published_or_final_version / Education / Master / Master of Education

Thesis (MPhil) -- Stellenbosch University, 2000. / Some digitised pages may appear cut off due to the condition of the original hard copy. / ENGLISH ABSTRACT: Muden is a poor, rural hamlet in KwaZulu Natal, South Africa. The sub district of Muden forms part of the Presidential Lead Pilot Land Reform Redistribution Project within KwaZulu Natal. This study analyses the negative impact of the current land reform programme on this rural environment. The research indicates a situation of severe poverty, high dependency, a lack of social infrastructure and a need for strong participatory government at local level. It also shows how existing land reform policies and current development practises are inappropriate within their current context. Proposals are formulated about a possible strategy that can be used to move beyond these problems. This study follows a systematic approach in which the reader is first shown what the facts about land reform within Muden, KwaZulu Natal are, and secondly what challenges are induced by these facts. In each chapter the perspectives are altered to add depth and to illustrate the complexity of the situation. The focus also falls on moments or aspects of crisis and how the different stakeholders have actually responded to these. From a normative perspective, guidelines are identified in a reasoned manner from the discussion in each chapter that help identify what could be done in order to overcome the crisis of development and land reform in Muden. The first chapter introduces the reader to Muden, KwaZulu Natal, through a brief history of the district from a land reform perspective. The reader is given an understanding of the current situation prevailing in the Muden Valley through an explanation of the origins of the conflict over land and other natural resources. In the second chapter the social fabric of Muden is described, considering the perceived ethical dilemma between development and environmental management within the context of land reform. A need for an integrated management strategy emerges. In the third chapter the social lens is exchanged for an environmental perspective, discussing the concept of sustainability in terms of the natural environment. Through a discussion about the quality of life of the people of Muden, both pre and post land reform, Chapter 4 brings together the social and biophysical arguments and makes a case for sustainable development. Against the background of this overview of the current situation of Muden, Chapter 5 is used for a rigorous scrutiny of the current approach to land reform/rural development. In this chapter the critical points of intervention are identified. These are points where decisions have impacted negatively upon the land reform project in the respective stages of project planning and project implementation and how these have contributed to the current crisis within Muden. The final chapter formulates a (hopefully) persuasive proposal towards the establishment of District Development Forums as an alternative approach to the current/conventional approach to land reform /rural development in Muden, KwaZulu Natal. I propose that these forums may form a practical institutional framework which have the potential to move us beyond the present quandaries o f the current land reform/rural development experience. / AFRIKAANSE OPSOMMING: Muden is ‘n arm landelike dorpie in Kwa-Zulu Natal. Die Muden distrik vorm deel van die Presideasiele Loodsprojek vir die Herverdeling van Grond in KwaZulu Natal. Hierdie studie ondersoek en analiseer die negatiewe impak van die bestaande grondhervormingsprogramme op die landelike omgewing waarin dit geskied. Die navorsing dui op omvangryke armoede, ‘n hoe vlak van afhanklikheid, ‘n gebrek aan sosiale infrastrukture en ‘n behoefte vir sterk deelnemende bestuur op plaaslike vlak. Verder toon dit aan dat bestaande grondhervormingsbeleid en ontwikkelingspraktyke onvoldoende is binne die bestaande landelike konteks. Voorstelle word binne hierdie studie gedoen vir ‘n moontlike strategic om die genoemde probleme te oorkom. Die studie volg ‘n sistematiese aanpak waarin die leser bewus gemaak word van die bestaande feite rondom grondhervorming in Muden. Voorts word die uitdagings wat uit hierdie situasie spruit aan die leser gestel. In elke hoofstuk word die perspektief gewysig om insig in die situasie te verdiep en die kompleksiteit daarvan aan te toon. Momente van krisissituasies word beklemtoon en die wyse waarop rolspelers daarop reageer word bespreek. Vanuit ‘n nomatiewe hoek word in elke hoofstuk riglyne op ‘n beredeneerde wyse geidentifiseer om oplossings te vind wat die bestaande krississe in grondhervorming in Muden kan oorkom. Hoofstuk een stel die leser voor aan Muden en die geskiedenis van grondhervorming in die distrik. Begrip vir die huidige situasie in Muden word geskep deur ‘n bespreking van die oorsake van konflik oor grond en ander natuurlike hulpbronne. Hoofstuk twee beskryf die sosiale samestelling binne die Muden distrik en bring dit in verband met die oenskynlike etiese konflik tussen ontwikkeling en bewaring binne die konteks van grondhervorming. Hieruit spruit ‘n behoefte voort vir ‘n geintegreerde en omvattende bestuurstrategie. In Hoofstuk drie word die sosiale invalshoek vervang met ‘n omgewingsfokus en word die konsep van selfonderhoubaarheid van die natuurlike omgewing ter sprake gebring. Terselfdertyd ondersoek dit lewenskwaliteit van die mense in Muden voor en na die grondhervorming. Hoofstuk vier kombineer sosiale en biofisiese standpunte en ontwikkel ‘n pleidooi vir selfonderhoubare ontwikkeling. Teen die hierdie agtergrond word grondhervorming en ontwikkeling krities beoordeel in Hoofstuk vyf. Kritieke sake vir intervensie word so geidentifiseer. Hierdie sake word beskou as die produk van besluite wat negatief ingewerk het op die verskillende fases van projekbeplanning en implementering. As sodanig het die gemelde besluite dus bygedra tot die huidige grondhervormingskrises in Muden. Die laaste hoofstuk formuleer en argumenteer ten gunste van die vestiging van Distrik Ontwikkelingsforums as ‘n alternatiewe benadering tot die konvensionele en bestaande aanpak van grondhervorming en landelike ontwikkeling in Muden. As sodaning kan hierdie forums dien as praktiese institusionele raamwerke met die inherente potensiaal om bestaande probleme in hierdie verband te oorkom.

The thesis is a study of the early stages of the writing cycle in an English for Academic Purposes (EAP) class at the University of Singapore. The study focuses on a group brainstorming activity prior to the stage of writing the first draft and on the impact of this activity on the students’ first individual drafts. In addition, the study compares two different modes of discussion: face-to-face and online synchronous chat. The comparison is concerned with the interactional patterns of the discussion in the two modes, and with the transfer of content from the discussion to the first written drafts. The use of group brainstorming at the pre-writing stage is a familiar activity in the writing class but researchers have not yet paid much attention to the way in which the ideas generated in the brainstorming activity are transferred to individual written drafts. It is this gap that this dissertation seeks to fill. A question of particular interest is the extent to which knowledge construction in the composition class is accomplished by the individual or by the group. Data were collected from four classes of first-year undergraduate students of Science taught by the researcher. The control group, with 31 members, carried out their brainstorming activity in face-to-face mode, while the experimental group, with 27 members, carried out their brainstorming using a synchronous chat facility. The primary data were the chat scripts, face-to-face transcripts and first writing drafts. Analysis of the discussion data was carried out using a genre-based content analysis model deriving from speech act theory (Sinclair and Coulthard, 1975), rhetorical structure theory (Mann & Thompson 1986, 1988), and more recent work on collaborative writing by Plowman (1993), think-aloud protocols (Smagorinsky, 1991) and collaborative computer-based communication by Garrison and Anderson (2003), among others. The model is used to count the frequency of different ideas according to their rhetorical characteristics in the two conditions (face-to-face and synchronous chat), and to determine whether the ideas were generated by individuals or through group discussion. The analysis then looks at the extent to which the ideas were subsequently reproduced in individual drafts. The frequency analyses are complemented by detailed qualitative analysis of the discussion transcripts and the essays of four students, two from each discussion mode. The results of the analysis suggest that collaborative brainstorming is productive in helping students with the generation and development of ideas for their writing. The findings also suggest that there is a strong link between ownership and use of ideas initiated in the discussion. This tendency is stronger in the chat group than in the face-to-face group. Analysis of the discussion transcripts suggests that this difference is a result of more ideas being initiated in the chat group. In addition to these group differences, the analysis shows that discussion in both modes is characterised by a tendency to seek consensus, with very little argument and negotiation of content. The implications of these findings for the use of group discussion in the writing class are discussed.

published_or_final_version / Education / Master / Master of Education

The participation of the public has become widely accepted through legislation as a critical component of managing water resources in South Africa. However, achieving meaningful participation continues to be a challenge especially for the previously disadvantaged communities. Participants from these communities, through legislative requirements have the opportunity to participate and make contribution in water management arena with little emphasis of their level of knowledge in understanding the information presented in the participation processes. The level of knowledge and understanding of participants has been found by Anderson (2005) and Faysse (2005) to affect meaningful participation in the water management arena. There have been, however, few empirical studies (Anderson, 2005; Faysse, 2005) to find out whether the disadvantaged community participants feel their participation in water management institutions such as the catchment management forum (CMF) is meaningful. Meaningful public participation has increasingly been used in public participation literature to describe the quality of participation process Solitare, (2005), Canadian Association of Petroleum Produces (CAPP) (2004) and Videira et al. (2003). Authors have generally avoided strictly defining the adjective ‘meaningful’ in relation to public participation. Authors have however, concentrated on attributes of the concept which includes: the ability of the participation process to meet the expectation of the participants, inclusiveness of stakeholder, trust among participants in a participation process, participation process contribution to learning of participants and opportunity for participants to improve quality of decision. The purpose of this research was to find out whether the disadvantaged community participants find their participation in the Msunduzi Catchment Management Forum (MCMF) to be meaningful. To achieve this aim, the specific objectives of the study were: • firstly, to determine whether the participation processes meet the expectations of the participants; • secondly, to determine whether the MCMF is inclusive of those having an interest in catchment management issues; • thirdly, to determine whether there is trust among participants in the participation processes; • fourthly, to determine whether participants have access to and understand appropriate and relevant information given at the forum; and • lastly, to determine whether participants are notified about the forum early and adequate time given for sharing of information in the process. A review of relevant literature on this research issues was conducted. A qualitative research approach was used to address the goals of the research, including a semistructured interview of stakeholders of the MCMF. The semi-structured interviews were conducted with participants from the disadvantaged community, industry, municipality, DWAF and members of other non-governmental organizations that are not from the disadvantaged community. The other stakeholders who are not from the disadvantaged communities were included in the studies to find out whether they are aware of the perspectives of the disadvantaged community participants on the meaningfulness of the MCMF. Another objective for including these stakeholder groups was to find out whether they share the same views as those from the disadvantaged community on the meaningfulness of the MCMF. The results from the interviews were used to determine whether participants from the disadvantaged communities find their participation in the MCMF to be meaningful. The results established five key finding from the research. Firstly, the disadvantaged community participants do not see their involvement in the MCMF to be meaningful. Secondly, the disadvantage community participants have expectations that have not yet been met. Thirdly, there is a degree of differences in relationship among stakeholders based on educational background which is affecting networking and trust building. Fourthly, the lack of understanding of the information presented at the forum by the disadvantaged community participants, and lastly improper medium and timing of notification by DWAF. These were found to be the major factors affecting disadvantaged community participants’ meaningful participation in the MCMF. This research has recommended five key means through which the MCMF public participation process can be improved which are based on the conclusions of this research. It is recommended that: 1. Expectations of participants especially those from the disadvantaged community on the functions of a catchment management forum should be addressed urgently. 2. Degree of differences that exist among some participants especially those from the disadvantaged community that educational background influence views presented by a participant should be dealt with through measures such as field trips. 3. Technical information is presented in a medium that disadvantaged community participants can understand. 4. The medium of notification used to ensure effective public participation at the MCMF be addressed. 5. DWAF evaluates the MCMF participations process to find out the level of satisfaction among participants. / Thesis (M.Env.Dev.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

Thesis (MBA)-- Stellenbosch University, 1998. / ENGLISH ABSTRACT: The Labour Relations Act No 66 of 1995 reflects the efforts of government. business and labour at restoring an environment conducive to workplace harmony. productivity, and minimal work disruptions. This statute. and in particular its reference to workplace forums, provides the basis for this study project, which critically evaluates the establishment of workplace forums and whether these forums will be adopted by business and in particular, labour. Theories relating to worker participation are examined. This paper recalls worker participation and co-determination models as found in Germany. It identifies the establishment and reviews the functioning of these worker participation models. The Labour Relations Act relating to workplace forums IS discussed In detail. It IS compared with the German system of participation. The writer concludes that the German system differs materially from the South African system on key points. The distinct differences that emerge between Germany and South Africa in the structuring of worker participation highlight the impact of social, political and economic factors on the eventual introduction of worker participation at the workplace. Likewise, the background and factors leading to the introduction of workplace forums differ. The German industrial relations system is more developed. Workplace forums are characteristic of a developed country such as Germany. In a developing country such as South Africa, trade unions still play a dominant role in the workplace. Here the establishment of a workplace forum is subject to the power of the union. Accordingly it is unlikely that workplace forums will enjoy much support or success in terms of the present Labour Relations Act. The writer examines the attitudes of capital and labour towards the establishment of workplace forums. and suggests reasons why it is unlikely that trade unions would apply for the establishment of workplace forums. He continues to explain why, in its present format, the concept of 'workplace forums is unacceptable to organised labour and has no chance of being implemented. / AFRIKAANSE OPSOMMING: Hierdie werkstuk handel oor die Wet op Arbeidsverhoudinge, wet 66 van 1995 en veral oor die instelling van werkplekforums. Teorie rondom die beginsel van werker deelname word bespreek. Daar word ondersoek ingestel oor hoe hierdie konsep in Duitsland onstaan het en hoe dit daar toegepas word. Die Suid Afrikaanse proses en onwikkeling van werker deelname in geheel asook deelname in besluitneming word besoek om te kyk of die bepalinge van die nuwe apartheidswet aanvaarbaar vir die plaaslike arbeidsmag is. Die bepalinge van die arbeidswet asook die grondwet aangaande werkpleksforums word in detail bespreek. Dit word gekontrasteer met die Duitse stelsel van deelname. So word daar ook gekyk na die rol van vakbonde in die verhand. Die skywer kom tot die slotsom dat die Duite stelsel op belangrike aspekte van die Suid-Afrikaanse model verskil. So ook verskil die agtergrond en omstandighede wat aanleiding gee tot die instelling van werkpleksforums. Die nywerheidsverhouding stelsel is meer gevordered in Duitsland. Werkpleksforums is 'n kenmerk van 'n onwikkelde land soos Duitsland. In 'n ontwikkelende land soos Suid Afrika speel die vakbonde nog 'n prominente rol in alle aspekte van die werkplek, dus is werkpleksforums onderworpe aan die mag van vakbonde en is dit onwaarskynlik dat werksplekforums ingevolge die nuwe aarbeidswet veeI steun of sukses sal geniet. / Centre for Science Development (HSRC)

INUZUKA, Marcelo Akira. Uso educativo do wiki: um estudo de caso na Faculdade de Educação da Universidade de Brasília, 2008. 122f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Brasília-DF, 2008. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-04T10:26:00Z No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-04T14:31:17Z (GMT) No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) / Made available in DSpace on 2012-07-04T14:31:17Z (GMT). No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) Previous issue date: 2008 / This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called “Mediated Practices of Informatics in Education” given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool. / O presente trabalho tem como objetivo analisar a vivência experimentada por alunos de uma turma de pedagogia, no uso pedagógico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de Educação da Universidade de Brasília (UnB) em quatro semanas cedidas de uma disciplina denominada “Práticas Mediáticas de Informática na Educação” cedidas pelo orientador desta dissertação. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-ação participativa. Para colher as opiniões dos participantes, foram aplicados: questionário; entrevistas individuais e em grupo; e um seminário com participação de grupos formados por temas. Como referencial teórico, foram utilizado os quatro critérios de análise de Dillenbourg (situação, interação, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construção colaborativa de conhecimento de Stahl para projetar o Ambiente de Construção de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vários outros foram analisados, assim, o projeto levou em conta a experiência de outras pesquisadores do tema. Através da análise dos resultados, foram percebidos pelos alunos várias dificuldades técnicas de operação e dificuldades culturais, especialmente relacionados a colaboração em equipe; porém os alunos consideraram a ferramenta como pedagogicamente útil e viável, considerando a vantagem de compartilhamento de informações entre pares como a maior vantagem da ferramenta wiki.

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A adaptação dos sistemas tradicionais de ensino presencial para o ambiente de ensino a distância introduz diversas mudanças na práxis escolar. Com a ausência do contato direto entre educador e educandos, surge a necessidade de utilização de artefatos tecnológicos que substituam a interação direta. O fórum de discussão é um desses artefatos tecnológicos. Ele possui a característica de ser um elemento catalisador da comunicação entre os envolvidos e pode ser um importante instrumento no processo educacional. Contudo, a natureza não estruturada das mensagens textuais de um fórum dificulta o seu uso como instrumento na avaliação individual do aluno. A análise e qualificação do conteúdo das mensagens armazenadas em um fórum representa um grande desafio para o instrutor. A ausência de uma estrutura formal de representação dos conceitos, crenças e idéias dos alunos poderia ser apontado como um dos elementos que contribuem para esse desafio. A proposta desta pesquisa é o desenvolvimento de um modelo que permita a estruturação e representação das mensagens de um fórum. Essa estruturação considera três aspectos da mensagem: i) os conceitos apresentados, ii) quem os apresentou e finalmente iii) quando esses conceitos foram apresentados. Para validar esse modelo, um programa de computador foi desenvolvido e testado em um fórum do ambiente virtual Moodle. O conceitos desenvolvidos para o Modelo de Estruturação e Representação das Mensagens do Fórum foram utilizados no desenvolvimento desse programa de computador. Por meio desse modelo de estruturação e representação das mensagens, um mapa ou guia é gerado. Esse mapa ou guia pode ser acessado pelo professor ou instrutor. Esse novo recurso desenvolvido, pode ser utilizado como uma ferramenta de apoio à análise ou avaliação do fórum do ambiente Moodle como um todo ou de cada participação individual do aluno. / The traditional learning practices adaptation to the distance learning introduces several changes in school practice. Since in distance learning the direct contact between educators and students does not exist, new technological artifacts become necessary in order to replace direct interaction. One of these artifacts is the discussion forum, which works as a catalyzer element of the communication between involved ones and can be an important tool in the educational process. Nevertheless, non-structured nature of text messages on a forum hampers its use as a tool in individual student assessment. Analysis and qualification of message contents stored on a forum represents an important challenge for instructors. The absence of a formal representation of concepts, ideas and beliefs from students could be designated as one of the factors that make this challenge even harder. This research proposes the development of a model that allows the messages on a forum can be structured and represented. This structuration considers three message aspects: i) presented concepts, ii) who has presented it, and iii) when concepts have been presented. As a means to validate this model, a computer program was developed and tested in a Moodle virtual environment forum. The concepts developed to the Structuration and Representation of the Forum Messages Model were used on this computer program development. Through the use of this model a map or guide is generated. This map or guide can be accessed by the professor or instructor. This new feature can be used as a support tool to analysis or evaluation of a Moodle forum environment.

A adaptação dos sistemas tradicionais de ensino presencial para o ambiente de ensino a distância introduz diversas mudanças na práxis escolar. Com a ausência do contato direto entre educador e educandos, surge a necessidade de utilização de artefatos tecnológicos que substituam a interação direta. O fórum de discussão é um desses artefatos tecnológicos. Ele possui a característica de ser um elemento catalisador da comunicação entre os envolvidos e pode ser um importante instrumento no processo educacional. Contudo, a natureza não estruturada das mensagens textuais de um fórum dificulta o seu uso como instrumento na avaliação individual do aluno. A análise e qualificação do conteúdo das mensagens armazenadas em um fórum representa um grande desafio para o instrutor. A ausência de uma estrutura formal de representação dos conceitos, crenças e idéias dos alunos poderia ser apontado como um dos elementos que contribuem para esse desafio. A proposta desta pesquisa é o desenvolvimento de um modelo que permita a estruturação e representação das mensagens de um fórum. Essa estruturação considera três aspectos da mensagem: i) os conceitos apresentados, ii) quem os apresentou e finalmente iii) quando esses conceitos foram apresentados. Para validar esse modelo, um programa de computador foi desenvolvido e testado em um fórum do ambiente virtual Moodle. O conceitos desenvolvidos para o Modelo de Estruturação e Representação das Mensagens do Fórum foram utilizados no desenvolvimento desse programa de computador. Por meio desse modelo de estruturação e representação das mensagens, um mapa ou guia é gerado. Esse mapa ou guia pode ser acessado pelo professor ou instrutor. Esse novo recurso desenvolvido, pode ser utilizado como uma ferramenta de apoio à análise ou avaliação do fórum do ambiente Moodle como um todo ou de cada participação individual do aluno. / The traditional learning practices adaptation to the distance learning introduces several changes in school practice. Since in distance learning the direct contact between educators and students does not exist, new technological artifacts become necessary in order to replace direct interaction. One of these artifacts is the discussion forum, which works as a catalyzer element of the communication between involved ones and can be an important tool in the educational process. Nevertheless, non-structured nature of text messages on a forum hampers its use as a tool in individual student assessment. Analysis and qualification of message contents stored on a forum represents an important challenge for instructors. The absence of a formal representation of concepts, ideas and beliefs from students could be designated as one of the factors that make this challenge even harder. This research proposes the development of a model that allows the messages on a forum can be structured and represented. This structuration considers three message aspects: i) presented concepts, ii) who has presented it, and iii) when concepts have been presented. As a means to validate this model, a computer program was developed and tested in a Moodle virtual environment forum. The concepts developed to the Structuration and Representation of the Forum Messages Model were used on this computer program development. Through the use of this model a map or guide is generated. This map or guide can be accessed by the professor or instructor. This new feature can be used as a support tool to analysis or evaluation of a Moodle forum environment.