Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-11T21:52:15Z No. of bitstreams: 1 MariaDaConceicaoMonteiroCavalcanti_TESE.pdf: 2059878 bytes, checksum: fb27c9f985f7e0042178c9f87d1a814a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-10-17T19:51:44Z (GMT) No. of bitstreams: 1 MariaDaConceicaoMonteiroCavalcanti_TESE.pdf: 2059878 bytes, checksum: fb27c9f985f7e0042178c9f87d1a814a (MD5) / Made available in DSpace on 2016-10-17T19:51:44Z (GMT). No. of bitstreams: 1 MariaDaConceicaoMonteiroCavalcanti_TESE.pdf: 2059878 bytes, checksum: fb27c9f985f7e0042178c9f87d1a814a (MD5) Previous issue date: 2016-03-31 / A presente tese, intitulada ?A Expans?o do Ensino Superior a Dist?ncia no IFPB: Uma An?lise da Implanta??o do Curso de Gradua??o em Administra??o P?blica no ?mbito do Programa Nacional de Administra??o P?blica - PNAP?, objetiva analisar a pol?tica de expans?o do ensino superior na modalidade a dist?ncia no IFPB, tendo como refer?ncia a implementa??o do Bacharelado de Administra??o P?blica/PNAP e suas repercuss?es na cultura organizacional e no trabalho docente do IFPB Campus Jo?o Pessoa, partindo do pressuposto de que as modifica??es ocorridas no sistema educacional brasileiro entre o final do s?culo XX e o in?cio do s?culo XXI ocorreram em atendimento ?s pol?ticas de cunho neoliberal, orientadas por organismos internacionais, a exemplo do Banco Mundial e da Unesco. As diretrizes dessas pol?ticas para o ensino superior propiciaram a diversifica??o institucional e a utiliza??o da educa??o a dist?ncia como estrat?gias de expans?o. Essas novas orienta??es trouxeram para os Institutos Federais de Educa??o Ci?ncia e Tecnologia a amplia??o das suas compet?ncias e o desafio de ofertar a educa??o superior na modalidade a dist?ncia. A oferta do curso de Bacharelado em Administra??o P?blica no ?mbito do PNAP ? exemplo de a??es de expans?o induzida pela a??o do Minist?rio de Educa??o, em parceria com a Universidade Aberta do Brasil (UAB). A natureza desta investiga??o requereu sua instrumentaliza??o por meio da pesquisa qualitativa e de estudo de caso. Como procedimentos metodol?gicos, utilizou-se a an?lise documental e a entrevista semiestruturada, aplicada a gestores e docentes que atuaram no projeto BAP/PNAP/UAB. O estudo concluiu que, com a ades?o ? oferta do curso de Bacharelado em Administra??o P?blica EaD, o IFPB cumpriu seu papel enquanto institui??o da rede federal de atendimento a uma pol?tica p?blica, no entanto, a implementa??o de um curso dessa natureza sem uma estrutura adequada provocou v?rias mudan?as na cultura organizacional da institui??o. A utiliza??o da EaD em um espa?o institucional detentor de uma cultura muito forte de ensino presencial exigiu dos gestores e docentes uma nova postura profissional para se adequar ?s novas exig?ncias para o trabalho com a modalidade a dist?ncia. No que se refere ao trabalho docente daqueles que atuam no PNAP, este se apresenta com aspectos de intensifica??o e precariza??o, o que pode ocasionar preju?zo para a qualidade do curso desenvolvido na modalidade de EaD, comprometendo o desempenho da institui??o de modo geral. / The objective of this thesis is to analyse the policy for the expansion of higher education within the modality of long-distance learning at IFPB. The reference for this is the implementation of the Bachelor?s Degree in Public Administration/NPPA and its repercussion on the organizational culture and teaching work of the IFPB campus in Jo?o Pessoa. This proposal is relevant based on the modifications that occurred in the Brazilian educational system between the end of the 20th century and the beginning of the 21st century, which resulted from, amongst other aspects, the attending to of neo-liberal type policies that were put forward by international organisms like the World Bank and UNESCO. The directives of these organizations for higher education provided for flexibility, institutional diversification and the utilization of long-distance learning as expansion strategies. When you refer specifically to the Federal Institutes of Scientific and Technological Education, they increased their competences and the challenge of offering higher education in the modality of longdistance learning. The offering of the Bachelor?s Degree course in Administration in the ambit of NPPA is an example of expansion actions induced by the action of the Ministry of Education, in partnership with the Universidade Aberta do Brasil (UAB). In this way, the thesis is that a higher education expansion policy at IFPB, through long-distance learning, is provoking a restructuring of the institution, which traditionally offered presence-based courses including professors and methodologies appropriate for this type of education. With the creation of higher education courses through long-distance learning, this institution is gradually changing its organizational culture, based on the premise that long-distance learning requires from the teaching body the learning of new methodologies, and new teaching practices to take place outside of the classroom, and resulting in serious repercussions for the teaching body. This empirical investigation required the use of qualitative research and case studies. The methodological procedures used were the analysis of documents and a semistructured interview applied to managers and professors that are part of the Bachelor?s Degree in Public Administration/NPPA/UAB. The study concluded that, with the adhesion to the offering of the Bachelor?s Degree in Public Administration through Long-Distance Learning, IFPB fulfilled its role as an institution of the federal network attending to a public policy. However, the implementation of a course of this nature without an adequate structure for this demand provoked various changes in the organizational culture of the institution. The utilization of long-distance learning in an institutional space that has a very strong classroombased teaching culture demanded a new professional posture from the managers and professors in order to be able to attend to the new requirements of this work within the modality of long-distance learning. In relation to the teaching work of those that work within NPPA, this presented aspects of intensification and insecurity, which could result in harming the quality of the course developed within the modality of long-distance learning, thus compromising the general performance of the institution.

Submitted by Alexandre Soares (alexandredesoares@yahoo.com.br) on 2016-07-19T18:55:19Z No. of bitstreams: 1 ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Rever: Refer?ncia ABNT Tipo Nota de disserta??o/Tese Resumos Palavra Chave Ag?ncia Financiadora http://acervo.ufvjm.edu.br/jspui/handle/1/559 on 2016-07-21T16:41:55Z (GMT) / Submitted by Alexandre Soares (alexandredesoares@yahoo.com.br) on 2016-08-25T11:56:49Z No. of bitstreams: 1 ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-08-25T14:34:29Z (GMT) No. of bitstreams: 1 ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) / Made available in DSpace on 2016-08-25T14:34:29Z (GMT). No. of bitstreams: 1 ana_claudia_gon?alves_de_sa_jardim.pdf: 2780597 bytes, checksum: d9eec1a8b0363d83a670e343e46db8d0 (MD5) Previous issue date: 2015 / O trabalho apresentado teve como objetivo analisar a evas?o dos cursos a dist?ncia do Profuncion?rio, ministrados no Polo Sede de Te?filo Otoni do Instituto Federal do Norte de Minas Gerais, no ?mbito da Rede e-Tec Brasil. A investiga??o e a avalia??o dos fatores que levam ? decis?o do aluno em desistir de um curso a distancia ? quest?o relevante para as institui??es de ensino, para que, mediante o seu conhecimento, se possam tra?ar medidas eficazes na redu??o dos ?ndices. Foi utilizado para tais finalidades, o m?todo de estudo de caso, com uma abordagem quali-quantitativa, por meio de entrevistas com os tutores e coordenadores dos cursos EaD do Polo sede da Institui??o, bem como com os alunos evadidos, al?m de pesquisa documental e levantamento bibliogr?fico para compor o referencial te?rico. Os dados coletados atrav?s do levantamento (survey) foram analisados com o suporte da estat?stica descritiva, e servir?o de base para a??es futuras da institui??o. A partir da an?lise dos percentuais e motivos, a pesquisa revelou que foram os aspectos ex?genos os maiores causadores da evas?o nos cursos, com predomin?ncia da falta de tempo dos alunos para estudar, fazer as atividades e participar do curso, a sobrecarga e ac?mulo de atividades no trabalho, carga hor?ria de trabalho intensa, dificuldade em conciliar encontros presenciais com os s?bados letivos do calend?rio escolar e dificuldades em acompanhar o desenvolvimento do curso. / Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015. / The work presented aims to analyze the avoidance of distance learning courses of Profuncion?rio, taught at the Te?filo Otoni headquarters of the Federal Institute of North of Minas Gerais, within the Network e-Tec Brazil. The investigation and evaluation of the factors that lead to the student's decision to give up a distance learning course is the issue relevant to the educational institutions so that, through your knowledge, it can draw effective measures in reducing rates. It was used for such purposes, the case study method, with a qualitative and quantitative approach, through interviews with tutors and coordinators of EaD courses of the Polo Institution headquarters, as well as the dropout students, and documentary research and literature to compose the theoretical framework. The data collected through the survey were analyzed with the support of descriptive statistics, and form the basis for future actions of the institution. From the analysis of the percentage and reasons, the survey revealed that were exogenous aspects of the main causes of evasion in the courses, especially the lack of student?s time to study, do the activities and participate in the course, the overhead and activities accumulation at work, hours of intense work, difficulties in reconciling face meetings with academic Saturdays of the school year and difficulties in following the development of the course.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-05-23T19:00:06Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_leite_fernandes.pdf: 2460576 bytes, checksum: d929e82a2e47dac8f54b1a1d52ed28fb (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-06-05T14:49:36Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_leite_fernandes.pdf: 2460576 bytes, checksum: d929e82a2e47dac8f54b1a1d52ed28fb (MD5) / Made available in DSpace on 2018-06-05T14:49:36Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) warley_leite_fernandes.pdf: 2460576 bytes, checksum: d929e82a2e47dac8f54b1a1d52ed28fb (MD5) Previous issue date: 2017 / A Educa??o a Dist?ncia (EAD) tem-se confirmado como importante ferramenta de capacita??o a qualquer tempo e dist?ncia. Por?m, a maioria das Institui??es de Ensino tem encontrado dificuldades relacionadas ao grande n?mero de abandono dos cursos. Avan?os recentes em diversas ?reas da tecnologia possibilitaram o surgimento das Tecnologias da Informa??o e Comunica??o que se tornaram essenciais ? condu??o dos processos educacionais. Assim, imensos volumes de dados s?o gerados pela intera??o de usu?rios em Ambientes Virtuais de Aprendizagem (AVA). Esses dados ?escondem? informa??es ricas. Contudo, manipular tamanha quantidade de dados n?o ? uma tarefa simples. Neste sentido, uma solu??o promissora para extra??o de informa??o ? a Minera??o de Dados, que pode ser entendida como a transforma??o de dados brutos em conhecimento. Essa pesquisa apresenta um estudo para compreender os motivos do baixo desempenho dos alunos em cursos t?cnicos da EAD aplicando, para isto, o algoritmo de Classifica??o Associativa (CBA) em Minera??o de Dados Educacionais (EDM). Com o objetivo de gerar os melhores resultados preditivos de Classifica??o Associativa obtidos pelo CBA, aplicou-se o algoritmo de Regras de Associa??o denominado Predictive Apriori,ainda n?o empregados em trabalhos correlatos. Os resultados experimentais apontam que o CBA aplicado a Bases de Dados Educacionais atinge melhores resultados que os algoritmos de classifica??o tradicionais (alcan?ando uma marca de 85% de acur?cia). Mostrou-se tamb?m que o uso das ferramentas f?rum, quiz e folder t?m uma grande influ?ncia no desempenho dos estudantes. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Distance Education (EAD) has been confirmed as an important training tool at any time and distance. However, most educational institutions have encountered difficulties related to the large number of dropouts. Recent advances in several areas of technology have enabled the emergence of Information and Communication Technologies that have become essential to the conduct of educational processes. Thus, immense data volumes are generated by the interaction of users in Virtual Learning Environments (AVA). These data "hide" rich information. However, handling such a large amount of data is not a simple task. In this sense, a promising solution for information extraction is Data Mining, which can be understood as the transformation of raw data into knowledge. This research presents a study to understand the reasons of the low performance of students in technical courses of the EAD applying, to this, the Association Classification (CBA) algorithm in Educational Data Mining (EDM). In order to further improve the results obtained by the CBA, the Association Rules algorithm called Predictive Apriori, not yet employed in related works, was applied in order to generate the best predictive results of Associative Classification. The experimental results point out that the CBA applied to Educational Databases achieves better results than traditional classification algorithms (reaching a mark of 85% accuracy). It was also shown that the use of the forum, quiz and folder tools have a great influence on student performance.

Made available in DSpace on 2014-12-17T13:53:23Z (GMT). No. of bitstreams: 1 SueliMN.pdf: 3172318 bytes, checksum: 9831599e28fd9628bb94d87b79ca8ca6 (MD5) Previous issue date: 2009-09-14 / This work aims to describe how is occurring through the process of institutionalizing the Administration distance course of UFRN. To this end, structured into two parts: through research and analysis of content, sought to impound as if gave historic process of creation, as well as identify variables isom?rficas, proposed by Powell and DiMaggio (1991), on the actions undertaken, and still present, institutional actors-having been found three typologies; then investigated the process itself, analyzing the factors of institutionalization suggested Esman (1966-1972), internal structure doctrine, leadership programme, resources, links and exchanges, from the political plan educational course. As the research methodology was defined as qualitative, even though I used survey to collect, reviewed the second ANOVA. The results found in this step pointed out that only the doctrine and internal structure variables are consistent with the assumptions of model; we found for other, discharged indicated a gap between the political acts contemplated in teaching and the actions taken so far, unfavourable element to its legitimacy. However, although the implications found in the analysis of these factors suggest that this course can derive one more discontinuous Government proposal of distance course, this study believes that are still reasonable assistance to facilitate and promote the process aimed at strengthening the progress achieved so far in the success of its institutionalization / Este trabalho tem por objetivo descrever como est? ocorrendo o processo de institucionaliza??o do Curso de Administra??o a dist?ncia da UFRN. Para tanto, estruturou-se em duas partes: por meio de pesquisa documental e an?lise de conte?do, buscou apreender como se deu seu processo hist?rico de cria??o, bem como identificar vari?veis isom?rficas, propostas por Powell e DiMaggio (1991), nas a??es realizadas, e ainda presentes, dos atores institucionais - tendo sido encontradas as tr?s tipologias; depois, esquadrinhou o processo em si, analisando os fatores de institucionaliza??o sugeridos por Esman (1966, 1972) - doutrina, estrutura interna, lideran?a, programa, recursos, v?nculos e interc?mbios, a partir do Plano Pol?tico-Pedag?gico do Curso. Quanto a metodologia, a pesquisa foi definida como qualitativa, ainda que tenha utilizado survey para coleta, analisada segundo a ANOVA. Os resultados encontrados nessa etapa apontaram que apenas as vari?veis doutrina e estrutura interna est?o condizentes com as premissas do modelo; j? nos achados para as demais, o apurado indicou um hiato entre os atos previstos no Plano Pol?tico-Pedag?gico e as a??es executadas at? ent?o, elemento desfavor?vel ? sua legitima??o. Contudo, embora as implica??es encontradas na an?lise desses fatores sugiram que este Curso possa derivar em mais uma proposta governamental de EaD descont?nua, esse estudo acredita que ainda s?o cab?veis interven??es que favore?am e potencializem o processo, visando o refor?o dos progressos obtidos at? o momento no ?xito de sua institucionaliza??o

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:31:41Z No. of bitstreams: 1 KleberTavaresFernandes_DISSERT.pdf: 3094437 bytes, checksum: bdb3801626d482f58f739a586a06ea20 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-15T21:50:51Z (GMT) No. of bitstreams: 1 KleberTavaresFernandes_DISSERT.pdf: 3094437 bytes, checksum: bdb3801626d482f58f739a586a06ea20 (MD5) / Made available in DSpace on 2015-12-15T21:50:51Z (GMT). No. of bitstreams: 1 KleberTavaresFernandes_DISSERT.pdf: 3094437 bytes, checksum: bdb3801626d482f58f739a586a06ea20 (MD5) Previous issue date: 2014-08-25 / A evolu??o tecnol?gica tem tornado a Educa??o a Dist?ncia acess?vel para um maior n?mero de cidad?os em qualquer hora e em qualquer lugar. O aumento potencial da oferta de dispositivos m?veis integrados a ambientes de aprendizado m?vel permite que a informa??o saia dos ambientes f?sicos das institui??es de ensino, oportunizando a alunos e professores criarem cen?rios de aprendizagem geograficamente distribu?dos. Entretanto, muitos dos aplicativos desenvolvidos para estes ambientes ainda permanecem isolados uns dos outros e n?o se integram de maneira suficiente aos ambientes virtuais de aprendizagem (AVA). Esta disserta??o apresenta um modelo de interoperabilidade entre dispositivos m?veis e AVAs distintos baseado em webservices. Para a concep??o deste modelo, t?cnicas de engenharia de requisitos e arquitetura de software foram utilizadas. Com o intuito de mostrar a viabilidade do modelo foi desenvolvida uma aplica??o m?vel voltada para question?rios, al?m disso, as principais funcionalidades relacionadas com interoperabilidade foram testadas. / The technological evolution has been making the Distance Education accessible for a greater number of citizens anytime and anywhere. The potential increase of the supply for mobile devices integrated to mobile learning environments allows that the information comes out of the physical environment, creating opportunities for students and teachers to create geographically distributed learning scenarios. However, many applications developed for these environments remain isolated from each other and do not become integrated sufficiently into the virtual learning environments (AVA). This dissertation presents an interoperability model between mobile devices and distinct AVA based on webservices. For the conception of this model, requirements engineering and software architecture techniques were used. With the goal of showing the model viability, a mobile application focused on surveys has been developed, and additionally, the main functionalities related to the interoperability were tested

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-14T21:06:31Z No. of bitstreams: 1 DaviJoseDiGiacomoKoshiyama_DISSERT.pdf: 7262257 bytes, checksum: b3cc3d8dcf5d085d62900ea5ee170792 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-20T17:22:41Z (GMT) No. of bitstreams: 1 DaviJoseDiGiacomoKoshiyama_DISSERT.pdf: 7262257 bytes, checksum: b3cc3d8dcf5d085d62900ea5ee170792 (MD5) / Made available in DSpace on 2016-01-20T17:22:41Z (GMT). No. of bitstreams: 1 DaviJoseDiGiacomoKoshiyama_DISSERT.pdf: 7262257 bytes, checksum: b3cc3d8dcf5d085d62900ea5ee170792 (MD5) Previous issue date: 2014-12-05 / Este estudo tem por finalidade avaliar a usabilidade de Materiais Interativos desenvolvidos para os cursos oferecidos pela UFRN-SEDIS na modalidade de ensino a dist?ncia (EaD), por meio das t?cnicas de grupo de foco, avalia??o cooperativa e avalia??o de satisfa??o. Os Materiais Interativos t?m como prop?sito servir como uma via pela qual o conte?do do curso chegue at? o aluno de forma did?tica, estimulante e auto instrutiva o suficiente para que o aluno se engaje e n?o encontre dificuldades em utiliz?-lo. Ap?s o levantamento de dados deste contexto foram selecionados quatro Materiais Interativos (?Introdu??o ao C?lculo Aplicado?, ?Ci?ncia, Tecnologia e Sociedade?, ?Estudos do Semi?rido? e ?Geografia Cultural?) que adotam a estrutura estabelecida pela UFRN-SEDIS para serem avaliados quanto ? sua usabilidade. Inicialmente foi realizado um teste preliminar a partir de avalia??o cooperativa com uma aluna interagindo com os quatro Materiais Interativos no intuito de revelar e mapear as principais falhas de usabilidade, subsidiando questionamentos mais aprofundados posteriormente. As grava??es deste teste preliminar foram analisadas por um grupo de foco composto por dois designers gr?ficos e dois designers de multim?dia, sendo estes os desenvolvedores respons?veis pelos Materiais Interativos, o que contribuiu para analisar o desvio entre ?o que foi projetado? e ?como foi usado?, estruturando e complementando o roteiro para a avalia??o cooperativa e avalia??o de satisfa??o posteriores. A avalia??o cooperativa foi aplicada individualmente a dez alunos de cursos de gradua??o da UFRN, que testaram cada um dos quatro materiais. Ao final todos preencheram um question?rio de avalia??o de satisfa??o adaptado do formul?rio Quis (Questionnaire for User Interaction Satisfaction). A an?lise dos dados coletados na presente pesquisa revelou pontos positivos, negativos e apontamentos a serem considerados para nortear o desenvolvimento de futuros materiais did?ticos interativos, no contexto da UFRN-SEDIS, retroalimentando o processo de design e avalia??o com a participa??o do usu?rio / This study aims to assess the usability of Interactive Materials developed for the courses offered by UFRN SEDIS the modality of distance education (DE), using the techniques of focus group cooperative evaluation and assessment of satisfaction. The Interactive Materials are intended to serve as an avenue where the course content reaches the student in an educational, stimulating and self-instructive enough for the student to engage and find no difficulty in using it so. After the survey data in this context were selected four Interactive Materials ("Introduction to Applied Calculus", "Science, Technology and Society", "studies the Semi-Arid" and "Cultural Geography") that adopt the framework established by UFRN for SEDIS be evaluated for their usability. Initially, a preliminary test was conducted from cooperative assessment with a student interacting with the four learning objects in order to reveal and map the major failures of usability, supporting deeper questions later. The recordings of this preliminary test were analyzed by a focus group composed of two graphic designers and two multimedia designers, and developers responsible for these objects, which helped to analyze the gap between "what was designed" and "as was used "structuring and supplementing the roadmap for cooperative evaluation and assessment of subsequent satisfaction. The cooperative evaluation was applied individually to ten students of undergraduate UFRN that tested each of the four materials. At the end, every student completed a questionnaire assessing satisfaction form adapted Wanted (Questionnaire for User Interaction Satisfaction). The analysis of the data collected in this study revealed positive, negative and notes to be considered to guide the future development of Interactive Materials, in the context of UFRN SEDIS, feedback to the process of design and evaluation with user participation

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-26T17:46:30Z No. of bitstreams: 1 AlysonMatheusDeCarvalhoSouza_DISSERT.pdf: 5735657 bytes, checksum: e01d871f402904e1e865bcf5257146d3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-27T22:06:43Z (GMT) No. of bitstreams: 1 AlysonMatheusDeCarvalhoSouza_DISSERT.pdf: 5735657 bytes, checksum: e01d871f402904e1e865bcf5257146d3 (MD5) / Made available in DSpace on 2016-01-27T22:06:43Z (GMT). No. of bitstreams: 1 AlysonMatheusDeCarvalhoSouza_DISSERT.pdf: 5735657 bytes, checksum: e01d871f402904e1e865bcf5257146d3 (MD5) Previous issue date: 2014-09-25 / A percep??o correta de dist?ncias ? importante para a execu??o de diversas tarefas interativas, como navega??o, sele??o e manipula??o. ? sabido, no entanto, que, em geral, existe uma significativa compress?o das dist?ncias percebidas em ambientes virtuais, principalmente quando h? a utiliza??o de Head-Mounted Displays - HMDs. Essa compress?o de dist?ncias percebidas pode trazer ? aplica??o diversos problemas e at? afetar negativamente a utilidade de aplica??es que dependem desse julgamento correto. A comunidade cient?fica, at? o presente, n?o conseguiu determinar as causas do fen?meno da compress?o da percep??o de dist?ncia em ambientes virtuais. Por esse motivo, foi o objetivo desse trabalho buscar, atrav?s de experimentos com usu?rios, encontrar pistas sobre a influ?ncia do field-of-view - FoV - e dos m?todos para estimativas de dist?ncias nessa compress?o percebida. Para tal, foi feita uma compara??o experimental entre o my3D e o HMD, utilizando 32 participantes, a fim de encontrar pistas sobre as causas da percep??o comprimida. Os resultados indicaram que o my3D possui capacidades inferiores ao HMD, produzindo estimativas piores, em m?dia, em ambos os m?todos de estimativa testados. As causas apontadas para tal foram o est?mulo incorreto da vis?o perif?rica, o FoV inferior e a menor imers?o, segundo descrito pelos participantes do experimento / The correct distance perception is important for executing various interactive tasks such as navigation, selection and manipulation. It is known, however, that, in general, there is a significant distance perception compression in virtual environments, mainly when using Head-Mounted Displays - HMDs. This perceived distance compression may bring various problems to the applications and even affect in a negative way the utility of those applications that depends on the correct judgment of distances. The scientific community, so far, have not been able to determine the causes of the distance perception compression in virtual environments. For this reason, it was the objective of this work to investigate, through experiments with users, the influence of both the field-of-view - FoV - and the distance estimation methods on this perceived compression. For that, an experimental comparison between the my3D device and a HMD, using 32 participants, seeking to find information on the causes of the compressed perception, was executed. The results showed that the my3D has inferior capabilities when compared to the HMD, resulting in worst estimations, on average, in both the tested estimation methods. The causes of that are believed to be the incorrect stimulus of the peripheral vision of the user, the smaller FoV and the smaller immersion sense, as described by the participants of the experiment.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-03T22:43:01Z No. of bitstreams: 1 JussaraAparecidaDeMeloGondimFerreira_TESE.pdf: 2041895 bytes, checksum: 3a2d57c4ba7978017dd1b0ac8c752ef4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-04T23:33:17Z (GMT) No. of bitstreams: 1 JussaraAparecidaDeMeloGondimFerreira_TESE.pdf: 2041895 bytes, checksum: 3a2d57c4ba7978017dd1b0ac8c752ef4 (MD5) / Made available in DSpace on 2016-05-04T23:33:17Z (GMT). No. of bitstreams: 1 JussaraAparecidaDeMeloGondimFerreira_TESE.pdf: 2041895 bytes, checksum: 3a2d57c4ba7978017dd1b0ac8c752ef4 (MD5) Previous issue date: 2015-02-26 / O conte?do de solu??es ? considerado muito importante para a forma??o do qu?mico, pois a maioria das rea??es ocorre em meio aquoso, sendo tamb?m necess?rio para o entendimento de outros conte?dos como transforma??es qu?micas, eletroqu?mica e equil?brio qu?mico. No entanto, constata-se que muitos alunos apresentam dificuldades que envolvem o conte?do de solu??es, como transitar entre os n?veis de conhecimento macro-submicrosc?pico e solucionar problemas quantitativos que exigem o estabelecimento de rela??es estequiom?tricas. A tese defendida considera que o uso de estrat?gias de ensino contextualizadas, estruturadas na forma de um minicurso, sobre alguns conte?dos considerados de maior dificuldade de compreens?o relacionados ao estudo de solu??es, pode favorecer o aprendizado do p?blico-alvo, o alunado do curso de licenciatura em qu?mica modalidade a dist?ncia da UFRN, atrav?s da reflex?o e conhecimento de suas pr?prias dificuldades, al?m de proporcionar motiva??o e participa??o ativa. Assim, foram identificadas as dificuldades de aprendizagem relacionadas ao conte?do de solu??es atrav?s do levantamento bibliogr?fico; analisada, por meio de um roteiro adaptado do PNLEM, a abordagem do conte?do de solu??es presente no material did?tico impresso utilizado pelo p?blico-alvo; e planejado e ministrado um minicurso constando de uma sequ?ncia de atividades contextualizadas relacionadas ao conte?do de solu??es, tais como: apresenta??o de v?deo, aula expositiva dialogada, aplica??o de question?rios, exerc?cios e experimento. Os participantes do minicurso apresentaram algumas dificuldades de aprendizagem, como compreender conceitos como composto, ?on, carga, entropia e solubilidade, identificar a carga do ?on, interpretar enunciados, decodificar tabelas, utilizar a linguagem qu?mica, realizar c?lculos matem?ticos e utilizar unidades de concentra??o. Para trabalhar essas dificuldades, os alunos foram estimulados a expor, questionar e testar suas ideias sobre o fen?meno em estudo, possibilitando aprender com os pr?prios erros e refletir sobre a estrat?gia de organiza??o dos modelos cient?ficos explicativos que utilizam. Desse modo, as atividades e as informa??es sobre as dificuldades de aprendizagem apresentadas neste trabalho precisam ser objeto de reflex?o cr?tica, pois podem ajudar os alunos no processo de aquisi??o do conhecimento sobre o conte?do de solu??es e os professores no planejamento de suas aulas. / The study of solutions is considered very important to chemist?s education because most of the chemical reactions occur in aqueous medium, being also required to understand other subject such as chemical changes, electrochemical and chemical balance. Nevertheless, it is noticed that many students indicate learning difficulties related to the content of solutions, how to pass among the macro-submicroscopic knowledge levels, and how to solve quantitative problems that demanding the establishment of a stoichiometric ratios. This thesis defended considers the use of contextualized teaching strategies about some subject associated to the study of solution, can foster student learning through reflection and understanding of their own difficulties, besides to provide motivation and active participation. The target group is formed by students of the undergraduate distance education with major in chemistry education of the Universidade Federal do Rio Grande do Norte (UFRN), and they were chosen because this education system is expanding and its learning difficulties publications number is reduced as well. Thus, the first methodological stage was to identify the student?s main learning difficulties associated to the study of solutions through literature sources. Next, using an adapted script of the Plano Nacional do Livro Did?tico para o Ensino M?dio (PNLEM, Textbook National Plan for High School), the approach of the content of solutions printed in educational materials used by the target group was analyzed. Afterward, a teaching unit was planned in the last methodological stage and, finally, a new teaching unite was given with a sequence of contextualized activities such as video presentation, dialogued lecture, questionnaires application, exercises, and an experiment, where the target group?s main difficulties related to learning of solution were identified. The participants of the teaching unit activities had some learning difficulties in understand concepts of compound, ion, charge, entropy and solubility, as well as to identify the ion charge, interpret statements, decode tables, use the chemical language, perform mathematical calculations and use concentration units, similar results raised in the literature sources. In order to work on these difficulties, these students were encouraged to expose, question and test their ideas about the phenomenon under study, allowing learn from their mistakes and reflect on the organization strategy of scientific explanatory models they use. Therefore, activities and information about learning difficulties presented in this thesis need to be critical reflection object, because it can help both students in the process of acquiring knowledge about the content of solutions and professors in the planning of their lessons.

Made available in DSpace on 2014-12-17T15:07:09Z (GMT). No. of bitstreams: 1 TacianaLB_TESE.pdf: 3592846 bytes, checksum: 6a017a6671c48c40da9d2db19776e9be (MD5) Previous issue date: 2010-07-23 / This study aims to analyze the communication graphics of layouts of hypermedia interfaces oriented to Distance Education via the Internet. This proposal is justified by widening the offer of courses that modality and the consequent application of items of hypermedia for teaching-learning. The method of analysis involved the search nethnographic, addressed to the cycle student intermediary of the Training Program Continuing Medias in Education, and the evaluation heuristic of the interfaces of Virtual Learning Environment "E-Proinfo" and of the modules of the Cycle. This evaluation we observed the implementation of the attributes of usability and the degree of interactivity of each interface. The results revealed an inefficient implementation of the attributes of usability, which meant a consequent reduction of the levels of interactivity. As proposing the present Design Virtual Learning, a model of hypermedia layout, designed to generate usability for Virtual learning environments and extend the acquisition of literancy for students and tutors. This proposal design not hypermedia aims the demarcation of models pre-conceived, but the proposal of layout in which each element of hypermedia is applied with a view to generate a seaworthiness intuitive, more agile and efficient, in these ambients / Este estudo tem como objetivo analisar a comunica??o gr?fica de leiautes de hiperm?dia de interfaces voltadas ? Educa??o a Dist?ncia via Internet. Tal proposta se justifica pela amplia??o da oferta de cursos nessa modalidade e da consequente aplica??o de elementos de hiperm?dia para ensino-aprendizagem. O m?todo de an?lise envolveu a pesquisa netnogr?fica, dirigida aos cursistas do Ciclo Intermedi?rio do Programa de Forma??o Continuada em M?dias na Educa??o, e a avalia??o heur?stica das interfaces do Ambiente Virtual de Aprendizagem E-Proinfo e dos m?dulos desse Ciclo. Nessa avalia??o observamos a aplica??o dos atributos de usabilidade e o grau de interatividade de cada interface. Os resultados revelaram uma ineficiente aplica??o dos atributos de usabilidade, o que implicou uma consequente redu??o dos graus de interatividade. Como proposi??o apresentamos o Design Virtual de Aprendizagem, um modelo leiaute de hiperm?dia, concebido para gerar usabilidade para os Ambientes Virtuais de Aprendizagem e ampliar a aquisi??o de letramentos para cursistas e tutores. Essa proposta de desenho de hiperm?dia n?o objetiva a demarca??o de modelos pr?-concebidos, mas a proposta de leiaute na qual cada elemento de hiperm?dia ? aplicado com vista a gerar uma navegabilidade intuitiva, mais ?gil e eficiente, nesses ambientes

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:14:59Z No. of bitstreams: 1 CarlaAguiarFalcao_TESE.pdf: 7287593 bytes, checksum: 9a8372e92069abdb54b8a52f611b2a6d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-27T14:52:31Z (GMT) No. of bitstreams: 1 CarlaAguiarFalcao_TESE.pdf: 7287593 bytes, checksum: 9a8372e92069abdb54b8a52f611b2a6d (MD5) / Made available in DSpace on 2017-01-27T14:52:31Z (GMT). No. of bitstreams: 1 CarlaAguiarFalcao_TESE.pdf: 7287593 bytes, checksum: 9a8372e92069abdb54b8a52f611b2a6d (MD5) Previous issue date: 2016-08-19 / Este estudo investiga o tratamento dado ? produ??o oral (PO) em um curso de Licenciatura em Letras Espanhol a dist?ncia e analisa se a realiza??o de tarefas de PO contribui para o desenvolvimento dessa habilidade em rela??o ? pron?ncia, acur?cia gramatical, flu?ncia, inadequa??o e diversidade lexical e profici?ncia oral global de aprendizes de espanhol como l?ngua estrangeira (LE) na educa??o a dist?ncia (EaD), avaliando tamb?m o impacto de duas formas diferentes de feedback no desenvolvimento da produ??o oral desses alunos. A pesquisa foi realizada durante os semestres 2015.1 e 2015.2, respectivamente nas disciplinas de L?ngua Espanhola II e III. Ao todo, participaram da pesquisa duas professoras e 42 licenciandos. Para a compreens?o de como ocorrem as pr?ticas de produ??o oral no curso, foram analisados o ambiente virtual de aprendizagem dos alunos e o material did?tico usado, bem como aplicados question?rios com os alunos e as docentes das disciplinas. Objetivando avaliar o desenvolvimento da PO dos alunos, estes foram divididos em tr?s grupos: grupo experimental, grupo experimental+ e grupo controle. Os participantes do grupo controle realizaram um pr? e um p?s-teste e n?o receberam feedback sobre suas produ??es. Os grupos experimentais realizaram o pr??teste, outras 3 tarefas de PO e o p?s-teste e ambos receberam feedback de suas tarefas, sendo o do grupo experimental+ mais explicativo em rela??o ao grupo experimental. Do total de alunos, 18 realizaram todas as tarefas nos dois semestres da coleta - 2015.1 e 2015.2- (coleta longitudinal) e 24 as realizaram em somente um semestre ? ou 2015.1 ou 2015.2- (coleta semi-longitudinal). Os resultados qualitativos mostram que as pr?ticas de PO s?o preteridas nas disciplinas e que o livro did?tico ? o principal, e quase ?nico, material usado pelas professoras no curso. Ademais, os dados revelaram que as tarefas de produ??o oral realizadas durante a pesquisa foram avaliadas positivamente pelos alunos. A an?lise quantitativa da coleta longitudinal aponta que houve um aumento estatisticamente significativo, especialmente para o grupo experimental, da medida de pron?ncia, o que n?o foi constatado com rela??o ao desenvolvimento das demais vari?veis analisadas. Na coleta semi-longitudinal, os dados quantitativos n?o indicaram signific?ncia estat?stica positiva para nenhuma medida de produ??o oral avaliada. Conclui-se dos resultados que a produ??o oral dos aprendizes de espanhol da EaD ? mais beneficiada pela realiza??o de tarefas e pelo feedback recebido a longo prazo. Com base nos resultados encontrados, foi elaborada uma proposta para o desenvolvimento da produ??o oral em cursos de espanhol a dist?nica. / This study investigates the attention given to the oral production (OP) in a Distance Licentiate Degree in Spanish and analyzes if the performance of OP tasks contributes to the development of such skill, concerning pronunciation, grammatical accuracy, fluency, lexical inadequacy and diversity and the global oral proficiency of Spanish as a Foreign Language learners (LE) in distance education (dE), also assessing the impact of two different forms of feedback in the development of the oral production of these students. The research was conducted during the semesters of 2015.1 and 2015.2, respectively in the subjects of Spanish Language II and III. Altogether, two teachers and 42 undergraduates participated in the study. For understanding how the oral production practices take place in the course, the virtual learning environment of the students and the teaching material used were analyzed. Besides, questionnaires were used with students and teachers of the subjects. To evaluate the development of their OP, students were divided into three groups: the study group, the study group+ and control group. Participants in the control group took a pre and a post-test and received no feedback on their productions. The study groups performed the pre-test, 3 other OP tasks and a post-test and both received feedback on their productions, but the study group+ received more explanatory feedbacks as compared to those received by the study group. Out of the total number of students, 18 performed all activities in both semesters of the data collection - 2015.1 2015.2- (longitudinal collection) and 24 carried out activities in only one semester - either 2015.1 or 2015.2- (semi-longitudinal collection). The qualitative results show that OP practices are left behind in the disciplines and that the textbook is the main or the only material used by teachers in the course. In addition, the data revealed that oral production tasks performed during the study were positively seen by the students. Quantitative analysis of the longitudinal collection points that there was a statistically significant increase in terms of pronunciation, particularly for the experimental group. The same increase was not observed with respect to the development of other variables. In the semi-longitudinal collection, quantitative data indicated no positive statistical significance for any evaluated oral production measurement. It is possible to conclude, from the results, that the oral production of Spanish learners of distance education is most improved by the performance of tasks and the long-term feedback received. Based on the results, a proposal for the development of speech production in Spanish distance courses was described.