Thesis (PhD) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xx, 255 leaves : col. ill. ; 30 cm.) in the Archive at the City Campus (T 374.26 WEC)

<p> This study examined the use of virtual emergency management systems within operational and tactical environments and explored the experiences of officials using these virtual systems regarding communication of information, coordination of resources, and strategic thinking throughout a critical incident at 4-year public institutions of higher education. Emergency management organizations are increasingly using virtual emergency management systems within their operations, but their effects on communication and incident management in operational and tactical environments during a critical incident is unclear. A gap in the literature has emerged in the understanding of how organizations comprehend, train, and utilize virtual emergency management systems and the possible integration of these systems with the National Incident Management System (NIMS) and the Incident Command System (ICS) standards. There was a need for this study to explore virtual emergency management systems within the operational and tactical environments prior to, during, and after a critical incident; and to answer the research question, &ldquo;What are the experiences of university officials, who have utilized virtual emergency management systems, in terms of communication capability, resource coordination, and strategic thinking prior to, during, and after a critical incident involving 4-year public institutions of higher education?&rdquo; This study used a transcendental phenomenological design to elicit the lived experiences of university officials who have utilized virtual emergency management systems throughout a critical incident at a 4-year public institution of higher education. The population of 10 university officials included a sample of six university emergency managers and four senior university officials who were familiar with the use of virtual systems prior to, during, and after a critical incident. The resulting data were then analyzed using open coding to identify themes and a codebook was developed to define terms associated with the themes and ascribe meaning to the data. The software NVivo11 was utilized to assist with the organization of the resulting themes. Numerous reviews of participant interview transcripts were conducted to ensure that the essences of participants&rsquo; experiences were appropriately displayed. Member checking was also conducted to ensure accuracy of the data. The findings indicated that the use of virtual emergency management systems did aid in the communication of information, the coordination and allocation of resources, and strategic thinking prior to, during, and after a critical incident at 4-year public institutions of higher education. The study also found that these systems aid in the development of trust, leadership, and team building at these institutions. The study also indicated that these systems were not being fully utilized at many of these institutions, thereby limiting the effectiveness of these systems.</p><p>

<p> Behavioral aspects of learning and emergent cognitive state are known to influence team effectiveness. In practice, agile project management is employed to address certain behavioral aspects of teaming with an emphasis on communication and social interaction. Software development teams have widely adopted the scrum framework for agile over the past decade, yet research on agile software development has produced a limited amount of work covering scrum. In addition, quantitative empirical support for links between socially situated learning, learning conditions, and organizational learning in agile software development teams have not been established. This dissertation study used a quantitative survey research design to examine effects of social interaction and learning conditions on transactive memory and the influence of social interaction on transactive memory among agile teams practicing scrum. A one-time quantitative survey was conducted, collecting data from 114 agile software developers on research panels. All participants were currently or recently working in the US on agile teams practicing scrum. This dissertation study proposed learning conditions as a socio-cognitive mediator in the relationship between social interaction and transactive memory. Support was found for three hypotheses (a) social interaction positively influences learning conditions among agile team members; (b) learning conditions positively influence transactive memory among agile team members; (c) social interaction influences transactive memory among agile team members. Evidence of mediation was also found using the Sobel test and a joint test of significance with percentile bootstrapping. This dissertation study found that agile software teams demonstrate enhanced group memory under certain learning conditions. The results indicate that positive learning conditions can strengthen the relationship between social interactions and transactive memory in an organizational setting.</p>

The object of this study was to answer four major research questions dealing with the intention of teachers to use information technologies: what are the teacher characteristics and dispositions that impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dThis study aimed to answer four research questions dealing with the intentions of teachers to use ispositions impact upon teacher intentions to use computers in teaching and learning; how do these characteristics and dispositions relate to each other; can the pattern of relationship between these characteristics and dispositions explain conceptually the processes by which teachers' uptake computers into teaching and learning situations. Teachers were sampled from seven secondary schools located in Western Sydney. Subjects were provided with a questionnaire pertaining to educational, professional and computing backgrounds, and attitudes toward computers. Results show teachers' use of computers to be influenced by attitudes toward computers as well as factors such as teachers' computer skill, their involvement in formal training, and their access to computers outside of school. Gender issues were examined and while some effect was found, the effect was not consistent across all variables. The results of the inferential analysis were used to formulate a causal model, the purpose of which was to explain further the relationship between teachers' attitudes toward computers and computer use / Master of Education (Hons)

Thesis Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2009/09/02). Includes bibliographical references.

<p> The researcher explored the lived experience of adult online college honor students (AOCHS) with the goal of describing critical factors that support academic success. The study addressed a gap in the literature concerning how the technology and virtual context of adult online college education are perceived, interpreted, and employed by the most successful students in undergraduate online college degree programs. Participants described how they perceived their online learning experience, what meaning they attribute to this experience, and what strategies they employ to achieve academic success in the online learning environment. The study was based on Deming&rsquo;s total quality management philosophy, Nonaka&rsquo;s theoretical context for knowledge generation, and the community of inquiry (CoI), a conceptual framework for online education. An online questionnaire and individual telephone interviews were used to gather qualitative data, which were analyzed using thematic coding and analytic induction to address the study&rsquo;s purpose and answer the research questions. Follow-up interview subjects were purposefully selected to provide a heterogeneous sample based on self-reported demographics, priorities, and motivations. Results showed that honor students&rsquo; expect that the technologies and user interfaces in online college classes should be as engaging and effective as social media, online entertainment, and Internet commerce technologies that they use in their nonacademic lives. That online instructors should be active and encouraging participants in the learning process. And that students&rsquo; personal, academic success is supported by a mature self-image and work ethic, effective time management and workload planning, clear and timely communication with faculty members, positive collaboration with classmates, and fluent use of learning technology.</p>

Resumo: A transposição da teoria para a prática, juntamente com o desenvolvimento de habilidades e competência, têm sido, ao longo de anos, um problema para alunos e professores nos cursos de formação do profissional Administrador de Empresas. A metodologia utilizada pela maioria dos professores do ensino superior, em especial no curso de Administração de Empresas, tem como prioridade a aula expositiva, centrada na figura do professor. Os conceitos são apresentados de forma linear, sendo o aluno o sujeito dependente, um modelo similar ao encontrado em nossas escolas de ensino fundamental e médio. Dentro deste contexto, esta pesquisa tem como objetivo analisar o trabalho desenvolvido na disciplina "Informática Aplicada" no curso de Administração de Empresas de uma instituição de ensino superior, onde a preocupação do professor foi significar e contextualizar a aprendizagem desses profissionais através de Projetos de Trabalho, potencializados pelas Tecnologias de Informação e Comunicação (TIC). Para atender a este objetivo, a presente pesquisa teve como sujeitos: os alunos da disciplina Informática Aplicada, do curso de Administração de Empresas, 1o ano - noturno e o professor da disciplina, que também se identifica como pesquisador. Estes sujeitos tiveram como contexto uma instituição de ensino superior particular: Associação Educacional Toledo de Presidente Prudente - SP, Brasil. A pesquisa foi desenvolvida segundo a abordagem qualitativa do tipo pesquisa-ação. Os resultados da pesquisa mostraram ser possível a criação de um ambiente favorável ao aprendizado, através de uma aprendizagem contextualizada e significativa, um novo modo de contemplar o conteúdo programático da disciplina e, por conseguinte, atingir aos objetivos do curso, com o desenvolvimento de habilidades e competência, as quais contribuem para a formação do Administrador de Empresas. / Abstract:The transposition from theory to practice, together with the development of skills and competence, has been a problem for students and teachers in Business Administration graduation courses for quite a long time. The methodology used by most professors, particularly in Business Administration courses, has considered the speech class as a priority, centred upon the teacher. The concepts are presented in a linear way, being the student a dependent subject, a model similar to the one found in our elementary and secondary schools. Within that context, this study aims to analyze the work developed by Applied Information Technology, a subject in the Business Administration course of a college institution, where professors' concern has been to signify and contextualize the learning of such professionals through Work Projects, potentialized by Communication and Information Technologies (CIT). To reach that aim, the present study had the freshmen of Applied Information Technology, in the Business Administration course, and their teacher (also identified as the researcher) as subjects. They had a private college as the context (Toledo Educacional Association, in Presidente Prudente, São Paulo State, Brazil). The reasearch was developed according to the qualitative approach, research-action type. The results showed that it is possible to create a favorable environment for teaching, through contextualized and significant learning, as a new mode of contemplating the subject's programmed contents, and, consequently, to reach the course's aims, with the development of skills and competence, which contribute to the education of a Business Manager. / Orientador: Klaus Schlünzen Júnior / Coorientador: Maria Elizabeth Bianconcini de Almeida / Mestre

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:45:20Z No. of bitstreams: 1 Vanessa Lara Santos.pdf: 904852 bytes, checksum: 641cefc3e300471cd203ff25c9ca9e33 (MD5) / Made available in DSpace on 2018-12-13T11:45:20Z (GMT). No. of bitstreams: 1 Vanessa Lara Santos.pdf: 904852 bytes, checksum: 641cefc3e300471cd203ff25c9ca9e33 (MD5) Previous issue date: 2018-11-26 / This work aimed to identify in the graduates of a specialization in technologies carried out by the UAB what were the contributions of a continuing training course for the pedagogical practice of the participants, presenting a reflection about the challenges faced by the graduates of a continuous training in ICT to apply which had been addressed in said course and understood if the principles proposed by the course were adopted. Therefore, a questionnaire was applied with space for the research participants to discuss each subject. A bibliographical research of the theme was also carried out to better contextualize the theme. Considering the objectives of this study, a qualitative approach was used to consolidate the answers obtained in a more descriptive way, reflecting on what happened in the training process, using the questionnaire and the interview as a method of collecting data, systematizing the respondents' speeches on the course contributions, challenges and principles provided by the course. With the research, it was noticed that this training provided significant changes in the pedagogical achievement of the interviewees, in their relationships within the school space, but there is still a lot to be done, such as the monitoring of those coming from this type of training, so that to understand the scope of continuing education / Este trabalho buscou identificar em egressos de uma especialização em tecnologias realizada pela UAB quais foram as contribuições de um curso de formação continuada para a prática pedagógica dos participantes, apresentando uma reflexão acerca de quais os desafios enfrentados pelos egressos de uma formação continuada em TIC para aplicar o que fora abordado no referido curso e compreendendo se os princípios propostos pelo curso foram adotados. Para tanto, foi realizada a aplicação de um questionário com espaço para que os participantes da pesquisa discorressem sobre cada assunto abordado. Também foi realizada uma pesquisa bibliográfica do tema para uma melhor contextualização do tema. Considerando os objetivos deste trabalho, foi feita a opção pela utilização de uma abordagem qualitativa com o intuito de consolidar as respostas obtidas de um modo mais descritivo, refletindo sobre o que ocorreu no processo formativo, utilizando o questionário e a entrevista como método de coleta de dados, sistematizando as falas dos entrevistados nas contribuições, desafios e princípios do curso proporcionados pelo curso. Com a pesquisa, percebeu-se que esta formação proporcionou mudanças significativas no fazer pedagógico dos entrevistados, em suas relações dentro do espaço escolar, porém ainda há muito a ser feito, como por exemplo o monitoramento dos oriundos deste tipo de formação, para que se tenha elementos para perceber o alcance da formação continuada

Made available in DSpace on 2014-06-11T19:24:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T19:31:07Z : No. of bitstreams: 1 fujita_om_me_prud.pdf: 2881396 bytes, checksum: 659d6bb14a44de64a4670d584d84d6eb (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A transposição da teoria para a prática, juntamente com o desenvolvimento de habilidades e competência, têm sido, ao longo de anos, um problema para alunos e professores nos cursos de formação do profissional Administrador de Empresas. A metodologia utilizada pela maioria dos professores do ensino superior, em especial no curso de Administração de Empresas, tem como prioridade a aula expositiva, centrada na figura do professor. Os conceitos são apresentados de forma linear, sendo o aluno o sujeito dependente, um modelo similar ao encontrado em nossas escolas de ensino fundamental e médio. Dentro deste contexto, esta pesquisa tem como objetivo analisar o trabalho desenvolvido na disciplina “Informática Aplicada” no curso de Administração de Empresas de uma instituição de ensino superior, onde a preocupação do professor foi significar e contextualizar a aprendizagem desses profissionais através de Projetos de Trabalho, potencializados pelas Tecnologias de Informação e Comunicação (TIC). Para atender a este objetivo, a presente pesquisa teve como sujeitos: os alunos da disciplina Informática Aplicada, do curso de Administração de Empresas, 1o ano – noturno e o professor da disciplina, que também se identifica como pesquisador. Estes sujeitos tiveram como contexto uma instituição de ensino superior particular: Associação Educacional Toledo de Presidente Prudente – SP, Brasil. A pesquisa foi desenvolvida segundo a abordagem qualitativa do tipo pesquisa-ação. Os resultados da pesquisa mostraram ser possível a criação de um ambiente favorável ao aprendizado, através de uma aprendizagem contextualizada e significativa, um novo modo de contemplar o conteúdo programático da disciplina e, por conseguinte, atingir aos objetivos do curso, com o desenvolvimento de habilidades e competência, as quais contribuem para a formação do Administrador de Empresas. / The transposition from theory to practice, together with the development of skills and competence, has been a problem for students and teachers in Business Administration graduation courses for quite a long time. The methodology used by most professors, particularly in Business Administration courses, has considered the speech class as a priority, centred upon the teacher. The concepts are presented in a linear way, being the student a dependent subject, a model similar to the one found in our elementary and secondary schools. Within that context, this study aims to analyze the work developed by Applied Information Technology, a subject in the Business Administration course of a college institution, where professors' concern has been to signify and contextualize the learning of such professionals through Work Projects, potentialized by Communication and Information Technologies (CIT). To reach that aim, the present study had the freshmen of Applied Information Technology, in the Business Administration course, and their teacher (also identified as the researcher) as subjects. They had a private college as the context (Toledo Educacional Association, in Presidente Prudente, São Paulo State, Brazil). The reasearch was developed according to the qualitative approach, research-action type. The results showed that it is possible to create a favorable environment for teaching, through contextualized and significant learning, as a new mode of contemplating the subject's programmed contents, and, consequently, to reach the course's aims, with the development of skills and competence, which contribute to the education of a Business Manager.

Orientador: Rodolfo Jardim de Azevedo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-27T04:45:04Z (GMT). No. of bitstreams: 1 Caceffo_RicardoEdgard_D.pdf: 9419075 bytes, checksum: 471d33da09caeddcc57b6039b579fbac (MD5) Previous issue date: 2015 / Resumo: O modelo do Aprendizado Ativo defende uma maior participação, motivação e colaboração entre os alunos no ambiente de ensino e aprendizagem. Usualmente o Aprendizado Ativo é suportado através de elementos tecnológicos, como os sistemas de resposta em sala de aula. Neste ambiente, o professor propõe aos alunos questões de múltipla escolha, que são respondidas através de clickers, sendo os dados organizados por um software gerenciado pelo professor. Ocorre que, apesar do crescente desenvolvimento da tecnologia, este suporte ainda é limitado, não considerando variáveis importantes do contexto, histórico e ambiente de ensino e aprendizagem, apresentando ainda problemas em sua aplicação, como a distração dos alunos. Nesta tese é proposta uma Arquitetura Ubíqua de Suporte ao Aprendizado Ativo (AUSAA), em que é desenvolvido um framework para promoção do Aprendizado Ativo através do uso de dispositivos móveis. A AUSAA incorpora elementos da Computação Ubíqua, como sensibilidade ao contexto, localização e análise do histórico dos usuários, permitindo a criação de funcionalidades que se adaptam ao ambiente e necessidades dos participantes. A AUSAA suporta ainda o modelo de estilos de aprendizagem de Felder & Silverman, que afirma que cada aluno possui preferências individuais em relação à percepção, processamento e manipulação da informação. Parte da AUSAA foi implementada através de um software (LSQuiz). Nele é proposto um processo colaborativo em que o professor disponibiliza um conjunto de questões de múltipla escolha aos alunos, que podem, a qualquer instante, informar ao sistema que estão com dificuldades. A partir disso, através da análise de fatores de contexto e da localização dos estudantes, é escolhido um aluno para ser convidado a ajudar. O LSQuiz foi aplicado e avaliado em um ambiente de ensino, sendo identificados pontos de melhoria em seu design, como a necessidade de identificação automática da localização dos alunos e ajustes pontuais no algoritmo do processo colaborativo. Verificou-se que é válida a premissa de que a aplicação da Computação Ubíqua neste ambiente viabiliza de uma forma mais efetiva o modelo do Aprendizado Ativo, sendo a autonomia dos alunos um elemento positivo neste processo. Por fim, identificou-se que não é possível inferir os estilos de aprendizagem dos alunos através do seu desempenho nos questionários, sendo inviável a aplicação do modelo de Felder & Silverman neste contexto / Abstract: The Active Learning model advocates greater participation, motivation and collaboration between students in the teaching and learning environment. Usually, the Active Learning is supported by technology through the classroom response systems. In this environment, the teacher asks students multiple-choice questions, which are answered trough clickers, being the data organized by a software managed by the teacher. Despite the increasing development of technology, its use is still limited, not being considered important variables related to the context, user's history and the learning environment. In addition, its application presented some problems, like the ones related to the distraction and attention loss of the students. This thesis proposes a Ubiquitous Classroom Response System (UCRS), developed as a framework to support the Active Learning using mobile devices. The UCRS incorporates elements of ubiquitous computing like context awareness, location and historical analysis of users' data, allowing the development of features that adapt to the environment and needs of the participants. The UCRS further supports the Felder and Silverman Learning Styles Model (FSM), which states that each student has individual preferences in relation to perception, processing and manipulation of information. Part of the UCRS was implemented through software (LSQuiz). The LSQuiz supports a collaborative process in which the teacher submits a multiple-choice quiz to students, who may at any time ask for the help of other students. Then, the LSQuiz analyses context factors, like the location affinity among students, verifying which student should be invited to help. The LSQuiz was implemented and evaluated in a learning environment, being identified some issues, like the need for automatic student's location and specific changes in the collaborative process algorithm. In addition, it was found valid the assumption that Ubiquitous Computing enables a more effective way to support the Active Learning model, being the student's autonomy a positive element in this process. Finally, was identified that it is not possible to assume the learning styles of students through their performance in the questionnaires. Thus, it is unfeasible the application of the FSM in this context / Doutorado / Ciência da Computação / Doutor em Ciência da Computação