possible be required. Hopefully, with this study, to extend the reflection of this practice to other groups to improve their teaching practice. / Com o objetivo de analisar a prática pedagógica colaborativa na educação superior, investigando suas dificuldades/limitações e seus avanços, bem como o contexto no qual ela ocorre, esta dissertação é resultado da pesquisa desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista, a qual foi desenvolvida pela metodologia de pesquisa-ação crítico-reflexiva com os docentes do Curso de Administração de uma universidade pública no estado de Mato Grosso. Justifica-se este estudo pela necessidade de promover a prática pedagógica colaborativa na educação superior como meio de formação continuada, visando o desenvolvimento profissional docente e, consequentemente, a melhoria dos processos de ensino e de aprendizagem. Para tal, foram empregadas três formas de coletas de dados constituídas em três etapas: na primeira fase foram realizadas entrevistas semiestruturadas com os participantes, a fim de traçar o perfil deles, o processo de desenvolvimento profissional e os limites e dificuldades de suas ações como docente; na segunda, foi realizada uma análise documental, utilizando o projeto pedagógico do curso, os planos de ensino e atas de colegiado, para identificar as concepções de educação e se existiam registros de trabalho coletivo; por fim, foram realizados encontros com os docentes para reflexão crítica sobre a ação colaborativa. Os dados coletados e analisados numa abordagem qualitativa indicaram a existência de um trabalho balcanizado, ou seja, os docentes reuniam-se em vários subgrupos, de acordo com os interesses individuais. Os caminhos metodológicos proporcionados pela pesquisa-ação crítico-colaborativa apontaram que, embora a formação de um trabalho colaborativo seja um percurso conquistado a longo prazo, é uma oportunidade de aprendizagem e de desenvolvimento profissional, que os docentes participantes mostraram durante as reflexões ser possível e ser necessário. Espera-se, com este estudo, estender a reflexão desta prática a outros grupos docentes, a fim que possa contribuir com sua formação pedagógica.

Fallende Hardwarepreise sowie eine zunehmende Offenheit gegenüber neuartigen Interaktionsmodalitäten haben in den vergangen Jahren den Einsatz von wandgroßen interaktiven Displays möglich gemacht, und in der Folge ist ihre Anwendung, unter anderem in den Bereichen Visualisierung, Bildung, und der Unterstützung von Meetings, erfolgreich demonstriert worden. Aufgrund ihrer Größe sind Wanddisplays für die Interaktion mit mehreren Benutzern prädestiniert. Gleichzeitig kann angenommen werden, dass Zugang zu persönlichen Daten und Einstellungen — mithin personalisierte Interaktion — weiterhin essentieller Bestandteil der meisten Anwendungsfälle sein wird. Aktuelle Benutzerschnittstellen im Desktop- und Mobilbereich steuern Zugriffe über ein initiales Login. Die Annahme, dass es nur einen Benutzer pro Bildschirm gibt, zieht sich durch das gesamte System, und ermöglicht unter anderem den Zugriff auf persönliche Daten und Kommunikation sowie persönliche Einstellungen. Gibt es hingegen mehrere Benutzer an einem großen Bildschirm, müssen hierfür Alternativen gefunden werden. Die daraus folgende Forschungsfrage dieser Dissertation lautet: Wie können wir im Kontext von Mehrbenutzerinteraktion mit wandgroßen Displays personalisierte Schnittstellen zur Verfügung stellen? Die Dissertation befasst sich sowohl mit personalisierter Interaktion in der Nähe (mit Touch als Eingabemodalität) als auch in etwas weiterer Entfernung (unter Nutzung zusätzlicher mobiler Geräte). Grundlage für personalisierte Mehrbenutzerinteraktion sind technische Lösungen für die Zuordnung von Benutzern zu einzelnen Interaktionen. Hierzu werden zwei Alternativen untersucht: In der ersten werden Nutzer via Kamera verfolgt, und in der zweiten werden Mobilgeräte anhand von Ultraschallsignalen geortet. Darauf aufbauend werden Interaktionstechniken vorgestellt, die personalisierte Interaktion unterstützen. Diese nutzen zusätzliche Mobilgeräte, die den Zugriff auf persönliche Daten sowie Interaktion in einigem Abstand von der Displaywand ermöglichen. Einen weiteren Teil der Arbeit bildet die Untersuchung der praktischen Auswirkungen der Ausgabe- und Interaktionsmodalitäten für personalisierte Interaktion. Hierzu wird eine qualitative Studie vorgestellt, die Nutzerverhalten anhand des kooperativen Mehrbenutzerspiels Miners analysiert. Der abschließende Beitrag beschäftigt sich mit dem Analyseprozess selber: Es wird das Analysetoolkit für Wandinteraktionen GIAnT vorgestellt, das Nutzerbewegungen, Interaktionen, und Blickrichtungen visualisiert und dadurch die Untersuchung der Interaktionen stark vereinfacht. / An increasing openness for more diverse interaction modalities as well as falling hardware prices have made very large interactive vertical displays more feasible, and consequently, applications in settings such as visualization, education, and meeting support have been demonstrated successfully. Their size makes wall displays inherently usable for multi-user interaction. At the same time, we can assume that access to personal data and settings, and thus personalized interaction, will still be essential in most use-cases. In most current desktop and mobile user interfaces, access is regulated via an initial login and the complete user interface is then personalized to this user: Access to personal data, configurations and communications all assume a single user per screen. In the case of multiple people using one screen, this is not a feasible solution and we must find alternatives. Therefore, this thesis addresses the research question: How can we provide personalized interfaces in the context of multi-user interaction with wall displays? The scope spans personalized interaction both close to the wall (using touch as input modality) and further away (using mobile devices). Technical solutions that identify users at each interaction can replace logins and enable personalized interaction for multiple users at once. This thesis explores two alternative means of user identification: Tracking using RGB+depth-based cameras and leveraging ultrasound positioning of the users' mobile devices. Building on this, techniques that support personalized interaction using personal mobile devices are proposed. In the first contribution on interaction, HyDAP, we examine pointing from the perspective of moving users, and in the second, SleeD, we propose using an arm-worn device to facilitate access to private data and personalized interface elements. Additionally, the work contributes insights on practical implications of personalized interaction at wall displays: We present a qualitative study that analyses interaction using a multi-user cooperative game as application case, finding awareness and occlusion issues. The final contribution is a corresponding analysis toolkit that visualizes users' movements, touch interactions and gaze points when interacting with wall displays and thus allows fine-grained investigation of the interactions.

No se puede ignorar que la cifra de espacios de coworking se ha incrementado a nivel mundial en los últimos años. En ese contexto, si se considera que muchas empresas planean seguir contratando bajo la modalidad de trabajo flexible, de consultoría, o incluso a trabajadores independientes, se puede proyectar un aumento significativo de estos espacios de trabajo.  Por otro lado, la literatura señala que la satisfacción laboral puede generar cambios en la productividad del trabajador, por lo que cabe plantearse la siguiente pregunta de investigación: ¿los espacios de coworking contribuyen a la satisfacción laboral?  En ese sentido, el objetivo de este estudio es analizar la relación entre los espacios de coworking y la satisfacción laboral. La metodología empleada fue el análisis documental. Para ello, se consultaron 60 artículos de investigación, de los cuales se obtuvieron 30 relacionados con coworking, espacios de coworking, trabajo colaborativo, trabajo flexible, satisfacción laboral, interacción social, intercambio de conocimientos y productividad en el periodo 2015-2020. Se determinó que los factores que intervienen a la dirección de la relación entre los espacios de coworking y satisfacción laboral son: la relevancia de los espacios de coworking; los espacios de coworking y el intercambio de conocimiento; los factores de la satisfacción laboral, la interacción social y la satisfacción laboral; y los factores motivacionales y la satisfacción laboral. Los resultados también indicaron que la satisfacción laboral es más alta en los trabajadores autónomos que en los asalariados. No obstante, existe una limitación respecto a los casos en que la interacción laboral cara a cara no es planificada, puesto que interrumpe la concentración y atenta contra la privacidad del trabajador, lo que finalmente conduce a que se manifieste la insatisfacción laboral. / The number of coworking spaces has increased worldwide in recent years. In this context, if it is considered that many companies plan to continue hiring under the modality of flexible work, consulting, or even independent workers, a significant increase in these workspaces can be projected. On the other hand, the literature indicates that job satisfaction can generate changes in worker productivity, so the following research question should be asked: Do coworking spaces contribute to job satisfaction? In that sense, the aim of this paper is to analyze the relationship between coworking spaces and job satisfaction. The methodology used is the documentary analysis. For this, 60 research articles were consulted, of which 30 related to coworking, coworking spaces, collaborative work, flexible work, job satisfaction, social interaction, knowledge exchange and productivity were obtained, in the period 2015-2020. It was determined that the factors that intervene in the direction of the relationship between coworking spaces and job satisfaction are the relevance of coworking spaces; coworking spaces and knowledge exchange; factors of job satisfaction, social interaction, and job satisfaction; and motivational factors and job satisfaction. The results also indicate that job satisfaction is higher in self-employed workers than in salaried workers, however, there is a limitation regarding the cases in which face to face work interaction is unplanned, since it interrupts concentration and is attentive against worker privacy, which ultimately leads to job dissatisfaction. / Trabajo de Suficiencia Profesional

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.

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. / 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.

Fansub consiste à traduire et à sous-titrer les produits médiatiques étrangers tels que des films, des feuilletons ou des animes par des internautes bénévoles. Ce phénomène est aujourd’hui très répandu en Chine. Les amateurs s’organisent en groupes de fansub pour accomplir ce travail en collaboration. Les groupes de fansub se caractérisent par la virtualisation du lieu de travail, l’hétérogénéité des membres, la liberté de participation, la collaboration et la non-commercialité. Leur processus de travail et organisation est aussi particulier. Dans ce mémoire, je me suis intéressée à l’apprentissage des fansubbers, un aspect peu étudié dans la littérature sur le fansub. Le fansub a été abordé sous l’angle d’une communauté de pratiques pour comprendre comment les fansubbers acquièrent de nouvelles connaissances et améliorent leur compétence linguistique en sous-titrant les films de langue étrangère. L’étude est basée sur l’observation participative dans un groupe de fansub chinois-français, Fansub Yueyue. J’ai fait de l’observation participante auprès de ce groupe de fansub pour recueillir des traces du travail et des interactions entre les membres. Dix fansubbers du groupe ont aussi été interrogés. Les analyses ont indiqué que le groupe de fansub démontre les trois caractéristiques essentielles d’une communauté de pratique : l’entreprise commune, l’engagement mutuel et un répertoire partagé. Cet ensemble favorise l’existence du groupe ainsi que l’apprentissage des membres. Aussi, par l’analyse des erreurs fréquentes des fansubbers et leur autoévaluation, nous concluons que les pratiques de fansub aident les membres à améliorer leur compétence linguistique. L’apprentissage a lieu pendant le processus de travail de sous-titrage ainsi qu’à travers les interactions entre les membres ou avec des personnes hors de ce groupe. / Fansubbing consists of translating and subtitling foreign mass media productions by netizens interested in these films, television programs or cartoons. This phenomenon is growing rapidly in Chinese cyberspace with the proliferation of the Internet and the increasing number of foreign language learners. Fansub groups are organized by passionate amateurs willing to accomplish this work together. Characterized by a virtual workplace, heterogeneity of members, voluntary participation, and the non-commercial nature of their production, fansub groups have attracted the attention of academic researchers. Previous studies have considered the cultural aspects of fansub, problems of legitimacy as well as the question of audiovisual translation quality. However, this study considers fansub groups as communities of practice in which learning occurs. Specifically, we examine how one group’s members acquire new knowledge and improve their language abilities through the practice of subtitling. The study is based on participant observation in a Chinese-French fansub group named Yueyue Fansub. We collected and analyzed information and documents created during the work process. We also conducted interviews with ten fansub group members to deepen our empirical understanding. Our analysis shows that the fansub group has all three of the characteristics deemed essential in a community of practice: joint enterprise, mutual engagement and shared repertoire, and that this combination supports the group as well as members’ learning. In addition, analysis of common mistakes made by fansubbers combined with their self-evaluations indicate that fansub practices help improve language ability. Learning takes place during the subtitling work as well as in and through interactions among group members or with people outside the group.