Made available in DSpace on 2016-03-22T17:26:14Z (GMT). No. of bitstreams: 1 dissertacao_Ana_Claudia.pdf: 3389645 bytes, checksum: b02563ac351d04f389cd162f0ee866f9 (MD5) Previous issue date: 2009-02-27 / The use of digital learning objects in a virtual classroom can be seen as a good strategy for the teaching of the Portuguese language, considering that if tools and students are no longer the same, there is no reason to keep the same methods. Thus, in an online writing course, some learning objects were prepared later used as data in this investigation and based on students needs analysis. The idea to choose a Learning Management System (LMS) to conduct the investigation is in part justified because online communication occurs solely through the written medium, which forces participants to show themselves and their needs in terms of formal language. The assumption is that these subjects, in a digital context, tend to put meaning over form, providing a genuine environment for the grammar topics to be treated. The main objective in this study is to investigate the use of digital learning objects in the development of writing skills for university students. Specific objectives include not only a description of learning objects as mediational means, in Vygotsky s tradition, but also an evaluation of their integration with other activities in an LMS environment, by analyzing students reaction to all these activities and examining their postings and comments. The results suggest that by starting from students needs, motivation is assured, the resources of online environment are more successfully used and the selected grammar topics become relevant for the students / O uso de objetos digitais de aprendizagem (ODAs) em uma sala de aula virtual pode ser uma boa estratégia para ensino de Língua Portuguesa afinal, se os meios e os estudantes já não são mais os mesmos, não faz sentido manter velhas fórmulas. Assim, em um curso de português redacional básico a distância foram propostos objetos digitais de aprendizagem instrumentos de coleta dos dados desta pesquisa , com conteúdo determinado pelas necessidades mostradas pelos participantes. A idéia de se escolher o ambiente virtual (AVA) para proceder à investigação justifica-se por a comunicação nesse espaço acontecer apenas por meio de textos escritos, o que "obriga" os participantes a mostrarem-se e às suas necessidades em relação à norma culta da Língua Portuguesa e pela atitude lingüística dos sujeitos pesquisados em ambiente virtual, onde costumam priorizar o conteúdo e preterir a forma, postura que demonstra de maneira mais genuína os tópicos gramaticais a ser discutidos. Em outras palavras, este trabalho de pesquisa tem como objetivo principal investigar o uso de objetos digitais de aprendizagem no incremento da produção textual de estudantes universitários. Ainda, apresenta como objetivos específicos não apenas caracterizar objetos digitais de aprendizagem na perspectiva vygotskyana de mediação, mas também avaliar a integração dos ODAs com as outras atividades desenvolvidas num Ambiente Virtual de Aprendizagem (AVA) e verificar a reação dos alunos no uso dos ODAs, analisando suas postagens e comentários no AVA. Entre os resultados obtidos está o fato de que, ao reconhecer as necessidades dos estudantes, cria-se demanda; reinaugurando-se as formas de ensinar tal qual os recursos dos ambientes virtuais de aprendizagem permitem , torna-se possível ensinar mais efetivamente os conteúdos da gramática

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No. of bitstreams: 1 PDF - Isaias Pessoa da Silva.pdf: 2207178 bytes, checksum: 8124cb5beb542876e9f557ec52a985b8 (MD5) Previous issue date: 2014-12-01 / This Master research aimed to investigate learning styles in Mathematics Course students in distance education mode (EAD) at UFPB and their relationship with the teaching materials. With theoretical assumptions in mathematics, as well as in researches developed by the authors: in distance education studies: Boyer (2010) and Roque (2012); for the teaching materials development area: Peters (2004), Litto & Formiga (2012); learning theories: Pais (2000), Barreto (2007) and Correa (2007), and learning style: Kolb (1984) . We have started with two initial questions: What are the main difficulties initially faced by Mathematics Course students in distance education mode? and How developed digital educational materials seek to face the students diversity in distance mode as well as different learning styles? Trying to look for answers to these questions our research was carried out at UFPB. The study was descriptive and exploratory, whose research subjects were eleven students of both sexes in the age group 25-49 years. We have used as tool a protocol adapted from Lima (2007), which was applied to students coursing the subject Mathematics for Basic Education I, in order to identify prevalent learning styles. In addition, we have used a semistructured interview. Data collection showed that the predominant learning style in those subjects was divergent and that most students interviewed listed the teaching materials used in the subject and the web access as the main obstacles in the teaching and learning process and also responsible for some failures. Data analysis also pointed out that students would like to have video classes as a teaching resource and emphasized its importance to succeed in learning. According to the presented results we can conclude that our objective was achieved, because we could identify the subjects learning styles and the main difficulties faced by those in this modality, furthermore, bring contributions for future research. / Esta pesquisa de Mestrado teve como objetivo investigar os estilos de aprendizagem dos alunos do Curso de Licenciatura em Matemática na modalidade EaD da UFPB e sua relação com os materiais didáticos. Fundamentada, teoricamente, na área da Matemática, nas pesquisas desenvolvidas pelos autores: Boyer (2010) e Roque (2012); nos estudos em EaD, buscamos apoio em Peters (2004), Litto e Formiga (2012); para a área de desenvolvimento de materiais didáticos, recorremos a Pais (2000), a Barreto (2007) e a Corrêa (2007), e para as teorias de aprendizagem, apoiamo-nos nos pressupostos teóricos de Kolb (1984) sobre os estilos de aprendizagem. Partimos de dois questionamentos iniciais: Quais as principais dificuldades enfrentadas inicialmente pelos estudantes de um Curso de Licenciatura em Matemática na modalidade EaD? e Como os materiais didáticos digitais desenvolvidos procuram atender à heterogeneidade dos alunos da modalidade a distância e aos diferentes estilos de aprendizagem? Procurando respostas para esses questionamentos, tivemos como lócus de pesquisa a EaD da UFPB, mais precisamente, o Curso de Licenciatura em Matemática dessa instituição. A pesquisa é de caráter descritivo e exploratório, cujos sujeitos pesquisados foram onze alunos de ambos os sexos na faixa etária de 25 a 49 anos. Utilizamos como instrumentos de pesquisa um protocolo adaptado de Lima (2007), que foi aplicado aos alunos da disciplina Matemática para o Ensino Básico I, para identificar quais os estilos de aprendizagem predominavam. Além disso, utilizamos uma entrevista semiestruturada. A coleta dos dados revelou que o estilo de aprendizagem predominante naqueles sujeitos é o divergente e que a maioria dos estudantes entrevistados apontaram o material didático utilizado na disciplina e o acesso à web como principais obstáculos no processo de ensino e aprendizagem e responsáveis por alguns fracassos. A análise dos dados apontou, ainda, que os alunos declararam que gostariam de ter tido como recurso didático as videoaulas e destacaram sua apresentados, podemos concluir que nosso objetivo foi atingido de maneira satisfatória, porquanto conseguimos identificar os estilos de aprendizagem dos sujeitos pesquisados e as principais dificuldades enfrentadas pelos alunos nessa modalidade e trazer contribuições para futuras investigações. importância para terem mais sucesso na aprendizagem. Diante dos resultados apresentados, podemos concluir que nosso objetivo foi atingido de maneira satisfatória, porquanto conseguimos identificar os estilos de aprendizagem dos sujeitos pesquisados e as principais dificuldades enfrentadas pelos alunos nessa modalidade e trazer contribuições para futuras investigações.

This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed. In conclusion the thesis, among other things, indicates that: - Social Science acquires informal features and pupils are independently designing their own digital Social Science material. - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility. - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning. - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide. - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface.           The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Submitted.

Från och med höstterminen 2018 är programmering en del av kursplanen i matematik, och har då placerats under det centrala innehållet för algebra. Trots att det inte är obligatoriskt förrän höstterminen har lärare redan börjat undervisa i programmering, och appar är då en populär lärresurs. Hur väl stämmer apparna för programmering överens med kursplanen i matematik, och hur väl lämpar de sig för undervisning på lågstadiet? Med utgångspunkt i dessa frågor gjordes en analys av 14 programmeringsappar som riktar sig till lågstadieåldrarna, 6-10 år. Studien är en kvalitativ innehållsanalys med en analysmodell som baserats på kursplanen i matematik, teorier om pre-algebra samt kriterier som lärare anser viktiga för en bra app. Studien visar att apparnas lämplighet för matematikundervisning varierar, men att det är de appar som är utformade som spel som stämmer bäst överens med kursplanen i matematik. Det är också dessa appar som har en pedagogisk utformning som lämpar sig bäst för undervisning på lågstadiet. Resultatet av studien ifrågasätter dock valet att placera programmering under algebra i läroplanen, då kopplingen däremellan inte är helt tydlig. / Starting in the fall of 2018, programming is a part of the Swedish curriculum for mathematics and has been placed under the core content for algebra. Even though it is not obligatory until the fall, some teachers have already started teaching about programming using apps as a digital learning resource. How well do the programming apps fit with the curriculum for mathematics, and how suitable are they to be used in primary school education? With these questions in mind an analysis was made of 14 programming apps for children 6-10 years old. The study is a qualitative content analysis with an analysis model based on the curriculum for mathematics, theories about pre-algebra and criteria that teachers believe to be important in the choice of a good app. The study shows that the apps’ suitability for mathematics education vary, but it is the apps that are designed as games that fit best with the curriculum for mathematics. These apps also have the pedagogical design that suits best for primary school education. The study’s results question the choice of placing programming under algebra in the curriculum, since the connection between the areas is not quite clear.

Made available in DSpace on 2015-05-14T12:36:34Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 5661315 bytes, checksum: 3d034c11f7bf03d07a9ae05ed27d1b5c (MD5) Previous issue date: 2012-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The increasing use of computers in schools has been changing the standard of education in Brazil and enabling teachers to interfere with solutions that make the learning process more participatory and interactive. In this scenario the Digital learning objects (DLO) have been shown to be useful. The DLO construction for web or digital TV involves , well as pedagogical knowledge, specific knowledge of computers making its production time consuming and expensive for educational institutions. The cheapness and speed of development of an ODA are crucial factors for improving educational performance. The objective of this work is to develop an authoring tool called DITV-Learning that makes it possible to prepare for the DLO interactive digital TV (TVDI), by professionals who have little skill in computer science. / O uso crescente de computadores nas escolas vem mudando o padrão de ensino no Brasil e possibilitando que professores interfiram em soluções que tornem o processo de aprendizagem mais participativo e interativo. Neste cenário, objetos digitais de aprendizagem (ODA) têm se mostrado úteis. A construção de um ODA para web ou para TV digital envolve, além de saberes pedagógicos, conhecimentos específicos de informática, tornando sua elaboração cara e demorada para as instituições educacionais. No entanto, o barateamento e rapidez na elaboração de um ODA são fatores cruciais para a melhoria do desempenho educacional. O objetivo deste trabalho é desenvolver uma ferramenta de autoria chamada DITV-Learning que torne possível a elaboração de ODA para a TV digital interativa (TVDI) por profissionais que possuam pouca habilidade em informática. Esta ferramenta promoverá a abstração da complexidade das linguagens de programação envolvidas no processo de produção de um ODA para TVDI.

This research is an attempt to obtain insight in the influence of ICT and the information society on the labour environment of the officers of the Netherlands Defence Organization and to determine the competence of those officers in a number of information, communication and technological areas associated with the changed ways of working in the information society as they are discussed in the literature. What was found is that a substantial number of officers are not fully prepared to participate in the new ways of working required in the information society. The implications of those findings for a digital learning environment for the Netherlands Defence Academy are discussed and a general model for information, communication and technological competencies for managers in the information society is proposed based on the results of the case study. / Thesis (PhD (Computer-Integrated Education))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Efter genomförd nulägesanalys kunde vi konstatera att det fanns ett behov och en önskan hos fritidshemslärarna att utveckla undervisningen med digitala verktyg. Utvecklingsarbetet syftade således till att utveckla undervisningen kring digitala verktyg samt att bidra till elevernas och lärarnas kunskapsutveckling genom digitala verktyg. Arbetet grundades på aktionsmodellen i planering, agerande, observation och reflektion. Arbetets utgångspunkt till att utgå ifrån elevernas och lärarnas intressen i hur varje aktion genomfördes, detta för att få en meningsfullhet och motivation i att genomföra uppgiften. Resultatet i aktionerna varierade beroende på elevernas innehåll i filmerna. Ett innehåll i till exempel musikvideo kunde mynna ut i ett lärande kopplat till dans och samarbete medan ett innehåll i legobygge visade på abstrakta färdigheter som tålamod. Lärarnas projekt skiljde sig en del från elevernas i exempelvis fokus. Lärarna lade mer fokus vid filmskapandet och att innehållet skulle anpassas därefter medan eleverna utgick från innehållet. Efter genomförda intervjuer visade lärarna på en utvecklad kompetens i området samt en nyfunnen vilja i att arbeta med digitala verktyg. Med utgångspunkt från resultatet kan ett sådant projekt med specifikt filmskapande utveckla undervisningen utifrån lärarnas perspektiv samt bidra till elevernas lärande genom motivation och meningsfullhet. / After conducting the current situation analysis, we were able to find that there was a need and a desire of the teachers to develop the teaching with digital tools. Thus, the development-oriented project aimed to develop the teaching with digital tools and contribute to the students' and teachers' konwledge through digital tools. The work was founded on the action-model in planning, action, observation and reflection. The starting point of the work is to take into account the interests of the students and the teachers in how each action was carried out, in order to gain a meaningful and motivation in carrying out the task. The results of the actions varied depending on the students' content in the films. Content in music videos, for example, could culminate in a learning linked to dance and collaboration, while content in lego building showed abstract skills as patience. The teachers' projects differed somewhat from the students'. The teachers put more focus on filmmaking and that the content would be adapted accordingly, while the students' focus was based on the content. After the interviews, the teachers showed a developed competence in the area as well as a newfound will to work with digital tools. Based on the result, such a project with specific filmmaking can develop teaching from the teachers 'perspective and contribute to students' learning through motivation and meaningfulness.

Mobiltelefoner används i dagsläget knappt som lärverktyg i matematikundervisningen trots att den digitala tekniken är en stor del av det svenska samhället. Genom mobile learning ges elever möjlighet att utnyttja mobiltelefonen som lärverktyg både i formella och informella sammanhang. Syftet med studien är att öka kunskapen om huruvida lärare ser mobiltelefonen som ett potentiellt lärverktyg i grundskolans tidigare år. Studien besvarar frågor om elva lärares inställning till och kunskap om mobiltelefonen, vad de ser som möjligheter och svårigheter med verktyget samt deras syn på mobile learning i utomhusmatematik. För att besvara dessa frågor används kvalitativa intervjuer och teorierna Technological Pedagogical and Content Knowledge och Radical-local teaching and learning. Resultatet visar att lärare generellt är positivt inställda till mobiltelefonen som lärverktyg och mobile learning, dock i olika utsträckning. Utifrån resultatet kan slutsatsen dras att lärare behöver fortbildning för att bli mer förtrogna med mobiltelefonens användning som lärverktyg i matematikämnet. / Cellphones are currently barely used as a learning tool in mathematics education, even though digital technology is a large part of the Swedish society. Through mobile learning, students are given the opportunity to use the cellphone as a learning tool in both formal and informal contexts. The purpose of the study is to increase knowledge about whether eleven teachers see the cellphone as a potential learning tool in the previous years of primary school. The study answers teachers' attitudes to and knowledge of the cellphone, what they see as opportunities and difficulties with the tool and their view of mobile learning in outdoor mathematics. To answer these questions, qualitative interviews and the theories Technological Pedagogical and Content Knowledge and Radical-local teaching and learning are used. The results show that the teachers in general are positive to the cellphone as a learning tool and the concept of mobile learning, but in varying degrees. Based on the results, it can be concluded that teachers need further training to become more confident to use cellphones as a learning tool in the subject of mathematics.

For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the study investigates the impact of teaching metacognitive strategy-based discussion and collaborative learning on students’ application of the reading strategies. It also investigates the influence of metacognitive strategy-based discussion (MS), collaborative learning (CL), and the combined use of MS and CL on EFL learners’ reading comprehension. Since an e-book dialogic environment epitomizes the main tenets of this study, the study equally explores how Saudi EFL learners perceive the effectiveness of the multimedia e-book environment on their overall reading comprehension. The participants were 115 Saudi female students at the intermediate college-level from the English Language Institution at a Saudi University. A mixed-methods quantitative-qualitative approach was employed. The findings showed impactful results for learners’ application of the reading strategies after being exposed to the treatment. Significant results were found on the effect of the metacognitive strategy-based discussion on learners’ reading comprehension. Collaborative learning showed a statistically significant influence on participants’ reading comprehension. However, the results did not show interaction between the MS and CL on students’ reading comprehension. Although teaching the MS with CL showed positive impact on students’ final reading scores, more research is needed to prove the efficacy of teaching MS with CL. The qualitative findings revealed that the MS-based discussion and collaborative learning was beneficial for EFL students in improving focus on the text, use of strategies, comprehension and reading performance. Participants evaluated the multimedia e-book features of discussion board, videos, glossing and illustrations based on their effectiveness. Both advantages and disadvantage of the e-book environment are addressed and compared to the traditional face-to-face classroom. The study concludes with pedagogical implications for EFL instructors, learners, and future researchers, and also provides limitations and recommended future research recommendations.

Dieser Band dokumentiert die Konzepte, Maßnahmen und Ergebnisse von zwölf Projekten zur Steigerung des Studienerfolgs und zur Vermeidung von Studienabbrüchen an der Technischen Universität Dresden im Zeitraum von 2016 bis 2020. Ihre Spannweite reicht von digitalen, web- und datengestützten Ansätzen über beratungsorientierte, diagnostische und praxisbezogene Angebote bis hin zur Verbesserung der Sprach- und Schreibfertigkeiten, der Studierfähigkeit und der Wissensvermittlung. Im Mittelpunkt stehen immer die Studierenden mit ihren Ansprüchen, Bedarfen und Problemen. Das Buch richtet sich zum einen an in der Praxis Handelnde sowie Entscheidende im Bereich Studienerfolg in Studienberatungen, an Fakultäten, Hochschulen und in der Politik. Herausforderungen und Erfolge der Projekte werden im Einzelnen dargestellt und übergeordnete Erfolgsbedingungen herausgearbeitet, damit zukünftige Maßnahmen an der TU Dresden und an anderen Hochschulstandorten in Sachsen und bundesweit davon profitieren können. Neben den Projektbeschreibungen enthält der Band einen Überblick zum aktuellen Stand der Theorien des Studienerfolgs, ein aus verschiedenen Perspektiven aufgenommenes und detailliertes Bild der Studierenden der TU Dresden auf Grundlage quantitativ empirischer Analysen und am Ende einen Ausblick auf die Studienerfolgsstrategie der TU Dresden. Das Buch richtet sich zum anderen somit auch an Wissenschaftlerinnen und Wissenschaftler, Lehrende und Studierende der Hochschulund Bildungsforschung sowie der Erziehungswissenschaft und der Qualitätsforschung. Leserinnen und Leser erhalten die Gesamtbilanz einer universitätsweiten Kraftanstrengung. Die Bemühungen zur Steigerung des Studienerfolgs an der TU Dresden stehen aber nicht am Ende. Das vorliegende Buch ist eine Basispublikation für entsprechende Anstrengungen und liefert dahingehende Anregungen.:Christian Schäfer-Hock, Franziska Schulze-Stocker, Henriette Greulich Fünf Jahre Anstrengungen zur Steigerung des Studienerfolgs an der TU Dresden-3 Andreas Sarcletti Studienerfolg und Studienabbruch-21 Robert Pelz, Franziska Schulze-Stocker, Stephanie Gaaw Determinanten der Studienabbruchneigung von Studierenden-53 Christin Engel, Meinhardt Branig Vielfalt als Herausforderung für Studierende und Universitäten-83 Matthias Heinz, Helge Fischer, Robin Heitz, Marcus Breitenstein, Thomas Köhler Das Studienassistenzsystem gOPAL-119 Annegret Stark, Fritz Hoffmann Online-Vorbereitungskurse Mathematik und Physik-153 Marlen Dubrau, Jana Riedel, Corinna Lehmann Flexibles Studieren an der TU Dresden-167 Franziska Schulze-Stocker, Anne-Marie B. Gallrein, Cornelia Blum, Michael Rockstroh, Ariunaa Ishig PASST?! Partnerschaft · Studienerfolg · TU Dresden-189 Petra Kemter-Hofmann, Grit Schuster Übergänge gestalten – Erfolg sichern!-225 Julia Kuß, Anja Abdel-Haq, Anne Jacob, Theresia Zimmermann Entwicklung von Online-Self-Assessments für Studiengänge der Ingenieurwissenschaften an der TU Dresden-241 Constantino Grau Turuelo, Oscar Banos García, Cornelia Breitkopf thermoEint: E-Assessments for International Students in Mechanical Engineering-271 Alice Friedland, Kathleen Oehmichen Studienbegleitende Deutschkurse mit Fachbezug an der Technischen Universität Dresden im Rahmen des Projektes »DaF trifft MINT«-305 Katharina Gabel-Stransky Internationalisierung des Studiums und des Campus durch sprachlich-interkulturelles Lernen (Studi-SPRiNT)-329 Christina Schulz, Christiane Einmahl Praxis statt grauer Theorie-343 Isabell Gall, Anja Schanze, Beatrice Schlegel Mentoring-Tutoring-Coaching-365 Nina Melching Das Schreibzentrum der TU Dresden-393 Henriette Greulich Teils heiter, teils wolkig-427 Christian Schäfer-Hock, Franziska Schulze-Stocker, Henriette Greulich Was bleibt nach fünf Jahren?-441