Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-21T13:34:11Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dilma Pereira dos Santos.pdf: 3316929 bytes, checksum: f23974c4aa0daa95988d34321b4e4e5f (MD5) / Made available in DSpace on 2017-07-21T13:34:11Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dilma Pereira dos Santos.pdf: 3316929 bytes, checksum: f23974c4aa0daa95988d34321b4e4e5f (MD5) Previous issue date: 2016-04-18 / The present dissertation was developed for the Master of Education degree at the Universidade do Oeste Paulista (Unoeste). The objective of this study was to investigate the influence of certain educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students. This study is based on technological and human sociocultural theories which help one understand the process of learning the written and spoken Portuguese language. Additionally, it is also based on the ethical and legal guidelines that promote the use of educational tools as pedagogical resources in teaching deaf, hard of hearing, and speech impaired students. A group of six deaf, hard of hearing, and speech impaired students participated in this study. Their ages ranged from 9 to 10. These students were enrolled in a school that serves hearing and speech impaired students in Foz do Iguacu, Parana, Brazil. This qualitative study. As part of the methodology, the following took place: Structured diagnostic observation, collection of data produced by students, text interpretation, and verification of the quality of texts produced by the students. Next, the researcher applied intervention activities by using HagaQue, Tux Pent, and Scrapbooking which are tools that focus on writing and reading skills. A second evaluation was conducted to determine if any significant change was found in the students’ writing and reading comprehension skills. Results show the significance and validity of these educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students. / A presente dissertação foi desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista (Unoeste). A pesquisa tem como objetivo investigar a influência de Objetos de Aprendizagem como recurso pedagógico para promover o desenvolvimento da leitura e escrita para alunos com deficiência auditiva. Para fundamentação foram utilizadas bases teóricas voltadas ao sociointeracionismo no qual o humano e o tecnológico interagem no processo de aprendizagem da língua portuguesa escrita; bem como bases legais que sustentam o uso de objetos educacionais no desenvolvimento dos alunos com deficiência auditiva. Os sujeitos da pesquisa foram seis alunos com deficiência auditiva, entre 9 e 10 anos de idade; devidamente matriculados no ensino fundamental, no qual cursavam o quarto ano em uma escola em Foz do Iguaçu (PR). A pesquisa foi de cunho qualitativa. Como procedimentos metodológicos para coleta de dados promoveu-se observação estruturada diagnóstica, análise dos documentos da produção de textos desenvolvidos pelos alunos, a fim de verificar a qualidade da produção e interpretação textual. Em seguida, foram aplicadas atividades de intervenção com os objetos educacionais HagáQuê e Tux Paint que visavam à produção escrita e leitura. Uma segunda avaliação foi realizada para determinar se houve mudança quanto à produção da escrita e interpretação textual. Como resultado, verificou-se a importância e validade pedagógica de tais objetos educacionais no processo de ensino e aprendizagem da Língua Portuguesa para alunos com deficiência auditiva.

The goal of my study is to develop a mobile application to enable all visitors, including blind and low-vision visitors, to autonomously gather and share information about interpretations of art and to have a fully independent museum-going experience. With an application, blind visitors have more access to opportunities and tools in the museum, which empowers their museum experience. My study used a qualitative, mixed-methods approach to research how blind and low vision museum visitors might increase their independence in the museum space and discover ways to equalize their access without relying on museum educators. In carrying out my study, I conducted interviews and collected data based on observations and transcribed and analyzed them using a grounded theory approach. I used Freire's theory of pedagogy of the oppressed and hooks' theory of education as the practice of freedom to frame my study.

Le passage de l’oralité à l’écrit et de l’indifférence à l’égard des outils de communication de savoir à leur intégration dans un projet éducatif a pris des siècles et il est passé par plusieurs épisodes. Malgré les différences qu’on peut constater quant aux rythmes et aux modalités de cette transformation pédagogique et communicationnelle entre l’Europe et le monde arabe, cette évolution de la réflexion sur les outils et médias éducatifs a fortement influencé la façon avec laquelle ces populations appréhendent aujourd’hui ces techniques de plus en plus numériques. En France, depuis des décennies, les plans numériques pour l’éducation se succèdent. En Tunisie, après la création en 2002 de l’université virtuelle de Tunis (UVT), on parle actuellement de l’intégration de tablettes numériques dans l’école publique. En dépit des différences que présentent ces deux pays quant aux contextes politiques, économiques, sociaux et culturels, nous avons noté des similitudes stratégiques qui caractérisent leurs démarches respectives pour le numérique éducatif. Nous pouvons remarquer, entre autres, une similitude dans l’installation volontariste des techniques pour apprendre accompagnée de discours annonçant plus de facilités, plus de fiabilité et plus de réussite. Dans le cadre de notre recherche, nous nous intéressons à la question de l’enseignement-apprentissage à distance, et aux outils éducatifs mis en œuvre pour ce faire. Nous ne prétendons pas faire une comparaison binaire entre un modèle d’utilisation des technologies dans le cadre de l’apprentissage qui serait français et un autre qui serait tunisien. Nous mettons en revanche en perspectives les deux expériences tout en insistant sur la démarche tunisienne. L’enseignement/apprentissage à distance est une situation de communication particulièrement délicate, d’une part par son inscription dans cette logique de contextes sociaux et économiques, mais aussi par l’éclatement de la notion de l’espace qui renforce le sentiment de l’isolement chez l’apprenant. Pour surmonter ce sentiment d’isolement et réussir son apprentissage à distance, plusieurs chercheurs proposent un processus d’autorégulation de l’apprentissage. Bien qu’il soit centré sur l’activité de l’apprenant lui-même, ce processus insiste sur l’importance de l’intervention des autres usagers du système éducatif (institution et corps pédagogique). Par notre recherche, nous avons voulu interroger cette question d’autorégulation de l’apprentissage dans le contexte tunisien de l’université virtuelle de Tunis. Nous avons alors cherché à comprendre le comportement autorégulé des apprenants tunisiens à la lumière du dispositif (humain et technique) de l’institution. Pour soulever ces questions nous avons opté pour une méthodologie multiple qui réunit observation participante, observation cachée, questionnaire, protocole géode et analyse de contenu. Cette recherche a abouti à trois résultats majeurs : la création de l’UVT est un projet avant tout politique destiné à véhiculer une image moderne de la Tunisie. En effet, à part l’expérience de l’institut supérieur de la formation continue crée en 1984, aucune réflexion autour d’une pédagogie adaptée à l’enseignement-apprentissage à distance dans le terrain tunisien n’a été entamée surtout que le dispositif UVT est basé sur les technologies numériques. De ce fait, le comportement autorégulé des apprenants oscille, selon le degré de contrôle pédagogique qu’exerce le dispositif UVT sur leur apprentissage, entre adaptation aux conditions formelles et création de conditions informelles contournant ainsi le dispositif de l’institution. / The transition from spoken (unwritten, said, told) to written and from the meaninglessness towards the communication tools and then to their integration in an educational project has taken centuries and has gone through several chapters. Despite the differences that can be perceived on the rhythms and modalities of this educational and communicational transformation between Europe and the Arab world, this evolution of thinking about educational tools and media has greatly influenced the way people apprehend these techniques. Especially considering that these techniques are more and more digital today. In France, for decades, several digital plans for education have been implemented. In Tunisia, after the creation of the Virtual University of Tunis in 2002, a project about the integration of digital tablets in public schools had been announced. Despite the political, economic, social and cultural differences between these two countries, we noticed strategic similarities that characterize their respective digital educational approaches. We can note, among others, a similarity in the voluntary installation of educational techniques accompanied by speeches announcing easiness, more reliability and more success. In the framework of our research, we focus on the issue of e-learning and the tools implemented for it. We are not doing a binary comparison between the way that technology in education is used in France and the way that technology in education is used in Tunisia. We, however, prospect both experiences while emphasizing the Tunisian approach. E-learning is a particularly delicate communication situation, not only because it is influenced by social and economic factors, but also because of the bursting of the notion of space that exasperate the learners’ feeling of isolation. To overcome this feeling of isolation and for successful distance learning, several researchers propose a self-regulation process. While it is centered on the activity of the learner himself, this process insists on the importance of the intervention of all education system users. Through our research, we wanted to ask the question of self-regulated learning in the Tunisian context represented by the Virtual University of Tunis (VUT). We then sought to understand the self-regulated behavior of Tunisian students (learners) in the light of the institute system. To raise these issues we opted for a methodology that combines observation, questionnaire, geode protocol and content analysis. This research led to three major outcomes: the creation of the VUT is a political project intended to convey a modern image of Tunisia. Indeed, besides the experience of the Higher Institute of Continuing Education, established in 1984, no reflection on a pedagogy adapted to distance learning in Tunisia has been implemented especially that the VUT is based on digital technologies. Thus, the self-regulated learner behavior varies, according to the degree of control exerted by the VUT environment on their learning activities, between adaptation to the formal requirements and creating informal conditions.

In today's Swedish preschool and elementary school all children are entitled to an inclusive education, where they receive the support and are presented with the educational challenges they are perceived to be in need of. To meet the needs and preconditions of all children, the educational mission of teachers today involves the apply of special educational tools, such as for example the use of visual support. The aim of this study is to analyse teachers experiences of visual support and the results they have experienced from using visual support in the learning environment. The study involves a preschool and an elementary school in a municipality in Sweden, and is based on interviews with three preschool teachers, three elementary school teachers, the headmaster of the preschool, and the headmaster of the elementary school. The results have been analyzed using sociocultural theory and a relational perspective on special education. The overall results show that teachers have used visual support for the children as a group, combined if necessary with visual support for individual children. Furthermore the results show that the use of visual support originates from a necessity to address pedagogical dilemmas and problems that have arisen within the learning environment. Both the headmasters and the teachers describe that the use of visual support has been beneficial for improving the learning environment for all of the children as well as the working environment for the teachers. In accordance with sociocultural theory and a relational perspective on special education, visual support has been used by the teachers participating in this study, as a tool to promote inclusion of all children, and as means of adapting the learning environment according to difficulties children experience within that context. The results of this study confirms that the use of visual support for children as a group can be considered a good example of what Jensen (2017) describes as reversed inclusion, meaning that the learning environment is adapted on a group level to meet the needs and preconditions of children in need of special support.

Alternative educational tools have been investigated, in form of a meta-game structure, a computer-based educational software (Quest Atlantis) which was used in an after-school environment within the frame of Fifth Dimension site in Ronneby. The study is based on field material from five sessions, each of two hours. A first focus in this thesis is on the extent to which such a virtual environment can be used for educational purposes, to which extent it can supplement the traditional educational system. A second focus is on how appropriate the software is to its educational purpose and how it can be improved by means of participatory design. The analysis of the data shows that computer games are a rich setting for human learning, in a more dynamic, active and involving manner than traditional education. In this particular case, we came to the conclusion how the software has to be improved in order to suite children’s computer skills and we came up with an original method for involving users in participatory design. / Alternativa utbildningsverktyg har studerats, i form av en meta-spel struktyr, en databaserad utbildning software (Quest Atlantis), som har varit använt i en efterskola miljö, inom Fifth Dimension ramar, i Ronneby. Studiet baseras på fältmaterialet från fem sessioner, varje session på två timmar. En först fokuspunkt i det här arbetet koncentrerar sig på: till vilken mån en sådan virtuel miljö kan användas för utbildnigssyfte och kan supplimentera det traditionella utbildningssystemet. En andra fokupunkt koncentrerar sig på hur lämpligt mjukvara är för dess utbildningssyften och hur den kan förbättras med hjälp av participatory design. Analysen av data visar att dataspel är rika miljöer för mänsklig lärande, på ett mer dynamiskt, aktivt och involverande sätt än traditionell utbildning. I det här studiet har vi kommit fram till att hur man kan förbättra mjukvaran för att passa barnens datavana och vi har uppfunnit en original metod för att involvera användare i participatory design. / This thesis has been conducted at the Department of Human Work Science, Media Technology and Humanities at Blekinge Institute of Technology in the fields of work science and computer science.

This thesis deals with phenomena of spatial visualization, application of spatial visualization in instruction and its educational specifics. The present thesis addresses the questions of definition of spatial visualization in instruction, specification of educational specifics and exploration of the relations between spatial visualization and cognitive processes. The experimental part of the thesis is focused on relations between the form of presentation of subject matter (planar visualization and spatial visualization), spatial intelligence, or the ability of mental rotation and the results of learning at students of lower secondary (ISCED 2) school. Elaboration of the theory given field of educational means, the thesis seeks to contribute to the development of theoretical bases of pedagogy with the context of increasing importance of technology for support education.

This thesis deals with phenomena of augmented reality in context of didactics. The thesis aims to define augmented reality in conceptual and content area and focuses on augmented reality in the structure of educational tools and identification of its functions and use from the didactical standpoint. The thesis characterizes augmented reality as a specific technological-perceptual concept and establishes a system of perceptual, technological and resulting aspects that reflect important parameters of augmented reality. The thesis also examines the didactic specifics of augmented reality, defines the main possible didactic intentions for its use and establishes a structure of augmented reality systems in terms of teaching forms. Thesis defines didactic qualities and specifics of augmented reality as a technical educational tool with the support of empirical research. The concept of the thesis represents a comprehensive study of augmented reality from different perspectives and standpoints related to education and it can be understood as a base for other more specific research projects related to the issue of the use of augmented reality in education. Powered by TCPDF (www.tcpdf.org)

<div>The dynamic on how teaching is performed has changed abruptly in the past few years. Even before the COVID-19 pandemic, class modalities were changing. Instructors were adopting new modalities for lectures, like online and hybrid classes, and the use of collaborative resources were getting more popular over time. The current situation was just a catalyst of an event that was already started, which is the beginning of a new era for education.</div><div><br></div><div>This new education era implies new areas of study and the implementation of tools that promote an efficient learning process by adapting to everything involved in this change. Sciences, technology, engineering, and mathematics education (STEM) and healthcare fields are areas with noticeable demand for professionals in industry around the world. Therefore, the need to have more people academically prepared in these areas is highly prioritized. New tools to be used for learning to complement the mentioned field must show features related to the adoption of new technologies as well as the fact that this is currently a digital era. Emergent specialities like artificial intelligence and data science are traditionally being taught at the university level, due to the complexity of some concepts and the background needed to develop skills related to these areas. However, with the current technology available, tools can be used as complementary learning resources for complex subjects. Visualization helps the users to learn by sharpening the sense of sight and making evident things that are hard to illustrate by words or numbers. Therefore, the use of software for education based on visualization could be the new tools needed for these emergent specialities aligned to this new educational era. Features like intractability, gaming, and multimedia resources can help to make these tools more robust and completed.</div><div><br></div><div>In this work, the implementations of novel educational tools based on visualization for emergent specialization areas like machine learning in STEM and pathophysiology in heathcare were explored. This work summarizes the implementation of three different projects to illustrate the general purpose of this work, showing the relevance of the mentioned areas and proposes educational tools based on visualization, adapting the proposal for each speciality and having in mind different target populations. The projects related to each of the proposed tools includes the analysis to elaborate the content within the tool, the review of the software development, and the testing sessions to identify strengths and weaknesses of the tools. The tools are intended to be designed as frameworks in such a way that the deliverable content could be customized over the time and cover different educational needs.</div>

Le torticolis postural est une affection courante dans le milieu pédiatrique en particulier depuis que les parents ont adopté les lignes directrices de la campagne « Back to Sleep ». Habituellement, un programme d’exercices à domicile est présenté aux parents afin de promouvoir une récupération optimale toutefois, peu d’outils existent pour les accompagner dans la réalisation de ces exercices. L'objectif de cette étude était d'évaluer l'impact de l'addition du nouveau livret d’intervention pour le torticolis (LIT) sur la résolution du torticolis (restitution de l’amplitude passive du cou), le stress parental et la satisfaction à l’égard du traitement reçu et sur l'observance des parents au traitement à domicile. Cinquante-huit nourrissons référés en physiothérapie pour un torticolis postural ont été recrutés et randomisés au cours de leur première visite à l’un ou l’autre de ces 2 groupes: Physiothérapie + LIT (n = 29) ou Physiothérapie + traitement standard (n = 29). Des évaluateurs ont évalué à l’aveugle les patients 1 et 3 mois après leur visite initiale, 30 minutes avant leur consultation en physiothérapie. L’amplitude articulaire passive du cou en rotation était mesurée à l’aide d’un goniomètre arthrodial. Le niveau de stress parental a été évalué en utilisant l’Indice de Stress Parental (ISP). Les parents ont reçu l’ISP à la fin de la visite initiale et ont été invités à le compléter à la maison et le retourner à la visite suivante en physiothérapie ou à la visite de 1 mois. La satisfaction des parents à l’égard du traitement reçu a été évaluée en utilisant la Mesure du Processus de Soins (MPOC-56) à 3 mois. L'observance au traitement a été estimée en demandant aux parents de rapporter la durée quotidienne de positionnement des nourrissons sur le ventre pendant la semaine dernière à l’évaluation. L’analyse de nos données consista à d’abord décrire les performances des 2 groupes à l’aide de statistiques descriptives. Ensuite, des tests de t ont permis de comparer le changement à la rotation passive cervicale, entre la visite de 1 mois et la visite initiale ainsi qu’entre la visite de 3 mois et la visite initiale. Des tests de t ont aussi été calculés pour comparer les scores de chaque sous-échelle du ISP (stress parental) et du MPOC-56 (satisfaction des soins) entre les groupes. Le test du chi carré a été réalisé pour comparer l'adhérence entre les deux groupes à 1 et 3-mois. Les résultats ont montré une tendance à un plus grand changement de la rotation passive du cou à 1-mois dans le groupe LIT (Intervalle de Confiance à 95% = 95% IC= 1,97-8,77 ; p = 0, 17) mais pas à 3 mois. Les parents du groupe LIT ont obtenu des scores de stress plus faibles après avoir reçu l'outil d'intervention (95%IC= 49,20-57,94 ; p = 0, 01) et ont déclaré être plus satisfaits que les parents du groupe témoin pour le traitement reçu (95%IC= 6,7-6,8 ; p=0,03) e o partenariat avec les thérapeutes (95%IC= 6,3-6,9 ; p<0,001). Enfin, l'observance au traitement a été plus élevée dans le groupe LIT que dans le groupe contrôle en particulier à 3-mois (p = 0.01). Le nouveau livret d'intervention pour le torticolis accompagné d'un traitement de physiothérapie a tendance à contribuer à une restitution plus rapide de l’amplitude passive du cou en rotation, peut aider à diminuer le niveau de stress parental, contribuer à une plus grande satisfaction à l’égard du traitement et améliorer l’observance au traitement à domicile. / Postural Torticollis is a common condition in pediatric practices especially since parents have adopted “Back to Sleep” campaign’s guidelines. Parents are often instructed to carry out a home program of exercises; however there are few educational tools with comprehensive information about postural torticollis exercises. The main objective of this study was to evaluate the impact of the addition of the new Torticollis Intervention Booklet (TIB) on torticollis resolution (attainment of full passive neck range of motion), parental stress level, parental satisfaction and adherence to treatment received. Fifty-eight infants referred to physiotherapy for a postural torticollis were recruited and randomized during their initial visit to two groups: Physiotherapy + TIB (n=29) or Physiotherapy + Standard Care (n=29). Blinded evaluators assessed the patients at 1 and 3 months after their initial visit, thirty minutes before their physiotherapy consultation. Passive neck rotation range of motion (ROM) was measured by an arthrodial goniometer. Parental stress level was evaluated using the Parenting Stress Index- Short Form (PSI-SF). Parents received the PSI-SF at the end of the baseline visit and were requested to complete it at home and return it at their subsequent physical therapy appointment or at the second scheduled study assessment time. Parental satisfaction was evaluated using the Measure of Processes of Care (MPOC-56) at 3-months. Adherence to treatment was evaluated as the length of time per day parents reported having their children in the prone awake position in the week before follow-up visits. Analysis consisted of descriptive analyses for each group; t-tests to compare passive neck rotation ROM change scores between the baseline and 1-month visits and baseline and 3-month visits; and to compare subscale scores for PSI-SF (parental stress) and MPOC-56 (satisfaction with care) between the two groups. The Chi-square test was performed to compare adherence between the two groups at 1 and 3-months. The results showed a tendency to greater passive neck rotation (ROM) change at 1-month in the TIB group (95% Confidence Interval = 95%CI = 1.97- 8.77; p=0.17) but not at 3-months. Parents in the the TIB group showed lower global stress scores after receiving the intervention tool (95%CI= 49.20- 57.94; p = 0.01) and reported greater satisfaction than controls in the “coordinated and comprehensive care” (95%CI= 6.7-6.8; p=0.03) and « enabling and partnership » subscales (95%CI= 6.3-6.9; p<0.001). Finally, adherence was higher in the TIB group than controls especially at 3-months (p=0.01). The new Torticollis Intervention Booklet accompanied by physical therapy treatment has a tendency to lead to an earlier restitution of passive neck rotation ROM, may help decrease stress levels, increase satisfaction with treatment, and improve adherence.

The thesis deals with the development of key competences through Scout training. It focuses on the transformation of educational program in the Junák - Association of Scouts and Guides of the Czech Republic. The thesis is divided into two parts - theoretical and practical. The first part describes the history, the mission and ideals of Scouting. It deals with the development of Scouting in Czechoslovakia (or the Czech Republic) after 1990 and also explains how Junák is perceived by the public. It was found out by studies that were done in 2003. This thesis compares the historical and current educative documents that are used to support the development of children and young people's personalities. The thesis describes the initial impulses that led to the program's modification. Also the system of competences, which is essential for the new program, is developed in the thesis. The practical part contains instructions and suggestions for effective development of skills and deals with the further education for scout leaders. The work is accompanied by attachments that contain examples of previous and modern materials and a table summarizing the development of competences.