Submitted by Milena Rubi (milenarubi@ufscar.br) on 2016-10-20T16:16:59Z No. of bitstreams: 1 WELTER_Eline_2016.pdf: 27782397 bytes, checksum: f2050143ad69181311811e982813ec1c (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2016-10-20T16:17:19Z (GMT) No. of bitstreams: 1 WELTER_Eline_2016.pdf: 27782397 bytes, checksum: f2050143ad69181311811e982813ec1c (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2016-10-20T16:17:35Z (GMT) No. of bitstreams: 1 WELTER_Eline_2016.pdf: 27782397 bytes, checksum: f2050143ad69181311811e982813ec1c (MD5) / Made available in DSpace on 2016-10-20T16:17:57Z (GMT). No. of bitstreams: 1 WELTER_Eline_2016.pdf: 27782397 bytes, checksum: f2050143ad69181311811e982813ec1c (MD5) Previous issue date: 2016-06-30 / Não recebi financiamento / The use of technology to improve the process of teaching and learning is a well-known practice, young people have shown increasing interest in the use of computers and mobile devices as support classes. To encourage this practice, several pedagogical activities can be performed via Internet. However, to contribute to the teaching of History and spread of Culture and Art, museums have sought space in virtual environments. From this premise, it was observed that virtual museums can be seen as an important tool in the teaching and learning process. The aim of this work is to propose a cycle to help create learning scenarios from elements of a museum, based on personas technique to support the teaching of History or a related field. In the first part of the study, Action Research methodology was adopted to carry out the investigation process by the teachers, museums expert and students; to verify the viability of the use of learning scenarios. The AR1 was conducted with 14 teachers and 1 museum expert to verify the feasibility of creating a learning scenario from museum elements. Already AR2 was conducted with 174 elementary school students, to verify the acceptance of learning scenarios. One of the results identified by the AR1 were the artifacts required to compose learning scenarios. However, there was a need for a device to aid in building the persona. For this, there was an adjustment in the empathy map technique called MapLearn as teacher support during the persona construction process. It has also been identified the need to create a cycle to support teachers and museum experts for the creation of learning scenarios. The validation of the proposal included the evaluation of MapLearn; cycle e-MuLearn; and learning scenarios, through 2 case studies and a controlled experiment. The analyses showed that the cycle e-MuLearn and their artifacts can contribute to creation of learning scenarios to support teaching of History. / O uso de tecnologias para melhorar o processo de ensino-aprendizagem é uma prática bastante conhecida, os jovens têm apresentado cada vez mais interesses no uso do computador e dispositivos móveis como apoio `as aulas. Para incentivar esta prática, diversas atividades pedagógicas podem ser realizadas através da Internet. Para contribuir com o ensino de História e disseminação da Cultura e Arte, os museus têm buscado espaço nos meios virtuais. Partindo dessa premissa, observou-se que os museus virtuais podem ser vistos como uma importante ferramenta no processo de ensino-aprendizagem. O objetivo desta dissertação é propor um ciclo para auxiliar a criação de cenários de aprendizagem a partir de elementos de um museu, baseado na ttécnica de personas, como apoio ao ensino de História ou áreas correlatas. Na primeira parte do estudo, a metodologia de pesquisa-ação foi adotada para realizar o processo de investigação junto a professores, museólogos e alunos; para verificar a viabilidade da utilização dos cenários de aprendizagem, foram realizados dois ciclos de pesquisa-ação chamados de AR1 e AR2. O AR1 foi realizado com 14 professores e 1 museólogo, para verificar a viabilidade de criação do cenário de aprendizagem a partir de elementos de um museu. Já o AR2 foi realizado com 174 alunos do ensino fundamental, para verificar a aceitação dos cenários de aprendizagem. Um dos resultados identificado através do AR1, foram os artefatos necessários para compor os cenários de aprendizagem. No entanto, observou-se a necessidade de um artefato para auxiliar na construção da persona. Para isso, realizou-se uma adaptação na técnica de mapa de empatia, denominada MapLearn, como apoio ao professor durante o processo de construção da persona. Também se identificou a necessidade da criação de um ciclo para apoiar professores e museólogos durante a criação dos cenários de aprendizagem. A validação da proposta incluiu a avaliação do MapLearn; o ciclo e-MuLearn; e os cenários de aprendizagem, através de 2 estudos de caso e um experimento controlado. As análises apontaram que o ciclo e-MuLearn e seus artefatos podem contribuir com a criação de cenários de aprendizagem, como apoio ao ensino de História.

環顧國內，整體運動產業之發展，雖有稱作是運動休閒服務之產業，但大多都是傳統的商品販售模式，而非以價值交換為主的服務模式；而近年來在國內各項個人運動隨著穿戴式裝置開始風行之後，無論是慢跑、單車、三鐵等都非常盛行，也連帶著促進了整個運動產業的蓬勃發展。此外，團體球類運動一直以來都相當的風行，而且特別是當國家代表隊於國際賽事上有重大表現時，就會成為全民熱烈討論之話題，也往往會帶起一陣運動消費風氣；由此可見運動實為一個國家展現其國力的重要指標之一，但我國運動產業之發展卻不如歐美興盛。 本論文研究將專注在團體球類運動的服務設計，透過解決「如何讓團體球類運動者與其利害關係人，能夠更有效且便利的保存屬於他們的回憶。」這樣的設計問題，以達成顧客價值共創的系統與服務設計思維，分析其利害關係人、探索利害關係人可能之洞見、辨識系統中之可操作性資源、觀察其互動模式，藉此得出利害關係人之深入觀點，並進行解決方案之設計。 最終得到一個可營運的商業模式，並且可以在未來發展成為一個完整的運動產業生態系統，促進全民健康、提升運動技能、掀起全民運動之風潮；並且讓我國運動產業之發展，能夠追上世界各個已開發國家之運動產業水準。 / In Taiwan, although government defines “what is leisure sports service industry”, but these companies are all with traditional goods-dominate logic business models, not value-exchange service busiess models. These years, personal sport like Jogging, Marathon, Cycling, and Triathlon become very popular in Taiwan because of some modern wearable technology, also improving sports industry development. Team ballgame sports are always a hot topic and bring a shopping rise when our national teams play at international games. This implies that sport can be regarded as a key performance indicator for a country, but our sports industry development is not good as that of United States and Europe. This thesis focuses on team ballgame sports service design, trying to resolve the design challenge of “how to retain the memories of team ballgame players and their stakeholder’s with a more efficient and more convenient way”, in order to achieve customer value co-creative goal through system and service design thinking. Analyze stakeholders, explore stakeholders’ possible insights, identify system operant resources, and oberserve interactions to find out stakeholders’ Point-of-View, and then create the design solution. Throuth these processes, we will build up a feasible business model, and create a sports industry ecosystem in the future. This will improve people’s health, sport skills, and raise sport excerise trend to improve Taiwan’s sports industry development catching up world’s developed country.