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CONCEPÇÕES DE FORMAÇÃO E DOCÊNCIA DOS PROFESSORES DO CURSO DE FISIOTERAPIA DO CENTRO UNIVERSITÁRIO FRANCISCANO / CONCEPTIOS OF FORMATION AND INSTRUCTION OF PROFESSORS IN THE COURSE OF PHYSICS THERAPY OF THE 'FRANCISCAN UNIVERSITY CENTERPivetta, Hedioneia Maria Foletto 06 September 2006 (has links)
This paper is included in the line of research 'Formation', knowledge and professional development of the Post-graduation Program in Education of the Federal University of Santa Maria. Currently, the institutions of Superior Teaching aim new curriculum proposals in order to fit the professional formation to the demands of the society. Facing this reality, the forming subjects need to search for subsidies to develop their work, which makes mecessary to rethink their practice. In this way, this work brings about the conceptions of formation and instruction of professors in the course of Physics Therapy in the "Franciscan University Center" with a new module teaching proposal. The purpose of the research is to identify and to analyze what conceptions of formation and instruction of professors in the course of Physics Therapy are being built according to the new curriculum. It has, as its methodological reference, the qualitative research and has, as its research instruments, the field daily report and the semi-structured narrative interviews. The subjects of the research are ten professors of the Physics Therapy course,being these, the most involved ones in the feasibility of this teaching model. The interpretation of results occurred by means of a gradual reduction of the qualitative text. The research finding indicate conceptions of formation and instruction that are linked to each other and are being built during the professors' trajectory. These conceptions present strong influence in the project of the course about the professors' thinking and acting processes as well as the professors identify the pedagogical meetings and the practice as privileged spaces of formation and learning in the teaching process. / Este trabalho se insere na linha de pesquisa Formação, saberes e desenvolvimento profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Atualmente as Instituições de Ensino Superior buscam novas propostas curriculares no intuito de adequar a formação profissional às demandas da sociedade. Perante essa realidade os sujeitos formadores precisam buscar subsídios para desenvolver seu ofício tornando-se essencial o repensar de sua prática. Nesse sentido, esse trabalho tem como temática as concepções de formação e docência dos professores do curso de Fisioterapia do Centro Universitário Franciscano frente a uma proposta de ensino modular. O objetivo da pesquisa é identificar e analisar que concepções de formação e de docência os professores do curso de Fisioterapia vêm construindo frente ao novo currículo. Possui como referencial metodológico a pesquisa qualitativa e tem como instrumentos de pesquisa o diário de campo e as entrevistas narrativas semi-estruturadas. Os sujeitos de pesquisa são dez professores do curso de Fisioterapia, sendo estes os mais envolvidos na viabilização deste modelo de ensino. A interpretação dos resultados deu-se por meio da análise de conteúdo a partir da redução gradual do texto qualitativo. Os achados da pesquisa indicam concepções de formação e docência que estão entrelaçadas e vêm sendo construídas ao longo da trajetória docente. Essas concepções apresentam forte influência do projeto do curso sobre o pensar e o fazer docente ao mesmo tempo em que os professores identificam as reuniões pedagógicas e a própria prática espaços privilegiados de formação e aprendizagem docente.
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Architecture pour le contrôle des interactions et le pilotage d’une application interactive multi-utilisateurs à exécution adaptative : application à un environnement de FOAD / Architecture for interactions control and interactive and adaptive multi-users applications driving : application to e-learningTrillaud, Fabrice 25 September 2013 (has links)
Nos travaux portent sur la conception et la réalisation d'un environnement interactif et multi-utilisateurs à exécution adaptative. Nous nous plaçons dans un cadre générique, pour définir les mécanismes de gestion des interactions et de l'exécution adaptative, ainsi que la méthodologie permettant d'appliquer ces mécanismes à un domaine donné. Nous utilisons cette méthodologie pour produire un environnement prototype, dédié à la formation à distance et semi-présentielle. Un point-clé de notre approche est la théorie de la distance transactionnelle, qui représente la distance ressentie par les participants à une interaction. Notre principal objectif est la réduction de cette distance en concevant un environnement qui permette de jouer sur les trois éléments constituant cette distance : le dialogue, la structure et l'autonomie. Le travail sur le dialogue consiste à optimiser les interactions, en proposant des modes de communications variés, en multipliant les opportunités d'échange et en augmentant leur qualité. Le travail sur la structure consiste à améliorer la flexibilité des interactions. Enfin, le travail sur l'autonomie consiste à offrir aux participants une certaine indépendance vis-à-vis de la structure. Pour cela, nous proposons une combinaison de technologies issues de la narration interactive, de la contextualisation et de la gestion des ambiguïtés pour construire un modèle de scénarisation des interactions. Le principe est de découper des séquences d'interactions en unités d'activité et de composer des scénarios à partir de ces unités. Une unité d'activité est appelée situation : elle peut être élémentaire ou bien composée elle-même d'autres activités. Les mécaniques de narration interactive nous permettent de piloter de manière adaptative le déroulement des scénarios conçus de cette façon, en laissant les utilisateurs libres de s'en détacher, tout en garantissant une cohérence globale et le respect de règles prédéfinies. La prise en charge du contexte et l'analyse a posteriori des sessions d'interactions permettent d'évaluer la qualité d'un scénario et de mettre en place un cycle d'évolution permanent de ces scénarios. Ces mécanismes sont présentés à travers le développement d'un environnement prototype de formation à distance. Ce prototype comporte également des outils que nous proposons pour mettre en place de nouvelles interactions à distance. Ces outils sont basés sur l'utilisation de gestes, de la voix et l'exploitation du contexte. Ils s'appuient sur des approches inspirées des réseaux sociaux et de la gamification, pour proposer des interactions variées et favoriser les échanges. Le prototype que nous proposons ne requiert pratiquement aucun pré-requis matériel ou logiciel et s'affranchit de toute technologie propriétaire. Nous présentons également une étude comparative des environnements existants qui illustre la plus-value de notre proposition, qui se présente comme un complément aux environnements de formation classiques les plus répandus. Notre prototype a fait l'objet de tests en comité restreint et en simulation de montée en charge. Des utilisations en situation réelle de formation sont en cours de préparation. / Our works focus on the conception and development of an interactive and adaptive multi-users environment. We define mechanisms to handle distant interactions and adaptive execution in a generic scope, and the methodology to apply those mechanisms to a given domain. We use this methodology to produce a prototype environment dedicated to distant and semi-distant learning. One key aspect of our approach is the concept of transactional distance, which represent the distance that users feel when taking part into distant interaction. Our main objective is to reduce this distance through the conception of an environment that can allow us to impact each of the three elements defining it : dialogue, structure, and independence. Enhancing the dialogue means offering more various communication means, and improving their quality. Enhancing the structure means offering more flexibility. Finally, enhancing the independence means allowing users to divert from the structure. To achieve that, we propose to combine technologies from various domains such as interactive storytelling, context-awareness, and misunderstandings handling, to build a model for the conception of interactive scenarios. It consists in splitting interaction sequences into activity units, and building up scenarios from these units. One unit is called a situation, it can be basic or composed of other situations. The interactive storytelling mechanisms allow us to drive the execution of such scenarios in an adaptive way, giving users the freedom to divert from the structure, while guaranteeing the overall coherence of the execution. Moreover, the context-awareness and the analysis of the executions allow us to evaluate the quality of a scenario, and thus make it evolve between sessions. We call this mechanism the scenario's life-cycle, and allows the scenarios to be constantly improved. Those mechanisms are presented through the development of a prototype e-learning environment. This prototype also contains several tools to enhance interactions. These tools are based on gesture, voice and context utilisation. They use principles inspired by social networks and gamification to offer varied interactions and promote knowledge sharing. The prototype we present comes with almost no hardware or software prerequisite, and is free of proprietary technology. We also present a comparative study about the main existing e-learning environment, to position our prototype, which is proposed as a complementary tool to existing learning management systems. Our prototype has been tested by a small number of users, and scalability has been tested through simulations. We are currently planning the use of our system in real-life situations.
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