A distributed online curriculum and courseware (DONC2) development model is proposed in this study. Collaborative courseware development teams which may work in distributed academic or private institutions who need to develop higher quality, reduced cost, on time products are the users of DONC2 development model. The related features from the disciplines of instructional design and software engineering were combined and concepts like usability, especially in terms of formative and summative evaluation, interoperability and reusability were integrated into the model. The research is conducted as a collective case study, including four cases with distinctive characteristics to reveal the several practices in online curriculum and courseware development work. The DONC2 development model was proposed using the results gathered from the investigated cases and a literature survey. The model uses the iterative incremental and agile software development approaches in order to overcome the disadvantages of other linear system development approaches. This enables building releasable products in short time periods with increased quality. Furthermore, continuous communication, evaluation and feedback as well as good project management and readiness to adapt to changes are integrated as the essential characteristics. DONC2 development model is different than previous linear and non-adaptive models in all of these aspects.

Master of Engineering (Research) / Educational standards are having a significant impact on e-Learning. They allow for better exchange of information among different organizations and institutions. They simplify reusing and repurposing learning materials. They give teachers the possibility of personalizing them according to the student’s background and learning speed. Thanks to these standards, off-the-shelf content can be adapted to a particular student cohort’s context and learning needs. The same course content can be presented in different languages. Overall, all the parties involved in the learning-teaching process (students, teachers and institutions) can benefit from these standards and so online education can be improved. To materialize the benefits of standards, learning resources should be structured according to these standards. Unfortunately, there is the problem that a large number of existing e-Learning materials lack the intrinsic logical structure required, and further, when they have the structure, they are not encoded as required. These problems make it virtually impossible to share these materials. This thesis addresses the following research question: How to make the best use of existing open learning resources available on the Internet by taking advantage of educational standards and specifications and thus improving content reusability?In order to answer this question, I combine different technologies, techniques and standards that make the sharing of publicly available learning resources possible in innovative ways. I developed and implemented a three-stage tool to tackle the above problem. By applying information extraction techniques and open e-Learning standards to legacy learning resources the tool has proven to improve content reusability. In so doing, it contributes to the understanding of how these technologies can be used in real scenarios and shows how online education can benefit from them. In particular, three main components were created which enable the conversion process from unstructured educational content into a standard compliant form in a systematic and automatic way. An increasing number of repositories with educational resources are available, including Wikiversity and the Massachusetts Institute of Technology OpenCourseware. Wikivesity is an open repository containing over 6,000 learning resources in several disciplines and for all age groups [1]. I used the OpenCourseWare repository to evaluate the effectiveness of my software components and ideas. The results show that it is possible to create standard compliant learning objects from the publicly available web pages, improving their searchability, interoperability and reusability.

Submitted by ALINE APARECIDA PEREIRA ZACHEU null (aline.apz@hotmail.com) on 2016-01-15T23:17:24Z No. of bitstreams: 1 dissertacao-aline-zacheu_final- autoarquivamento.pdf: 1563514 bytes, checksum: cc9bba64ce454b1e9c6d0adad32f9975 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-18T16:01:40Z (GMT) No. of bitstreams: 1 zacheu_aap_me_bauru.pdf: 1563514 bytes, checksum: cc9bba64ce454b1e9c6d0adad32f9975 (MD5) / Made available in DSpace on 2016-01-18T16:01:40Z (GMT). No. of bitstreams: 1 zacheu_aap_me_bauru.pdf: 1563514 bytes, checksum: cc9bba64ce454b1e9c6d0adad32f9975 (MD5) Previous issue date: 2015-12-17 / Não recebi financiamento / Nesse trabalho intentou-se, de maneira geral, compreender o processo histórico de uso e importância do livro didático, como material de ensino, em uma escola com características rurais do interior paulista. Para tanto, objetivos específicos foram: a) compreender o material didático oferecido pelo Estado de São Paulo, o Caderno do Aluno e Caderno do Professor; b) analisar o livro didático em seu processo histórico e em seu uso no cotidiano escolar atualmente; nesse caso a coleção didática de autoria de Roberto Catelli Junior, intitulada Conexão História; c) Entender as particularidades da escola, polo de pesquisa, aqui entendida como escola com características rurais, e seu processo de ensino-aprendizagem. Para tanto, foram realizadas entrevistas com professores da disciplina de História, para que fossem reconhecidas as práticas de trabalho com os materiais didáticos e suas considerações, como por exemplo, o processo de escolha do livro didático. As entrevistas com os estudantes possibilitaram uma visão prática da aprendizagem sob a perspectiva do aprendiz. Por fim, pensou-se a respeito da finalidade do material didático e sua importância histórica na educação brasileira e também seu uso e validade em variados espaços sociais e usos didáticos, identificando o livro como um material de valor cultural e mercadológico, ou seja, um objeto que é elaborado com a finalidade de atingir um público consumidor, no caso do Brasil, o Estado, por meio de programas nacionais. / The purpose of this work, in a general way, is to comprehend the historic method of use and importance of the didatic book, as a teaching stuff, in a school that has rural characteristics in the paulista country. For that, the specific objectivies were: a) to comprehend the didatic stuff offered by Estado de São Paulo, the Student’s book and the Teacher’s book; b) to examine the didatic book in its historical process na in its currently daily scholar use. In this care, the didatic collection from Roberto Catelli Junior, entitled Conexão História; c) to understand the school peculiarities, point of this research, here understood as a school with rural characteristics, and its processo f teaching-learning. For so, interviews were realized with History teachers, with the aim to recognize the working pratices with the didatic stuffs and its considerations, as a example, the choice processo f the didatic book. The interviews with the students enabled a learning pilot vision about the perspective from the learner. Finally, reasoned about the function of the didactic stuff and its historic concernment in the brazilian education and also its use and value in some social spaces and didatic uses, recognizing the book as a stuff with cultural and marketing value, or, as na object that is formulated with the aim to rearch a costumer public, in this case, from Brazil, the state, by national programs.

A educação a distância (EAD) tem sido visualizada pelas universidades públicas como uma modalidade importante para promover a interiorização e democratização do ensino público superior. Nesse sentido, o Governo Federal tem investido fortemente na criação, expansão e manutenção de cursos a distância. No bojo desse desenvolvimento há diversos aspectos que precisam ser considerados na oferta de um curso na modalidade, dentre eles destaca-se os recursos didáticos a serem disponibilizados, em especial, o material didático no formato impresso. Nesse sentido, na presente pesquisa, realiza-se um estudo sobre a produção textual de materiais didáticos para educação a distância, focando, sobretudo, o material didático impresso uma vez que existe uma demanda das instituições pela produção destes. Assim, como objetivo geral, tem-se oferecer aos professores autores subsídios que o auxiliem a realizar a produção textual do recurso pedagógico impresso. Para tanto, foram estabelecidos os seguintes objetivos específicos: identificar a concepção de linguagem dos professores autores; as estratégias lingüísticas utilizadas por eles na produção textual; verificar a receptividade de determinado tipo de material didático junto aos alunos e identificar as principais demandas dos alunos em relação ao material impresso. A pesquisa teve como base a análise de materiais didáticos comumente utilizados em cursos a distância, entrevistas e testes de preferência aplicados com alunos, professores autores e coordenação pedagógica de cursos de EAD da Universidade Federal Rural de Pernambuco. O trabalho contempla, sobretudo, a linguística textual e as perspectivas sociointeracionista e sociocognitivista como base teórica. Ao final da pesquisa, indicam-se algumas possibilidades para a elaboração de textos adequados à modalidade. Os resultados aqui alcançados poderão ampliar os estudos na área de linguagem, em sintonia com as questões atreladas ao contexto tecnológico / Distance learning (ODL) has been seen by public universities as an important modality to promote the internalization and democratization of higher education. In this sense, the Federal Government has invested heavily in creation and maintenance of distance learning courses. In this development there are several aspects that need to be considered in offering a course in modality, among them we highlight the teaching resources to be available, in particular, the teaching material printed. In this sense, in this present research, carried out a study on the production of textual materials for distance education, focusing especially the teaching material printed once a there is a demand for the production of these institutions. Therefore, as a general objective is to offer subsidies to author teachers that the help to make the text production of printed educational resource. Thus, were established the following specific objectives: to identify the author teachers conception of language; the linguistic strategies used by them in textual production and verify the receptivity of a particular type of teaching material next to the students and identify the main demands of the students towards the material printed. The research was based on the analysis of teaching materials commonly used in distance learning courses, interviews, tests preference applied with students, author teachers and pedagogical coordination of courses in ODL of Universidade Federal Rural de Pernambuco. The work includes, above all, the textual linguistics and the prospects sociointeractionists and sociocognitivist as a theoretical basis. At the end of the research, some possibilities are indicated for the elaboration of texts appropriate to the modality. The results achieved can expand our studies in language, in line with the issues linked to the technological context

Submitted by Ana Cristina Ramos (crisramos0806@yahoo.com.br) on 2018-09-26T01:07:38Z No. of bitstreams: 1 DISSERTAÇÃO - Ana Cristina Ramos.pdf: 7932643 bytes, checksum: c170162cf678bb2231b61814d5122d48 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-09-26T16:31:44Z (GMT) No. of bitstreams: 1 ramos_ac_me_bauru.pdf: 7932643 bytes, checksum: c170162cf678bb2231b61814d5122d48 (MD5) / Made available in DSpace on 2018-09-26T16:31:44Z (GMT). No. of bitstreams: 1 ramos_ac_me_bauru.pdf: 7932643 bytes, checksum: c170162cf678bb2231b61814d5122d48 (MD5) Previous issue date: 2018-07-24 / Essa pesquisa de caráter qualitativo teve como objetivo elaborar uma sequência didática pautada na Pedagogia Histórico-Crítica e se propôs a desenvolver um conteúdo específico da Geografia, intitulado “O campo e a cidade: aproximações e diferenças”. Os dados foram coletados por meio de entrevistas gravadas com alunos do 3º ano do Ensino Fundamental e professores da Escola Municipal de Ensino Fundamental “Prof.ª Iracema Leite e Silva”, localizada no município de Borebi/SP. Essa escola atende crianças da área urbana e rural e, em especial, alunos provenientes do assentamento “Loiva Lurdes”. Tal sequência resultou em um material didático digital capaz de auxiliar o professor no desenvolvimento de práticas que contribuam para a investigação sobre o uso dos recursos naturais com destaque para os usos da água em atividades cotidianas, de modo a contribuir para a conscientização e manutenção da água potável. / This qualitative research aimed to elaborate a didactic sequence based on HistoricalCritical Pedagogy and proposed to develop a specific content of Geography, entitled "The field and the city: approximations and differences". The data were collected through interviews recorded with students of the 3rd year of Elementary School and teachers of the Municipal School of Primary Education "Prof.ª Iracema Leite e Silva", located in the municipality of Borebi / SP. This school serves children from urban and rural areas, and especially from the "Loiva Lurdes" settlement. This sequence resulted in a digital didactic material able to assist the teacher in the development of practices that contribute to the investigation on the use of natural resources, highlighting the uses of water in daily activities, in order to contribute to the awareness and maintenance of water drinking water

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-19T15:29:31Z No. of bitstreams: 2 Dissertação - Andréa Pereira Pinto - 2015.pdf: 11600716 bytes, checksum: 8cf1204b5fd6415e436610c830969527 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-19T15:31:26Z (GMT) No. of bitstreams: 2 Dissertação - Andréa Pereira Pinto - 2015.pdf: 11600716 bytes, checksum: 8cf1204b5fd6415e436610c830969527 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-04-19T15:31:26Z (GMT). No. of bitstreams: 2 Dissertação - Andréa Pereira Pinto - 2015.pdf: 11600716 bytes, checksum: 8cf1204b5fd6415e436610c830969527 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-05-29 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The textbook has been a tool almost used unanimously, but that is not always availed carefully in the teaching-learning process. It is important to think over environmental education in a time which the human being see himself as an apart being, the reality seen today show an environmental disrespect, and the environmental education must be understood like part of the whole in the citizen formation, can’t be an isolated factor. The present paper analyzed the environmental issues in the textbook, adopted at the municipal and state school system at Jataí- GO city. The methodological approach consisted in the analysis of environmental content in the textbooks and the used teaching practices, so was focused to the followings environmental issues: the environmental education concept; Weather changes; defilement of water and air, and deforestation. It was applied questionnaires to municipal and state area coordinator, to professors, and students. In order to evaluate the practices used in class and the indicated in the courseware. Regarding to environmental issues confirmed that the books presented consistent matters: weather changes; defilement of water and air; deforestation, etc., with diversified content through text analysis, illustrations, paintings, graphics, maps, photographs, etc., which cause in students interest and curiosity of to know more. So, the book gives teacher support to make an interactive class with students, seeking an apprenticeship by the same leading them to a critical view about environmental issues. As for the teachers, they are integrated with the environmental issues by their theoretical knowledge , but also by the class practices with regards to the uses of different methodologies, like incentive to reading and diversified texts, by the projects development at schools in Geography matter and between another knowledge areas. / O livro didático tem sido um instrumento empregado de maneira quase unânime, mas que nem sempre é aproveitado de forma criteriosa no processo de ensino-aprendizagem. É importante refletir sobre a educação ambiental em um momento em que o homem desrespeita o ambiente, e a educação ambiental precisa ser entendida como parte do todo na formação do cidadão, não podendo ser trabalhada de forma isolada. O presente trabalho analisou as questões ambientais nos livros didáticos adotados nas redes municipal e estadual do município de Jataí-GO. A abordagem metodológica consistiu em analisar os conteúdos ambientais nos livros didáticos e os procedimentos de ensino utilizados; desta forma, foram enfocados os seguintes conteúdos ambientais: o conceito de Educação Ambiental; mudanças climáticas, poluição do ar e da água e desmatamento. Foram aplicados questionários aos coordenadores de área, aos professores e aos alunos, com a intenção de verificar as práticas trabalhadas em sala e as práticas sugeridas no material didático. Em relação às questões ambientais, verificou-se que os livros apresentaram, de forma correta, os assuntos: mudanças climáticas, poluição do ar e da água, desmatamento, dentre outros, com conteúdos diversificados por meio de análise de textos, ilustrações, pinturas, gráficos, mapas, fotografias, entre outros, provocando nos alunos interesse e curiosidades de saber mais. Desta forma, os livros dão suporte ao professor para trabalharem suas aulas de forma interativa com os alunos, visando a um aprendizado por parte dos mesmos, levando-os a uma visão crítica sobre o tema questão ambiental. Quanto aos professores, os mesmos estão integrados com as questões ambientais não só pelos seus conhecimentos teóricos, mas também devido à prática em sala de aula no que diz respeito ao uso de metodologias, como uso de leitura e texto, e pelo desenvolvimento de projetos nas escolas dentro da disciplina Geografia e em conjunto com as demais áreas do conhecimento.

M.Comm. / The traditional mode of distance education has been correspondence teaching. This mode makes use of study guides which can be authoritarian, pedantic and not learner-centered (Buitendacht, 1994: 2). Minimal use is made of media other than the written word and teaching flows mainly one way: from the lecturer to the student (lecture centered instead of student/learner centered). In the past Technikon SA's study material was no exception. When Technikon SA adopted the ILCDE model, the need for quality courseware was immediately identified. This led to the establishment of the Centre for Courseware Design and Development (CCDD). The task of the CCDD is to develop quality interactive, learnercentered, needs-driven distance education courseware for Technikon SA's learners. Courseware is designed in accordance with the needs and expectations of industry, always taking into account the learner profile. The project team approach is utilized in the management of course development. This approach incorporates business principles such as contracting, cost-effective production, effective scheduling, maintaining quality products and project management techniques. Each project team is multi-skilled and consist of a course writer, a moderator, editor, translator, graphic designer, graphic artist, DTP (Desk fop Publisher) operator and didactic adviser (i.e. instructional designer). The objective is to produce quality courseware for distance education. Quality courseware is defined as courseware that is interactive, reader-friendly, learnercentered and related to the needs of the workplace. Emphasis is shifted from a productorientated approach (where students were expected to memorize most of the work and to reproduce it as such) to the process-orientated approach focusing on mastery of subject content (CCDD Information Guidelines, 1995:1).

This study examined factors affecting withdrawal rates using a selection of high school and college-level courses from BYU Independent Study (BYU IS). Exposure to BYU Open Courseware (OCW) curriculum prior to registration had no significant effect on withdrawal rates. Prior enrollment in a BYU IS course had a statistically significant positive effect on withdrawal rates, a surprising result. Further HLM analysis of 83,707 students indicated that at least some of the variability in student withdrawal behavior at the high school level was influenced by prior enrollment, the online course format, and courses offered in the fine arts. For both high school and college courses, students enrolled in an online (rather than paper-based "correspondence") course were less likely to withdraw than their paper-based peers. Finally, for college courses, students enrolled in lower division courses were more likely to withdraw from their courses. Students enrolled in Career and Counseling, Engineering Technology, Life Sciences, Family Home and Social Sciences, College of Fine Arts and Communications, Marriott School of Business, or Religious Education courses were less likely to withdraw from their courses than students enrolling in courses from other colleges.

The thesis investigated the use of combination of sections using learning steps in the development of courseware presentation in the 3D Virtual Worlds platform. The technical objective of the study is to present the design of multisection strategy in developing healthcare course in 3D Virtual World online environment. The main aim of this study is to know the effects of multisection [objective, tutorial (with or without video), quiz and test] sections incorporation in an online 3D Virtual World towards the usability. The empirical research described in this thesis comprised three experimental phases. In the first phase, an initial experiment was carried out with 21 users to explore the usability and learning performance of courseware created using 3D the Virtual World platform of Second Life. The second experiment phase involved an experiment conducted with 30 users to investigate their perception, satisfaction and performance of the role of each main section involved in Virtual World courseware. In the third phase, a total of 30 users experimentally examined a unique approach to the use of video segment added in the Tutorial section of the OTQT framework. The overall obtained results demonstrated the usefulness of the tested multisection to enhance the development of healthcare course in an online learning of 3D Virtual World program. These results in three experiments provided a set of unique and empirically derived guidelines for the design and the use of three multisection frameworks to generate more usable courseware in the 3D Virtual Worlds of an online learning interface. For example, when designing avatars as animated virtual lecturers in e-learning interfaces, specific facial expression and body gestures should be incorporated due to its positive influence in enhancing learners¿ attitude towards the learning process.

This document is a multiple-article format dissertation that discusses the iterative design, development, and evaluation processes necessary to create high quality learning analytics dashboard systems. With the growth of online and blended learning environments, the amount of data that researchers and practitioners collect from learning experiences has also grown. The field of learning analytics is concerned with using this data to improve teaching and learning. Many learning analytics systems focus on instructors or administrators, but these tools fail to involve students in the data-driven decision-making process. Providing feedback to students and involving students in this decision-making process can increase intrinsic motivation and help students succeed in online and blended environments. To support online and blended teaching and learning, the focus of this document is student-facing learning analytics dashboards. The first article in this dissertation is a literature review on student-facing learning analytics reporting systems. This includes any system that tracks learning analytics data and reports it directly to students. The second article in this dissertation is a design and development research article that used a practice-centered approach to iteratively design and develop a real-time student-facing dashboard. The third article in this dissertation is a design-based research article focused on improving student use of learning analytics dashboard tools.