Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 162-168).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 216-222).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 201-204).

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 120-129).

Orientadores: Maria Cecília Calani Baranauskas, Tommaso Leo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-26T02:03:50Z (GMT). No. of bitstreams: 1 Arpetti_Alessandro_D.pdf: 11941680 bytes, checksum: 16f7758f01e837b398a5707819ee4b70 (MD5) Previous issue date: 2014 / Resumo: O crescente uso das tecnologias na educação e a falta de alcanço dos resultados esperados levaram a atenção sobre o planejamento didático com o objetivo de favorecer resultados educativos melhores e um uso mais proveitoso das tecnologias. O planejamento didático é uma atividade complexa que requer um alto número de competências. Nos últimos anos, as pesquisas do setor levaram a um desenvolvimento de numerosos modelos e ferramentas para auxiliar a prática do design, mas, apesar dos esforços, a difusão entre os professores permanece limitada. Esta tese se insere no campo de pesquisa do Learning Design (LD) e do desenvolvimento de competências e profissionalismo dos professores. O objetivo principal é enfrentar o problema da compreensão e da difusão do LD entre os professores não especializados no planejamento didático e no desenvolvimento de soluções que possam facilitar o processo de design e promover o compartilhamento de planos didáticos e do desenvolvimento profissional dos professores. Inspirando-se à abordagem sugerida pela Educational Design Research, a pesquisa foi desenvolvida em colaboração com um grupo de professores de Italiano como língua segunda/estrangeira de vários países, colaborando a distância por meio de um website desenvolvido para o projeto, os professores participaram ativamente através de práticas de design semio-participativas, que permitiram um maior entendimento do uso, das expectativas e do significado por eles atribuídos ao planejamento didático. Os principais resultados deste percurso de pesquisa são a definição de uma abordagem ao planejamento didático baseado na epistemologia da prática e a implementação do LEDITA (LEarning Design for ITAlian language), uma aplicação web para a criação, a edição, o compartilhamento e o reúso de designs. O processo de design proposto com LEDITA ativa um duplo ciclo de reflexão. O primeiro, durante a fase de design, permite o desenvolvimento de competências e o crescimento profissional por meio da reflexão-na-ação e da ampliação do repertorio didático. O segundo, por meio do compartilhamento e da adaptação de um design a um novo contexto, permite a reflexão-sobre-a-ação e a revisão crítica do profissionalismo dos professores. Estes resultados foram por fim validados através de análises exploratórias que revelaram bons níveis de usabilidade e de compreensão por parte de professores não especializados em design / Abstract: The increasing use of technology in education and the failure to achieve the expected results have brought attention to the Learning Design (LD), in order to promote better educational outcomes and a more profitable use of technology. LD is a complex activity that requires a large number of competences. In recent years, research in the field has led to the development of numerous models and software tools to support the practice of design, but, despite the efforts, the diffusion among teachers remain limited. This thesis relates to the LD research field and the development of teachers' competencies and professionalism. The main objective is to address the problem of understanding and dissemination of LD between teachers non-specialist in design, developing solutions that can facilitate the design process, promoting the sharing of educational designs and the professional development of teachers. Inspired by the approach suggested by the Educational Design Research, the research was carried out in collaboration with a group of teachers of Italian as a second/foreign language from different countries. Collaborating at a distance via a web site developed for the project, teachers were actively involved through semio-participatory design practices which allowed a greater understanding of the use, the expectations and the meaning they attribute to the design in education. The main results of this research are the definition of a LD approach based on the epistemology of practice and the implementation of LEDITA tool (LEarning Design for ITAlian language), a web application for creating, editing, sharing and reuse of designs. The design process proposed with LEDITA activates a double loop of reflection. The first, during the design phase, allows the development of competences and professional growth through the reflection-in-action and the expansion of the didactic repertoire. The second, through the sharing and adaptation of a design to a new context, the reflection-on-action and the critical review of teachers' professionalism. Finally, these results were validated by exploratory analysis that revealed a good level of usability and understanding by teachers non-specialized in design / Doutorado / Ciência da Computação / Doutor em Ciência da Computação

M.Ed. (Education Management) / Please refer to full text to view abstract

Bibliography: leaves 128-138. / This study focused on the identification of agricultural skills required to enable retrenched miners in OR Tambo District Municipality to engage in agriculture productively. This is set against the background of the history of mine labour being drawn significantly from thie area, together with recent changes in the mining industry which have resulted in many of the workers returning to the district retrneched and impoversihed. The study reviews the changing nature of work in the context of globalization and its impact on mine workers. It reviews current notions of adult education and the emrgence of such notions as the recognition of prior learning and multi-skilling as a response to these changes. There is also a review of recent policies that are meant to benefit retrenched workers in the rural areas of South Africa.

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