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Is it possible for technological �spaces� to be created that can provide a community atmosphere � one in which learners are not restrained by pre-determined syllabi and have the ability to direct their learning according to their own interests, pace and goals? If so, it would be notable to discover which kinds of interactions might be possible, or might eventuate, and how the participants in such a learning �space� would organize themselves. Also of interest would be the kinds of power structures that emerged through participant interaction, the direction/interactions undertaken by the participants and the improvements that could be made in order to respect and accommodate the differences between learners in a social online learning space. In order to further study this hypothesised need to investigate these questions, this researcher developed an online, English as a Second/Foreign Language learning environment for advanced adult learners of English. She reviewed the appropriate literature in order to theorise how to commence this research direction and investigated various learning platforms and software tools. The result was the development of a multiplatform environment which consisted of a content management system and a 3D microworld. Tools, exercises and content were developed and/or gathered as starting points for learners and the various software had to be learnt in order to orient others on their use. Finally, the environment was trialed over a four week duration with a group of advanced to native speakers of English (volunteers) and the results have been presented in this thesis for discussion. The trial, entitled the ILE Project, attempted to study the problems involved in the technical development of such spaces, to observe the interactions between the learners in a 3D microworld and uncover issues relating to its implementation. Some issues raised by the project concerned techno-literacy, personality-driven interaction differences and organizational power shifts within the 3D community. This thesis closes with an argument that redefines the notion of the learner autonomy, proposes certain modifications to both the pedagogic and technical structure of the online environment and discusses the issues raised in this research. The latter discussion would require further re-conceptualization of the spaces, stakes and support structures that educators can create/provide in an attempt to improve online language learning.

Made available in DSpace on 2015-05-07T15:08:19Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2286754 bytes, checksum: 1b7867d39ab23df5161a2820080ef188 (MD5) Previous issue date: 2011-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the practice of teaching of technical design, integrating traditional and digital tools, starting from experiments in an integrated environment for higher education. This environment, called Integrated Environmental Education Technical Drawing (AIEDT), was developed to integrate traditional practices with digital tools in an applied discipline of Interior Design Technology Degree in Interior Design (CSTDI) of Federal Institute of Education, Science and Technology of Paraiba (IFPB). At specific level, aims to place the picture of traditional technical drawing, technical drawing to describe the digital artifacts; show the integration of different learning environments, mapping the process of teaching technical drawing at the daily practice of teachers and students. Questioned in this work which mainly changes that may occur when using traditional technical drawing (DTT) integrated with computer aided design (CAD) requiring adaptations to their teacher's way of teaching. The hypothesis is that the teaching of DTT and CAD, embedded in a social interaction environment, provide better education and consequently the learning of graphic expression in a college course. The analytical perspective is the cultural-historical Vygotysky Lev Semenovich, where he addressed the concepts of instrumental and symbolic mediation, and social interaction in the teaching and learning. The methodological procedures were based through archival research and field research through direct observation of the practices not participating in a class of 4th period CSTDI. The instruments for data collection were interviews with teachers of subjects related to technical design, aiming to describe teaching practices and perceptions of their current teaching model; the questionnaire with students in order to verify these teaching practices; literature in books, theses, dissertations, papers and documents, in order to describe the phenomenon, its practices and tools. Our results show that the points analyzed were satisfactory in improving the teaching process. / Esta pesquisa tem como objetivo analisar a prática do ensino do desenho técnico, integrando as ferramentas tradicionais e digitais, partindo da experimentação em um ambiente integrado de nível superior. Este ambiente, chamado de Ambiente Integrado de Ensino do Desenho Técnico (AIEDT), foi desenvolvido de forma a integrar as práticas tradicionais com as ferramentas digitais aplicada em uma disciplina de Projeto de Interiores do Curso Superior de Tecnologia em Design de Interiores (CSTDI) do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB). Em nível específico, buscou-se situar o panorama do desenho técnico tradicional; descrever o desenho técnico nos artefatos digitais; mostrar a integração entre diferentes ambientes de ensino; cartografar o processo de ensino do desenho técnico na prática cotidiana de professores e alunos. Questionou-se neste trabalho, principalmente, quais as transformações que poderão ocorrer quando utilizamos o desenho técnico tradicional (DTT) integrado com o desenho assistido por computador (CAD), que exijam do professor adaptações em sua forma de ensinar. A hipótese é que o ensino do DTT e do CAD, integrados em um ambiente sócio-interacionista, proporcionará melhorias do ensino e consequentemente da aprendizagem de expressão gráfica em um curso de nível superior. A perspectiva de análise é a histórico-cultural de Lev Semenovich Vygotysky, onde se abordou os conceitos de mediação instrumental e simbólica, além da interação social no processo de ensino e aprendizagem. Os procedimentos metodológicos fundamentaram-se através de pesquisa documental e pesquisa de campo, através de observação direta não participante das práticas utilizadas em uma disciplina do 4º período do CSTDI. Os instrumentos para a coleta das informações foram a entrevista com professores de disciplinas relacionadas ao desenho técnico, com o objetivo de caracterizar as práticas docentes e a percepção de seu modelo de ensino vigente; o questionário com discentes a fim de verificar o ensino nestas práticas; pesquisa bibliográfica em livros, teses, dissertações, artigos científicos e documentos, com o objetivo de descrever o fenômeno, suas práticas e ferramentas. Os resultados desta pesquisa mostram que os pontos analisados foram satisfatórios em relação à melhoria do processo de ensino.