This thesis signals the importance of collaborative interaction in the school environment in times of teaching and learning of physics network, mediated by educational technology. Priority was collaborative interaction on the critical problem situations, technologically mediated by educational hypermedia. The activities were developed by physical educators for students to understand concepts, laws and physical phenomena in two distinct contexts: Physics course (full licensure UFSM) and high school (public schools). Through investigative work was encouraged collaborative interaction, problem-solving situations proposed in study activities, mediated by heuristics in educational hypermedia. From the interactive hypermedia, researched the influence of this educational technology computerized network as potentiator of collaborative interaction. These activities helped to study conducted that actually occurred, collaborative interaction between students, teaching and learning of physics in the network. The data were analyzed and listed in four pre-set categories: Interaction, Interaction and Collaborative Innovation and / or innovative practices in teaching and learning of physics. The results obtained in this research, from the perspective of the categories of analysis, it can be said that students felt "the will" to interact collaboratively with colleagues in study activities with mediation of educational hypermedia in teaching and learning Physics. Emphasis was placed on the idea that dialogue-problematical, as potentiator of collaborative interaction in the concepts, laws and physical phenomena, was constructed from problem situations, providing students knowingness in other contexts real and concrete. / Essa dissertação sinaliza a importância da interação colaborativa no ambiente escolar em tempos de ensino-aprendizagem de Física em rede, mediado por tecnologia educacional. A prioridade foi a interação colaborativa na problematização de situações-problema, mediadas tecnologicamente por hipermídias educacionais. As atividade foram elaboradas pelo físico-educador para que os estudantes compreendessem conceitos, leis e fenômenos físicos, em dois contextos distintos: curso de Física (licenciatura plena da UFSM) e Ensino Médio (escolas públicas). Por meio de um trabalho investigativo incentivou-se a interação colaborativa, resolvendo situações-problema propostas, em atividades de estudo, mediadas por heurística, em hipermídia educacional. A partir da interatividade hipermidiática, pesquisou-se a influência desta tecnologia educacional computadorizada em rede, como potencializadora da interação colaborativa. Estas atividades de estudo realizadas auxiliaram para que de fato ocorresse, a interação colaborativa, entre os estudantes, no ensino-aprendizagem da Física em rede. Os dados foram analisados e elencados em quatro categorias pré-estabelecidas: Interatividade, Interação Colaborativa e Inovação e/ou práticas inovadoras no Ensino-aprendizagem de Física. Conforme os resultados obtidos, nessa pesquisa, sob a ótica das categorias de análise, pode-se afirmar que os estudantes sentiram-se a vontade para interagir colaborativamente com seus colegas nas atividades de estudo com mediação das hipermídias educacionais, no ensino-aprendizagem de Física. Ressaltou-se a ideia de que o diálogo-problematizador, como potencializador da interação colaborativa, em torno dos conceitos, leis e fenômenos físicos, foi construído a partir de situações-problema, proporcionando aos estudantes cognoscência em outros contextos reais e concretos.

The main objective of this research was to investigate the contribution of the educational hypermedia as technological mediation to the development of study activities and, consequently, for the understanding of knowledges treated in the high school of Physics. To do this, we work with the elaboration and analysis of hypermedia study activities, structured in according to the approach contained in the national curriculum guidelines. This process occurred with physicists-educators in initial formation, thus contributing to the future school practices thereof, in scope of the high school. We use as research conception the action-research, which involved the development of cycles characterized by moments of planning, action, observation and reflection. Data collection involved the following instruments: document analysis, questionnaire, and the tools forum, task and wiki from Moodle. The analysis of this data, that occured in the moment of reflection of the action-research, allowed us to conclude that the features potentialized by the educational hypermedia cognitive flexibility, interactivity, interaction and visualization contribute significantly to the development of study activities of Physics, and, with this, for the understanding of the physical knowledges treated in the high school. / O objetivo principal desta pesquisa foi investigar a contribuição da hipermídia educacional como mediação tecnológica para o desenvolvimento de atividades de estudo e, consequentemente, para a compreensão dos conhecimentos abordados no ensino médio de Física. Para isso, trabalhamos com a elaboração e análise de atividades de estudo hipermidiáticas, estruturadas em consonância com a abordagem contida nos parâmetros curriculares nacionais. Este processo ocorreu juntamente com físicos-educadores em formação inicial, contribuindo assim para as futuras práticas escolares dos mesmos, no âmbito do ensino médio. Utilizamos como concepção de pesquisa a investigação-ação, que envolveu o desenvolvimento de ciclos caracterizados pelos momentos de planejamento, ação, observação e reflexão. A obtenção dos dados envolveu os seguintes instrumentos: análise de documentos, questionário, e as ferramentas fórum, tarefa e wiki do Moodle. A análise destes dados, que ocorreu no momento de reflexão da investigação-ação, possibilitou-nos concluir que as características potencializadas pela hipermídia educacional flexibilidade cognitiva, interatividade, interação e visualização contribuem significativamente para o desenvolvimento de atividades de estudo de Física, e, com isso, para a compreensão dos conhecimentos físicos abordados no ensino médio.

No description available.

This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-13T15:22:17Z No. of bitstreams: 2 Dissertação - Alexandre Martins Ferreira Bueno - 2011.pdf: 2170812 bytes, checksum: ca9620fc2142f942080575c91a55e932 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-13T15:27:38Z (GMT) No. of bitstreams: 2 Dissertação - Alexandre Martins Ferreira Bueno - 2011.pdf: 2170812 bytes, checksum: ca9620fc2142f942080575c91a55e932 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-13T15:27:38Z (GMT). No. of bitstreams: 2 Dissertação - Alexandre Martins Ferreira Bueno - 2011.pdf: 2170812 bytes, checksum: ca9620fc2142f942080575c91a55e932 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2011-12-13 / Nowadays, e-learning has become an important source of knowledge, providing content without the limitation of time or space. In this context, Web-based education became an important sector. A large number of e-learning applications have utilized the Web to teach, mainly to provide distance learning. As a result of the substantial growth in elearning there has been an increase in the diversity of students that uses this environment to achieve their academic or professional backgrounds. In general, these students have di erent personal, social-cultural and cognitive characteristics. Adaptive Hypermedia Systems provide resources to assist this diverse public, they are able to consider the individual characteristics of students during the learning process. It is known that the representation of these features are often associated with uncertain and imprecise information. Given this context, this work proposes a Web-based Adaptive Educational Hypermedia System (with instructional content) that aims to personalize the process of distance learning. It has a student model that is able to represent the uncertainties related to the student's knowledge (characteristic of the students considered by the system) through the use of a Bayesian Network. This model is adjusted according to the answers provided by students in ability tests, which in turn are evaluated by a mathematical model of Item Response Theory. The experiment realized compared the results obtained by the proposed system, that is provided with adaptation (personalization) mechanisms, and other system that has no such mechanisms, in which the same content was presented to all the students. Statistical analysis of the collected data has shown a signi cant improvement in knowledge retention by the students who used the system provided with adaptation. However, it was expected, as a result of this improvement, that the levels of satisfaction reported by the students who used the proposed system were better than the levels reported by the students who used the system without adaptation, which was not evidenced by the gathered data. / Hoje em dia, o e-learning se tornou uma importante vertente na obtenção de conhecimento, fornecendo conteúdo sem a limitação de tempo ou espaço . Neste contexto, a educação baseada na Web tem recebido destaque. Inúmeras aplicações de e-learning tem se utilizado da Web para ensinar, principalmente para prover ensino a distancia. Como consequência do crescimento substancial do e-learning houve um aumento na diversidade dos alunos que fazem uso deste meio para a obtenção de suas formações acadêmicas ou prossionais. Em geral, estes alunos possuem diferentes características pessoais, sócio culturais e cognitivas. Os Sistemas Hiperm dia Adaptativos oferecem recursos para atender a este p ublico diverso, eles são capazes de considerar as características individuais dos alunos durante o processo de aprendizagem. Sabe-se que na representação destas características frequentemente estão associadas informações que são incertas e imprecisas. Diante do apresentado, este trabalho propõe um Sistema Hipermídia Adaptativo Educacional (com conteúdo instrucional) que tem como objetivo a personalização do processo de ensino a distância através da Web. Ele possui um modelo do aluno que e capaz de lidar com as incertezas relacionadas ao conhecimento dos alunos (caracteristica dos alunos considerada pelo sistema) através do uso de uma Rede Bayesiana. Este modelo e ajustado por respostas dadas pelos alunos em testes de habilidade, que são avaliadas por um modelo matemático da Teoria da Resposta ao Item. O experimento realizado comparou os resultados obtidos pelo sistema proposto, provido de mecanismos de adaptação (personalização), e outro sistema desprovido de adaptação, em que o mesmo conteúdo era apresentado a todos os alunos. A analise estatística dos dados coletados mostrou uma melhoria signicativa na retenção de conhecimento por parte dos alunos que zeram uso do sistema provido de adaptação. Entretanto, esperava-se, como consequência desta melhoria, que os níveis de satisfação informados pelos alunos que zeram uso do sistema proposto fossem superiores aos níveis informados pelos alunos que zeram uso do sistema desprovido de adaptação, fato não evidenciado pelos dados obtidos.

We investigated the hypermediatic integration of free information and communication technology in study activities, mediated by Free Virtual Teaching and Learning Environment, more specifically Moodle, in a course at the Federal University of Santa Maria. Our goal was to identify the advances and challenges of this integration in teaching and learning mediated by Moodle, in order to bring contributions to the educational process. Thus, we use the concept of educational action research, which involved a retrospective movement (questioning and reflective understanding of practice) and prospective (planning of new actions guided by the results already shown). In this work, we have also taken the methodological guidance of three matrices: Problem-Dialog Matrix (PDM), Thematic-Organizing Matrix (TOM) and Thematic-Analytical Matrix (TAM), which were organized respectively in three stages of spiral-cycles: thematic concern, organization and analysis. Study activities, dialog applied to problem-searching, educational hypermedia and cognitive flexibility were concepts that guided the development of hypermediatic study activities. Then, we conclude that the study activities organized in hypermediatic mode, mediated by Moodle, from a socio-constructivist, problem-dialog and Cognitive Flexibility Theory perspective, present a great scholar potential for the critical appropriation of scientific knowledge in relation to different contexts of reality. / Investigamos a integração hipermidiática das Tecnologias da Informação e da Comunicação livres nas atividades de estudo, mediadas por Ambiente Virtual de Ensino-Aprendizagem Livre, mais especificamente pelo Moodle, em um curso presencial da Universidade Federal de Santa Maria. Nosso objetivo foi detectar quais avanços e desafios dessa integração no ensino-aprendizagem mediado pelo Moodle, a fim de trazer contribuições para o processo educacional. Para isso, empregamos a concepção de trabalho de pesquisa denominada investigação-ação educacional, o que envolveu um movimento retrospectivo (problematização e compreensão reflexiva da prática) e prospectivo (planejamento de novas ações orientado pelos resultados já evidenciados). Nesse trabalho, também adotamos a orientação metodológica de três matrizes: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO), e Matriz Temático-Analítica (MTA), que foram organizadas respectivamente em três etapas dos ciclos-espiralados: preocupação temática, organização e análise. Os conceitos atividades de estudo, diálogoproblematizador, hipermídia educacional e flexibilidade cognitiva guiaram o desenvolvimento das atividades de estudo hipermidiática. Ao final desse percurso investigativo, concluímos que as atividades de estudo organizadas de modo hipermidiático e dialógico-problematizador, mediadas pelo Moodle, na perspectiva sócio-construtivista e da Teoria da Flexibilidade Cognitiva, apresentam grande potencial escolar para a apropriação crítica do conhecimento científico face aos diversos contextos da realidade.