Zusammenfassung: "Die Präsentation von Produkten in gegenwärtigen E-Commerce Anwendungen erfolgt in der Regel durch Bilder und Texte. Dabei werden die Möglichkeiten heutiger multimedialer Technologien nicht oder nur unzureichend genutzt. Insbesondere im Hinblick auf das Medium 3D-Grafik fällt dies besonders auf, obwohl Internet-taugliche 3D-Grafikformate entwickelt werden, die es gestatten, nicht nur dreidimensionale Produktpräsentationen, sondern auch komplette Nutzerschnittstellen auf Basis interaktiver Echtzeitgrafik zu realisieren. Dabei wird die gegenwärtig stark steigende Grafikperformance von PCs bei gleichzeitig sinkenden Kosten schon in naher Zukunft eine neue Klasse von interaktiven 3D-Anwendungen möglich machen, die für eine breite Nutzerschicht zugänglich sind. Neben der Technologieentwicklung bedarf es aber auch konzeptioneller Vorarbeiten zum effektiven Einsatz dieses Mediums. In diesem Artikel werden auf Grundlage der Analyse des Standes der Technik gegenwärtiger Internet- Angebote Konzepte und Anforderungen für künftige 3D-Präsentationsumgebungen entwickelt, wobei zur Illustration ein komplett mit dreidimensionaler Echtzeitgrafik realisierter Prototyp einer Produktpräsentation vorgestellt wird."

A educação continuada é uma expressão que se refere à modalidade de ensino na qual a pessoa procura aprendizagem a vida inteira. Os cursos a distância não estão preparados para lidar com as singularidades de um aluno que busca esse tipo de educação, resultando em cursos que contém atividades de ensino que não são propostas de forma contextualizada à realidade do aprendiz. A tese propõe uma metodologia de trabalho para o EaD na qual o professor atua como orientador de estudo de cada aluno, percebendo as suas necessidades e o seu contexto de vida partir de diálogos assíncronos, possibilitando a criação e seleção de conteúdos e atividades de ensino que sejam contextualizadas a realidade do aprendiz. Para tentar resolver as questões técnicas e operacionais que são resultantes desta proposta, foi criado um software que implementa uma comunicação assíncrona entre professor e aluno e automatiza a execução de ações que devem ser realizadas pelo professor, liberando-o de executar tarefas repetitivas, e possibilitando ao docente concentrar-se na atividade criativa de individualização. Além disso, foi feita uma prospecção para determinar de que forma o paradigma atual da internet, chamada de WEB 2.0, pode auxiliar o professor nesse processo de individualização. O software foi testado com relação ao seu desempenho com alunos de dois cursos a distância, o que permitiu comprovar a eficiência do sistema. / Continuing education is an expression that refers to the mode of teaching in which the person seeks to lifelong learning. The distance courses are not prepared to deal with the singularities of a student seeking this type of education, resulting in courses that contain learning activities that are not contextualized to the reality of the learner. This thesis proposes a methodology of distance learning in which the teacher acts as an adviser to the study of each student, understanding their needs from asynchronous dialogs, enabling the creation and selection of content and teaching activities that are contextualized to the reality of the learner. A software has created to resolve the technical and operational issues that are resulting from this proposal. This software implements an asynchronous communication between teacher and student and automates the execution of actions that must be performed by the teacher, enabling the teacher to concentrate on the creative activity of individualization. In addition, a survey was done to determine how the current paradigm of the Internet, called Web 2.0, can help teachers in the process of individualization. The software was tested on two distance courses, which helped to check the efficiency of the system.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.

<p>Predmet istraživanja&nbsp; disertacije&nbsp; je&nbsp; prikaz&nbsp; koncepata&nbsp; elektronskog&nbsp;učenja,&nbsp; opis&nbsp; potrebe,&nbsp; motivacije&nbsp; i&nbsp; metodologije&nbsp; za&nbsp; obradu&nbsp; i&nbsp; konverziju&nbsp;postojećih&nbsp; tradicionalnih&nbsp; nastavnih&nbsp; materijala,&nbsp; bez&nbsp; obzira&nbsp; na&nbsp; fizički&nbsp; oblik&nbsp; i&nbsp;sadržaj,&nbsp; u&nbsp; savremene&nbsp; i&nbsp; aktuelne&nbsp; elektronske&nbsp; didaktičke&nbsp; objekte&nbsp; (learning&nbsp;objects).&nbsp; Ideja je da&nbsp; oni&nbsp; budu kreirani tako da mogu&nbsp; biti&nbsp; kori&scaron;ćeni,&nbsp; ako&nbsp; je&nbsp;moguće i vi&scaron;e puta, u sistemima za podr&scaron;ku elektronskom učenju.&nbsp;</p><p>Drugi osnovni predmet istraživanja je opis, definisanje&nbsp; i praktična provera&nbsp;metodologije&nbsp; za razvoj saradničkih i komunikacionih ve&scaron;tina&nbsp; studenata.&nbsp;Pri prelazu iz učionice u oblast elektronskog učenja&nbsp; one se&nbsp; zamenjuju&nbsp;elektronskim aktivnostima,&nbsp; standardnim&nbsp; i uobičajenim&nbsp; delom&nbsp; sistema za&nbsp;elektronsko&nbsp; učenje.&nbsp; Analizirana&nbsp; je&nbsp; primena klasičnih aktivnosti&nbsp; Web&nbsp; 2.0&nbsp;tehnologije: foruma, chat-sistema, Wiki i blog tehnologije,&nbsp; kao i&nbsp;metodologije za on-line zadavanje, re&scaron;avanje, pregledanje&nbsp; i ocenjivanje&nbsp;individualnih i timskih zadataka.</p><p>Konačno,&nbsp; data&nbsp; je&nbsp; sistematizacija&nbsp; metodologija&nbsp; upotrebe&nbsp; elektronskih&nbsp; nastavnih&nbsp;materijala i načini opisivanja meta-modelom. Prikazani su neki od postojećih alata&nbsp;za upotrebu u elektronskom učenju, a&nbsp; predložen&nbsp; je&nbsp; model i potencijalno korisni&nbsp;<br />alati&nbsp; za&nbsp; automatizaciju&nbsp; procesa&nbsp; konverzije&nbsp; nastavnih&nbsp; materijala&nbsp; koji&nbsp; bi olak&scaron;ali&nbsp;kori&scaron;ćenje u sistemima za podr&scaron;ku elektronskom učenju.</p> / <p>The research topic involves description of eLearning concepts,&nbsp;depiction of need, motivation and methodology for processing and&nbsp;conversion of existing traditional teaching materials, regardless of their&nbsp;physical form and content, into contemporary and up-to-date electronic&nbsp;teaching material, learning objects. The idea is that these learning&nbsp;objects are created&nbsp; in such a way that they can be used, if possible also&nbsp;reused, in some of the learning management systems.</p><p>The other primary research topic is the description, definition and&nbsp;practical testing of methodologies for the development of collaborative&nbsp;and communicative skills with students. Those skills are,&nbsp; as a part of the&nbsp;transfer from the classroom to&nbsp; the field of eLearning, substituted with&nbsp;electronic activities which are the standard and usual part of learning&nbsp;management systems. Within the thesis, application of typical activities of&nbsp;<br />so-called Web 2.0 technologies: forums, chat-systems, Wiki and blog&nbsp;technology, but also methodologies for on-line assigning, solving, audit,&nbsp;and assessment of &nbsp;individual and team assignments.</p><p>Finally,&nbsp; systematization of various methodologies of digital teaching&nbsp;material use is presented, together with the methods of their depiction by&nbsp;meta-model. Examples of&nbsp; currently existing tools&nbsp; available for eLearning&nbsp;are presented and a model is suggested, together with&nbsp; the&nbsp; potentially&nbsp;useful tools that might help in automatization &nbsp;of a process of&nbsp; conversion&nbsp;of teaching materials and their use in learning management systems.&nbsp;</p>

<p>Predmet istraživanja disertacije obuhvata&nbsp; realizaciju&nbsp; op&scaron;teg&nbsp; modela tutorskog<br />sistema za elektronsko učenje iz različitih domena&nbsp; primenom&nbsp; tehnologija semantičkog<br />veba i primena tog modela za&nbsp; izgradnju tutorskog sistema za učenje programskog jezika&nbsp;Java sa elementima personalizacije.<br />Cilj disertacije je implementacija&nbsp; i predstavljanje&nbsp; svih&nbsp; elemenata&nbsp; tutorskog sistema za<br />učenje programskog jezika Java&nbsp; pomodu tehnologija semantičkog veba. Ovaj proces<br />obuhvata kreiranje&nbsp; osnovnih&nbsp; gradivnih&nbsp; ontologija&nbsp; kao i&nbsp; pravila za izvođenje konkretnih<br />akcija kojim se postiže personalizacija nastavnog materijala.</p> / <p>The subject of the dissertation includes the implementation of a conceptual&nbsp;model of tutoring system for e-learning in different domains using semantic web&nbsp;technologies and application of that model in a design of a tutoring system for&nbsp;personalised learning of Java programming language.</p><p>The goal of the dissertation is the implementation and presentation of all elements of the tutoring system for learning the Java programming language using semantic web&nbsp;technologies. This process includes the creation of the fundamental building blocks of&nbsp;ontologies and rules for carrying out the actions for adaptation of teaching materials.</p>

Despite recommendations by the Association of American Medical Colleges regarding the adoption of technology in medical universities, faculty are still reluctant to adopt new learning technologies. The purpose of this qualitative interview study was to determine the factors existing in the adoption of learning management technology among late adopters within the faculty of colleges labeled as comprehensive academic medical centers. Using the Everett Rogers diffusion of innovations theory as its framework, this study sought to ascertain the factors late adopters identify as preventing them from adopting technology and to determine what measures they suggest to increase technology adoption among their peers. This qualitative study used interviews of participants identified as "late adopters" and subsequent document analysis to provide evidence for the factors identified. Using in vivo coding, data were organized into 5 themes: factors, learning management systems, demographics, general technology, and solutions. Results showed that late adopters avoided adopting learning management technology for several reasons including training, time, ease of use, system changes, lack of technical support, disinterest, and the sense that the technology does not meet their needs. Recommended solutions offered by faculty included varied times for trainings, peer mentoring, and modeling learning management system use among faculty. Understanding these factors may contribute to social change by leading to more rapid adoption and thus introducing efficiencies such that faculty can dedicate more time to medical instruction. It also may aid other universities when considering the adoption of a learning management system.

The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

Face aux développements des technologies de l'information et de la communication dans les domaines de l'enseignement supérieur et de la recherche, le secteur de l'édition a été conduit à prendre en compte la montée en puissance du numérique dans ses perspectives stratégiques.<br />L'évolution actuelle de l'édition universitaire numérique au niveau international laisse apparaître un réel décalage entre les disciplines et les bassins linguistiques, les STM anglophones s'inscrivant clairement dans un axe de transition forte vers une activité numérique devenant majeure. La situation internationale se voit reproduite en France pour les STM, mais la situation des SHS est par contre beaucoup plus en retrait par rapport au numérique, sans préjuger toutefois de la possibilité pour ce secteur de suivre l'évolution des STM.<br />Le secteur des revues s'est distingué des autres secteurs éditoriaux universitaires et a développé une activité non-marchande représentative sur la base des supports numériques. A l'exception des dictionnaires et encyclopédies, les autres genres éditoriaux, les ouvrages, essais, monographies... n'ont pas mis en place de réelle stratégie numérique, la situation étant au stade de l'étude et de l'analyse.<br />C'est dans ce contexte que s'inscrit ce travail de thèse. Il vise à apporter une analyse de la position de l'édition d'ouvrages universitaires face aux perspectives du numérique. Cette analyse a pour objectif la compréhension des enjeux et des caractéristiques qui distinguent ce domaine face dans la transition numérique. Il vise également à apporter des propositions de modèles et des préconisations en vue du développement d'une activité numérique pour ces secteurs.

Virtual Collaborative Learning (VCL) beschäftigt sich mit einer Möglichkeit, Lernenden eine virtuelle Lernumgebung zu bieten, in der sie die Vorteile von E-Learning, wie zeitliche Flexibilität oder Ortsunabhängigkeit, mit den Vorteilen einer kollaborativen Zusammenarbeit kombinieren können. Hierbei steht die systematisch vorbereitete, tutoriell begleitete, unter Projektbedingungen (klare Zielvorgabe, offener Lösungsweg, begrenzte personelle und zeitliche Ressourcen) realisierte und mit Hilfe von Informations- und Kommunikationstechnologie hauptsächlich in virtueller Umgebung stattfindende, selbstorganisierte Kleingruppenarbeit an authentischen Problemstellungen im Mittelpunkt. Das Ziel der vorliegenden Arbeit ist die Unterstützung eines Entscheidungsträgers beim Treffen von VCL-bezogenen Planungsentscheidungen und somit die Erhöhung der Wahrscheinlichkeit eines erfolgreichen Einsatzes dieser Lehrform. Hierfür wurden basierend auf den Erfahrungen und Daten, die innerhalb von sieben VCL Projekten zwischen 2001 und 2003 am Lehrstuhl für Wirtschaftsinformatik, insb. Informationsmanagement, der Technischen Universität Dresden gesammelt und ausgewertet wurden, die Besonderheiten eines VCL Einsatzes systematisiert und ein Vorgehensmodell zur Unterstützung des Entscheidungsträgers abstrahiert. Die im Teil A der Arbeit vorgestellten Informationen ermöglichen dem Leser, Virtual Collaborative Learning in die Vielzahl unterschiedlicher Lehrformen der virtuellen Gruppenarbeit einzuordnen, eine präzise Vorstellung über die mit VCL erreichbaren Ziele zu gewinnen und VCL im Detail kennen zu lernen. Dieses Wissen ist notwendig, um das im Teil B vorgestellte Vorgehensmodell erfolgversprechend nutzen zu können. Das Vorgehensmodell teilt den gesamten Entscheidungsprozess in einzelne Phasen, die Phasen in mehrere Schritte und die Ermittlung möglicher Alternativen in mehrere aufeinander aufbauende Module auf. Zu den einzelnen Vorgehensschritten stehen dem Entscheidungsträger im Anhang unterstützende Informationen, abgeleiteten Empfehlungen, Checklisten und abstrahierte Regeln zur Verfügung.

Massive Open Online Courses, sogenannte MOOCs sind offene und über das Internet für jeden kostenfrei zugängliche Kurse, die hierdurch oft eine Vielzahl an Teilnehmenden erreichen. Alle Beteiligten lernen gemeinsam, jedoch mit verschiedensten persönlichen Zielen. Die Inhalte werden nicht ausschließlich von den Veranstalter/inne/n vorgegeben, sondern können zudem auch von den Teilnehmenden erweitert und geteilt werden. Mit dem SOOC13, dem Saxon Open Online Course, wurde einer der aktuellsten und vieldiskutierten Trends [1] im E-Learning im Sommersemester 2013 von den Technischen Universitäten in Chemnitz und Dresden sowie der Universität Siegen aufgegriffen, praktisch erprobt und evaluiert. Der Kreis der Teilnehmenden bestand dabei nicht nur aus Studierenden, vielmehr waren mit dem Kurs explizit auch Lehrende sowie andere Hochschulmitarbeiter/innen angesprochen. Als konnektivistischer Open Online Course war der SOOC13 zudem offen für alle Interessierten innerhalb der Netz-Community. Als Methode der Leistungserbringung und -bewertung kamen E-Portfolios zum Einsatz, welche formative Feedback- und Beurteilungsprozesse zulassen. Lernende erstellen Lernprodukte (Artefakte), reflektieren über Lernziele, -verhalten und -fortschritte und teilen die Ergebnisse mit anderen Teilnehmenden in Form von Blogeinträgen, Tweets oder Facebook-Posts. Gegenseitiges Feedback und Hinweise durch die Veranstalter/innen führen zu ausgiebigen Diskussionen und kritischen Auseinandersetzungen.