Esta pesquisa teve como contexto o Curso de Formação Continuada em Tecnologias da Informação e Comunicação Acessíveis, desenvolvido pelo Núcleo de Informática na Educação Especial (NIEE) e pelo Centro Interdisciplinar de Novas Tecnologias na Educação (CINTED) ambos da Universidade Federal do Rio Grande do Sul (UFRGS) em parceria com a Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (SECADI) e o Fundo Nacional de Desenvolvimento da Educação (FNDE) do Ministério da Educação (MEC) do Brasil. O presente trabalho, como parte de estudo do projeto de pesquisa “Estudo sobre o processo de MEDIAÇAO entre PCD - em Comunidades de Inclusão Digital” - aprovado pelo CNPq 2009-2017 e pela PROPES Q/UFRGS, lançou o olhar sobre o processo de mediação entre pares de sujeitos com o mesmo tipo de deficiência – professores da Educação Básica e tutores – em curso de formação a distância, através de Ambiente Virtual de Aprendizagem, para entender como se dá este processo de mediação. Com o referencial vigotskyano e seguindo o esquema de referência - Estágios da ZDP x Modalidades de Mediação - estruturado por Santarosa (2004), foram feitas observações, análises e categorizações das mediações ocorridas na dinâmica de interação entre tutores e professores-cursistas, no processo de formação a distância, caracterizando este estudo como uma pesquisa quali/quantitativa, descritiva, em formato de estudo de caso. Constatou-se, ao final do estudo, que a modalidade mais empregada foi o Feedback, seguido da Informação, ambos de Suporte Suave e em terceiro lugar evidenciou-se o Questionamento, predominando o Suporte Moderado. Os resultados evidenciaram que o processo de interação entre pares de PCDs pode ser utilizado com êxito em salas de aula virtual, acrescentando ganhos na apropriação de conhecimentos, além de viabilizar um campo de trabalho para os mesmos. Socializar este processo inclusivo é, também, uma das dimensões deste estudo. / This research had as context the Continuing Formation Course in Information Technologies and Accessible Communication, developed by the Information Technology Center in Special Education (NIEE) and by the Interdisciplinary Centre of New Technologies in Education, both of the Rio Grande do Sul’s Federal University (UFRGS), in partnership with the Department of Continuing Education, Literacy, Diversity and Inclusion (SECADI) and the National Fund for Education Development (FNDE) of Brasil’s Education Ministry (MEC). The present work, as part of the “Study on the process of mediation between PCD - in Digital Inclusion Communities“ research project, approved by the CNPQ 2009-2017 e by the PROPES Q/UFRGS, has looked upon the mediation process between pair subjects with the same kind of deficiency – Basic Education teachers and tutors – in course of distance formation, through Virtual Apprenticeship Environment, to understand how occurs this mediation process. With the vigotskyan referential and following the reference scheme – ZDP Stages x Mediation Modalities – organized by Santarosa (2004), observations, analysis and categorization of the mediations occurred in the interaction dynamics between tutors and teachers-students were made, in the process of distance formation, characterizing this study as a qualitative / quantitative, descriptive, in case study format. It is find, at the end of the research, that the most used modality was the Feedback, followed by Information, both of Smooth Support, and in third place the Questioning, predominating the Moderate Support. The results showed that the interaction processes between PCDs pairs can be utilize with success in virtual classrooms, adding gains in the knowledge appropriation, as well as providing a labor camp to that ones. Socialize this inclusive process also is one of this research dimensions.

Este estudo foi realizado com dezesseis enfermeiros de um Hospital de especialidades Oncológicas, da cidade de São Paulo, teve como principal objetivo, caracterizar a vivência do ser tutor através do relato do enfermeiro na sua experiência de trabalho. Para a coleta de dados foi utilizado um instrumento contendo as seguintes perguntas: relate a sua vivência como enfermeiro tutor através da experiência de trabalho e caracterize na sua vivência o ser tutor. Os discursos foram coletados e analisados qualitativamente sendo utilizada a técnica de análise de conteúdo segundo o referencial de Bardin. Ao analisar as respostas dos enfermeiros obtidos na pesquisa, foi possível extrair os aspectos considerados significativos categorizando-os em ajuda ao tutelado, aproximação entre tutor e tutelado, tempo para a tutoria e a percepção do tutor com relação a sua atuação. A pesquisa possibilitou evidenciar a experiência de vida do ser tutor e as suas características. A ajuda e a aproximação foram elementos importantes na promoção do ensino e desenvolvimento da capacitação técnica do tutelado pelo tutor. O tempo foi um fator que dificultou esta atividade devido às atividades desenvolvidas pelo enfermeiro, porém, para ele a sua atuação neste processo foi uma experiência satisfatória que refletirá na sua vida profissional de modo a promover, sempre, uma melhor assistência à saúde. Na busca do desenvolvimento das habilidades e competências da equipe de enfermagem, o enfermeiro reforçou o seu papel de educador no processo de tutoria, proporcionando assim, condições de uma melhor prática técnica por parte dos seus tutelados / This study was carried out with sixteen nurses of a n oncology hospital located in São Paulo and aimed at characterizing the experience of the mentor through the report of nurses in their work experience. To gather data we used a tool consisting of the following questions: \"Report your experience as a mentor nurse through your work experience\" and \"Characterize the mentor nurse according to your experience\". Responses were collected and analysed qualitatively using the Bardin content analysis technique. When analysing the responses obtained in the survey, aspects which were considered significant were extracted, giving rise to the following categories: help to the mentored, proximity between mentor and mentored, time for mentoring, and mentor\'s perception of his/her role. The study provided an opportunity to focus on the life experience of the mentor and his/her characteristics. Help and proximity were important elements in promoting education and development of technical capabilities of the mentored by the mentor. Time restraints hampered the study, due to the tasks performed by the nurse. However, participating in this process was considered a rewarding experience, having an impact in his/her professional life, promoting better health care. In order to develop the skills and competences of the nursing team, the nurse stressed his/her role as an educator in the mentoring process, providing the setting for improving the technical performance of his/her mentored

Made available in DSpace on 2016-01-26T18:49:51Z (GMT). No. of bitstreams: 1 DISSERTACAO_02_06_2013_PUBLICAR.pdf: 2759396 bytes, checksum: d6ceef530efd50388b5b151c9b23a931 (MD5) Previous issue date: 2013-05-22 / The distance education is growing and professionals involved in the process need to empower themselves to follow the evolution of technology and teaching methodology. Among this professionals, there is a teacher-tutor whose role is to guide, encourage, motivate and build the student in their learning process. In this perspective, the present research entitled "The formation of tutors and their role in distance education", aimed to seek the understanding of two situations regarding mentoring. The first situation was to know how the course entitled "Formation of Tutors" prepares the participant to be the tutor, the second situation, was to research how was the performance of these tutors, mentors and mediators while in the course "Assistive Technology-4 ed." of Paulista State University, in partnership with the Open University of Brazil, in the modality of Distance Education. The research was defined according to the qualitative approach. Initially was realized a review of the literature authors which are: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Besides the bibliographic research, were conducted semi-structured interviews with four teachers and tutors that realized the course of formation and acted as tutors on the course "Assistive Technology", seeking to know their conceptions about: experience as a tutor, difficulties found in the course of formation, the contributions of ongoing formation for acting as tutor, and facilities and difficulties in acting tutor. Complementing the data collection, we used the analysis of the pedagogical material from both courses, as well as appreciation of the interaction and mediations occurred between trainer and teacher-tutors, tutors and teacher-course participants in forums, chats, calendars, diary of board and other tools of the Virtual Learning Environment (AVA) TelEduc. The analysis of the information and data obtained, allowed to identify that tutors were trained and prepared to meet adequate and effective the activities taught, mediate and guide the teacher-course participants. Regarding the categories of behavior of "being tutor" was noticed that identify problems, promote interaction and provide feedback were reported in the interactions between tutor-course participants on the records of forums and chats of the virtual environment of learning; as described in the precepts of Piaget, it was identified that tutors acted with autonomy over its operations in the course of Assistive Technology, and were encouraged by the trainers in the course of training to act with autonomy. / A Educação a Distância encontra-se em crescimento e os profissionais envolvidos no processo precisam capacitar-se para acompanhar a evolução da tecnologia e da metodologia do ensino. Entre esses profissionais encontra-se o professor-tutor, cujas funções são orientar, estimular, motivar e construir com o aluno sua trajetória de aprendizagem. Nessa perspectiva, a presente pesquisa, intitulada A Formação de Tutores e sua Atuação na Educação a Distância , teve como objetivo buscar a compreensão de duas situações referentes à tutoria. A primeira foi conhecer como o curso denominado Formação de Tutores prepara o participante para ser tutor ; e a segunda situação consistiu em pesquisar como foi a atuação desses tutores, enquanto mediadores e orientadores no curso Tecnologia Assistiva - 4ª ed. da Universidade Estadual Paulista, em parceria com a Universidade Aberta do Brasil, na modalidade da Educação a Distância. Definiu-se a pesquisa de acordo com os conceitos da abordagem qualitativa. Inicialmente, foi realizada uma revisão bibliográfica com autores, entre os quais se destacam: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Posteriormente, foram realizadas entrevistas semiestruturadas com quatro tutores que são professores, realizaram o curso de formação e atuaram como tutores no curso Tecnologia Assistiva , buscando saber suas concepções a respeito: da experiência como tutor; dificuldades encontradas no curso de formação; contribuições do curso de formação para a atuação como tutor; e fatores facilitadores e dificultadores na atuação do tutor. Complementando a coleta dos dados, recorreu-se à análise dos materiais pedagógicos dos dois cursos, bem como a apreciação das interações e mediações ocorridas entre professor-formador e tutores, e tutores e professores-cursistas nos fóruns, bate-papos (chat), agendas, diário de bordo e demais ferramentas do Ambiente Virtual de Aprendizagem (AVA) TelEduc. A análise das informações e dos dados obtidos possibilitou identificar que os tutores se capacitaram e se prepararam para cumprir de forma adequada e eficaz as atividades de ensinar, mediar e orientar os professores-cursistas. Quanto às categorias de comportamento do ser tutor , percebeu-se que identificar problemas, promover interação e dar feedback foram assinalados nas interações entre tutor-cursista e tutor-formador nos registros dos fóruns e chats do ambiente virtual de aprendizagem; conforme descrito nos preceitos de Piaget, identificou-se que os tutores agiram com autonomia durante sua atuação no curso de Tecnologia Assistiva, e foram incentivados pelos formadores no curso de Formação a agirem com autonomia.

No description available.

La formation à distance connaît une forte croissance, et ce dans le but de répondre à une demande importante. Ce type de formation permet à certains publics d’accéder à l’enseignement, ce qui ne leur serait pas possible autrement. En formation à distance, abrégée en FAD, le processus d’enseignement/apprentissage est transformé. La recherche que nous avons menée a comme objectif principal de clarifier les transformations que subit le rôle de l’enseignant quand il intervient dans une formation universitaire à distance. Autrement dit, cette recherche vise à cerner les rôles de l’enseignant et ses fonctions dans le contexte d’une FAD. Nous avons travaillé dans le domaine des Sciences de l’Éducation. De telles transformations gagneraient à être précisées et mieux connues afin d’être prises en considération par les enseignants universitaires dans la mise en œuvre de tout dispositif de FAD. Le travail de recherche, qui fait l'objet de cette thèse, s'intéresse à la question suivante : « En quoi l’utilisation d’une plate-forme modifie-t-elle la place et les rôles des enseignants universitaires en Sciences de l’Éducation impliqués dans ce dispositif ? ». Les résultats présentés font l’analyse des données recueillies par des entretiens semi-directifs réalisés auprès d’enseignants et d’étudiants de l’Université LUMIÈRE LYON II, impliqués en Master 1 à distance en Sciences de l’Éducation. D’autre part, nous avons adressé aux étudiants un questionnaire dont nous avons analysé les résultats. / E-learning knows a strong growth and, that, with the aim of responding to an important request. This type of learning gives access to teaching for populations who could not have the formation by a different way.In e-learning, French abbreviation FAD, the process of teaching/learning is transformed. The research that we led has for main objective to clarify the transformations that undergoes teacher’s role interfering in a distance university education. In other words, this research aims to identify teacher’s roles and functions in a FAD context. We worked in the Educational Sciences field. Such transformations would gain to be specified and better known to be considered by university’s teachers in the building of any FAD device. Our research work, that is the object of this thesis, is concerned by the following question: “How the use of a platform could have modified place and roles of university teachers in Educational Sciences involved in this device?”.The presented results make the analysis of data collected by semi-structured interviews realized with teachers and students of the LUMIERE LYON II University, involved in distance Master1 in Educational Sciences. For this work, we sent to students a questionnaire to collect results that we analyzed.

Education and Youth Services Ltd. (E.Y.S.) is a private training organisation in the United Kingdom which aims to engage challenging, disengaged young people into further education, training, or the open labour market. The employees on the frontline of this battle are the tutors. The purpose of this study was to explore the current support system of E.Y.S., as well as the tutors’ real needs, experiences, problems, and perceptions regarding a support system, in order to enable E.Y.S. to support their employees more effectively. The objectives for this study were: --To conceptualise tutorship and support systems in a work situation, from a theoretical frame of reference. --To determine the nature of the current support system available to the tutors in E.Y.S. --To investigate the needs and perceptions of tutors regarding the current support system and requirements for an effective support system. --To make recommendations regarding a more effective support system for the tutors of E.Y.S., based on the results of the investigation. The researcher used a qualitative research approach within an applied research strategy. Data were collected by using focus group interviews. This approach lent itself well to exploring the perceptions, needs, and struggles of the tutors of E.Y.S. and provided the researcher with a pattern of data, to explore the overall needs of the tutors, to enable the researcher to have a holistic view of the phenomena, and to explore how best to meet the needs of the individual tutors and of the organisation as a whole. The most important empirical results and conclusions that the researcher was able to make, based on the empirical study, can be summarised as follows: --- E.Y.S. has a unique and flexible, learner-focused culture. It offers an alternative learning style and experiences outside of the formal learning structure. This unique approach is successful, as already mentioned, but it does place a tremendous amount of stress on the tutors, and they constantly deal with the learners’ learning problems, social and personal problems, and daily copes with, and manages, potential violence towards them. --- The responses from the tutors indicated that the current support system is not sufficient, does not meet their needs, and is almost non-existent. They requested a company structure which will enable them to have sufficient supervision, advice, goal setting, and guidelines to perform their jobs more efficiently. --- The tutors reported feeling under-qualified to do their jobs effectively. They felt vulnerable and near burn-out. / Dissertation (MSD (EAP))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

AFRIKAANS: Die aangewese manier om met instrumentale onderrig te begin, is gewoonlik om van 'n praktiese handboek gebruik te maak. Juis omdat die fluit 'n gewilde instrument blyk te wees onder hoërskoolleerlinge wat 'n tweede instrument op skoolvlak wil begin aanleer, het die skrywer 'n gebrek ervaar aan 'n werklik toepaslike praktiese handboek wat op beginners van hierdie ouderdom gemik is. So 'n handboek moet 'n nuwe speler in staat kan stel om binne 'n tydperk van gemiddeld drie tot vyf jaar die minimum voorgeskrewe standaard van UNISA of Associated Board of Royal Schools of Music graad V tot VI te bereik. Deur middel van hierdie studie word daar gepoog om hierdie leemte aan te vul, en is die voorgestelde handboek vir 'n jaar deurlopend op beginner f1uitspelers getoets en aangepas. Die teikengroep is die groep leerlinge wat vanaf graad 8 tot 11 met fluit as tweede instrument begin. Hierdie leerlinge bespeel gewoonlik 'n eerste instrument op 'n standaard van ten minste UNISA graad III en beskik gewoonlik oor 'n redelike vlak van musiekteoretiese kennis. Die verhandeling is op drie vlakke aangepak, naamlik 'n agtergrondstudie tot hoërskoolfluitonderrig, 'n kritiese evaluering van vier bestaande fluithandboeke en dan die skryf van 'n raamwerk vir 'n voorgestelde fluithandboek. Die agtergrondstudie wat as handleiding vir die fluitonderwyser bedoel is, is omvattend aangepak. Aspekte hierin vervat sluit onder meer oefenroetines, die versorging van 'n fluit, opsies wat beskikbaar is wanneer 'n fluit aangekoop moet word, fisiese vereistes, toonontwikkeling, vibrato en dergelike verwante aspekte in. Hierdie aspekte is almal in een studie aangepak omdat hierdie relevante inligting selde in een handleiding vir die fluitonderwyser beskikbaar is. As voorstudie tot die skryf van 'n praktiese handboek is vier bestaande handboeke krities beskou met die oogmerk om gunstige kenmerke uit hierdie boeke in die voorgestelde handboek te integreer. Die skrywer het ook die bruikbaarheid al dan nie van hierdie vier publikasies vir leerlinge in die teikengroep geevalueer sodat die skryf van 'n handboek vir hoërskoolleerlinge hieruit gemotiveer kan word. Die handboek wat op die horskoolbeginner gemik is, word in die laaste hoofstuk bespreek en in Bylaag 1 aangeheg. Met hierdie handboek wil die skrywer die hoerskoolbeginner in staat stel om 'n stewige basis vir toonontwikkeling te Ie sodat enige vingertegniese werk, soos studies en toonleerpatrone vanuit hierdie perspektief aangepak kan word. Die skrywer is van mening dat die fluit se aantrekkingskrag in die eerste plek in die spesifieke eienskappe van die toon gesetel is, en beskou daarom die vestiging van 'n stewige basis vir toonontwikkeling as voorvereiste vir enige tegniese ontwikkeling wat later mag volg. Begeleidings word vir heelwat van die aanvangsstukke verskaf omdat die skrywer verder ook van mening is dat die nuwe fluitspeler beter gemotiveer word wanneer die ervaring van musiekskepping saam met 'n ander instrument van heel vroeg af beleef word. Verder word 'n hoe premie op die integrasie van tegniese- en toonontwikkeling vanaf die vroee lesse geplaas. Omdat daar met hoërskoolbeginners, wat alreeds oor 'n redelike mate van musiekteoretiese kennis beskik, gewerk word, word note met skuiftekens vanaf die vroeë lesse gebruik sodat die omvang van nuwe note wat aangeleer word eerder lateraal in plaas van vinnig na boontoe uitgebrei word. Sodoende kry die onderwyser geleentheid om seker te maak dat die basiese boustene vir toonbeheer gevestig is voordat nuwe note bygevoeg word. Met hierdie studie hoop die skrywer om 'n leemte te vul en dat hierdie studie leiding aan heelwat fluitonderwysers kan gee. ENGLISH: The normal way in which to start with an instrument is by using a suitable instrumental tutor. Such a tutor usually provides both pupil and teacher with an appropriate order in which to learn new material, and by using a combination of exercises and pieces, helps the new player to internalize acquired skills. The flute seems to be a very popular instrument, especially for high school music pupils wanting to start with a second instrument. And it is in this regard that the author experienced a lack of a suitable flute tutor for beginners of this age group, enabling them to reach a standard of UNISA or Associated Board of Royal Schools of Music grade V to VI within three to five years. Because of this, the author wrote and empirically adapted a suggested tutor for high school flute beginners to provide in this gap. The target group were those pupils in grade 8 to 11 starting with a second instrument and playing a first instrument with a minimum standard of UNISA grade III. A reasonable knowledge of theory of music is therefore supposed. This paper was done on three levels, the first level being a background study to flute teaching, the second level a critical evaluation of four flute tutors and the third level the provision of a suggested flute tutor for high school beginners. Because very few publications provides a flute teacher with relevant information in one book, the background study covers a wide array of subjects. Therefore subjects such as practicing schedules, physical requirements, the care of the flute, options available when purchasing a flute, tone development, vibrato and other appropriate subjects were investigated. The critical evaluation of the four flute tutors served as an introductory study for the provision of a suggested flute tutor. For this reason positive elements from these tutors were integrated in the suggested flute tutor, and the suitability of these four tutors by pupils in the target group were also investigated. The discussion of the suggested tutor in the last chapter serves as an introduction to the tutor itself. With this the author hopes to enable the flute beginner to acquire a solid tonal foundation before starting on various technical exercises. The integration of tone development and technical proficiency from the earliest lessons are also a matter of high priority. For this reason, and also because a reasonable knowledge of theory of music are supposed, the inclusion of chromatic notes from the earliest stages helps the new player to develop a technical proficiency while at the same time developing tone control. Accompaniment to many pieces in the tutor are provided from as early as the third lesson. In this way it is hoped to promote motivation and enthusiasm for the pupil by broadening the experience of music-making from as early as possible. / Dissertation (MA (Music Science))--University of Pretoria, 2006. / Music / unrestricted

Made available in DSpace on 2016-07-18T17:54:20Z (GMT). No. of bitstreams: 1 DISSERTACAO_02_06_2013_PUBLICAR.pdf: 2759396 bytes, checksum: d6ceef530efd50388b5b151c9b23a931 (MD5) Previous issue date: 2013-05-22 / The distance education is growing and professionals involved in the process need to empower themselves to follow the evolution of technology and teaching methodology. Among this professionals, there is a teacher-tutor whose role is to guide, encourage, motivate and build the student in their learning process. In this perspective, the present research entitled "The formation of tutors and their role in distance education", aimed to seek the understanding of two situations regarding mentoring. The first situation was to know how the course entitled "Formation of Tutors" prepares the participant to be the tutor, the second situation, was to research how was the performance of these tutors, mentors and mediators while in the course "Assistive Technology-4 ed." of Paulista State University, in partnership with the Open University of Brazil, in the modality of Distance Education. The research was defined according to the qualitative approach. Initially was realized a review of the literature authors which are: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Besides the bibliographic research, were conducted semi-structured interviews with four teachers and tutors that realized the course of formation and acted as tutors on the course "Assistive Technology", seeking to know their conceptions about: experience as a tutor, difficulties found in the course of formation, the contributions of ongoing formation for acting as tutor, and facilities and difficulties in acting tutor. Complementing the data collection, we used the analysis of the pedagogical material from both courses, as well as appreciation of the interaction and mediations occurred between trainer and teacher-tutors, tutors and teacher-course participants in forums, chats, calendars, diary of board and other tools of the Virtual Learning Environment (AVA) TelEduc. The analysis of the information and data obtained, allowed to identify that tutors were trained and prepared to meet adequate and effective the activities taught, mediate and guide the teacher-course participants. Regarding the categories of behavior of "being tutor" was noticed that identify problems, promote interaction and provide feedback were reported in the interactions between tutor-course participants on the records of forums and chats of the virtual environment of learning; as described in the precepts of Piaget, it was identified that tutors acted with autonomy over its operations in the course of Assistive Technology, and were encouraged by the trainers in the course of training to act with autonomy. / A Educação a Distância encontra-se em crescimento e os profissionais envolvidos no processo precisam capacitar-se para acompanhar a evolução da tecnologia e da metodologia do ensino. Entre esses profissionais encontra-se o professor-tutor, cujas funções são orientar, estimular, motivar e construir com o aluno sua trajetória de aprendizagem. Nessa perspectiva, a presente pesquisa, intitulada A Formação de Tutores e sua Atuação na Educação a Distância , teve como objetivo buscar a compreensão de duas situações referentes à tutoria. A primeira foi conhecer como o curso denominado Formação de Tutores prepara o participante para ser tutor ; e a segunda situação consistiu em pesquisar como foi a atuação desses tutores, enquanto mediadores e orientadores no curso Tecnologia Assistiva - 4ª ed. da Universidade Estadual Paulista, em parceria com a Universidade Aberta do Brasil, na modalidade da Educação a Distância. Definiu-se a pesquisa de acordo com os conceitos da abordagem qualitativa. Inicialmente, foi realizada uma revisão bibliográfica com autores, entre os quais se destacam: Freire, Perrenoud, Moran, Valente, Almeida, Morin, Kenski. Posteriormente, foram realizadas entrevistas semiestruturadas com quatro tutores que são professores, realizaram o curso de formação e atuaram como tutores no curso Tecnologia Assistiva , buscando saber suas concepções a respeito: da experiência como tutor; dificuldades encontradas no curso de formação; contribuições do curso de formação para a atuação como tutor; e fatores facilitadores e dificultadores na atuação do tutor. Complementando a coleta dos dados, recorreu-se à análise dos materiais pedagógicos dos dois cursos, bem como a apreciação das interações e mediações ocorridas entre professor-formador e tutores, e tutores e professores-cursistas nos fóruns, bate-papos (chat), agendas, diário de bordo e demais ferramentas do Ambiente Virtual de Aprendizagem (AVA) TelEduc. A análise das informações e dos dados obtidos possibilitou identificar que os tutores se capacitaram e se prepararam para cumprir de forma adequada e eficaz as atividades de ensinar, mediar e orientar os professores-cursistas. Quanto às categorias de comportamento do ser tutor , percebeu-se que identificar problemas, promover interação e dar feedback foram assinalados nas interações entre tutor-cursista e tutor-formador nos registros dos fóruns e chats do ambiente virtual de aprendizagem; conforme descrito nos preceitos de Piaget, identificou-se que os tutores agiram com autonomia durante sua atuação no curso de Tecnologia Assistiva, e foram incentivados pelos formadores no curso de Formação a agirem com autonomia.

Beside all the technical challenges concerning sensor quality and control algorithms one of the main issues related to the introduction of advanced driver assistance systems (ADAS) constitutes the human-machine interaction. This covers not only the physical interface between the driver and the system but also the understanding and cognitive model the driver needs to operate the system. The explorative analysis of a long-term field study of the use of ACC, was aimed at identifying characteristics of the learning process and their potential implications for conceptualising novel displays to increase, particularly in the early phases, usability and safety of the system through the adaptation of information to the drivers. The analysis of the learning aspects derived from drivers’ interaction with the system enabled the identification of learning aims for the usage of an ACC system and an objective classification of observable behaviours from which different levels of skill can be interpreted. It was concluded that by responding to the difficulties met by users in the actual situation and by adapting the information to the drivers’ experience, drivers’ learning progress could be accelerated through better comprehensibility and predictability of the system. To this aim, two innovative help-systems were conceived, implemented and evaluated in terms of drivers driving behaviour and interactions with the ACC system, in the BMW fixed-base driving simulator. A learn-adaptive, multi-modal, on-line tutor system that covered interactions with the system at every level of the driving task (Reichart, 2001) for which learning must be effectuated, was tested with 11 participants. A personalised learning model of the driver was used to relate the drivers’ prior usage of the system and his situational experience, to give the driver additional advice and explanation in order to shorten the learning period. A main effect was found between the experimental groups’ understanding of the system and in participants’ ability to predict when to reclaim control of the system, as measured by the reduction in unnecessary interventions and reduced number of panic reactions. The use of cognitive apprenticeship methods (Cognition and Technology Group at Vanderbilt, 1993) on an online adaptation of feedback showed a positive influence on the learning process, increasing the speed of the learning process towards the acquisition of skill. The second experiment’s objective was to develop an interface that most effectively helped drivers learn to predict the need to reclaim control and the appropriate sensitivity of response in take-over situations. Drivers interactions with a didactic, two-step warning display, based on a time algorithm that was personalised to drivers maximum preferred deceleration level, was tested with 24 participants. Display effects were observed in time-to-collision, reaction times, the number of false alarms (unnecessary driver interventions) and misses (collision or near collisions). Significant differences were also found in distance error, adequate deceleration rates, panic braking and reaction times on the peripheral detection task. These results were also largely supported by the subjective measures. The proposed concepts have shown methods of reducing the ADAS learning phase and accelerating drivers behaviour to a skill level. The theoretical and empirical work described in this thesis plays an important role in deriving recommendations for systems that reduce the amount of learning demand on the driver and eliminates learnability issues that can lead to safety-critical traffic situations.

The purpose of the study was to test an intrinsically-motivated interaction approach, designed to increase distance education support, for both content and motivation, in a cost-effective manner. The literature summarized shows that distance education students desire content and motivational support beyond course materials and are limited in their success without it. Further, while researchers explore increased interaction as a solution, professors usually do not have time for it and attempts to provide it are often restricted by institutions' limited resources. Very little has been published on the effects of distance education tutors and the need for more research in this area has been noted, especially with regards to cost-effective, scalable service models. Even when attempts to increase interaction are successful, they are usually achieved by requiring participation in online discussion boards, making them mechanical and frustrating to students. The proposed solution is an on-demand tutoring service to increase (a) achievement, (b) completion, (c) satisfaction and (d) cost-effectiveness. Participants included Brigham Young University Independent Study students enrolled in a college algebra (MATH 110) course. A quasi-experimental research design, multivariate analysis of variance (MANOVA), graphing techniques, correlation, and chi square analyses were used to determine the effects of the on-demand tutoring intervention. No statistically significant differences were apparent in the midterm scores, final exam scores, satisfaction ratings, or completion rates. However, despite unexpectedly low usage, the tutor appears to have been an adequate substitute for the professor in answering students' questions, and the potential for providing cost-effective on-demand tutoring services seems attainable. A summary of the study's strengths and weaknesses provides insights for improved practice and future research.