Diante do crescente desenvolvimento da tecnologia da informação e da comunicação, o sistema educacional vem gradualmente modificando as estratégias de ensino-aprendizagem, adaptando para tanto, os tradicionais procedimentos e técnicas didáticas aos instrumentos tecnológicos fornecidos pelos ambientes virtuais de aprendizagem. O processo de avaliação e acompanhamento da aprendizagem nestes ambientes requer o uso de novas estratégias de ensino que congregue os recursos tecnológicos e a intervenção positiva do professor/tutor. Propõe-se um modelo de design instrucional estendido do \"Integrative Learning Design Framework On-line\" (ILDF) sob o enfoque da taxonomia dos objetivos educacionais de Bloom e do ciclo de aprendizagem vivencial de Kolb adaptado por Belhot para uma disciplina de pós-graduação em Engenharia de Produção. Este modelo foi implementado e avaliado na disciplina \"Metodologia de Pesquisa para Engenharia\" oferecida no primeiro semestre de 2008 para 14 alunos de pós-graduação de Engenharia de Produção e envolveu o planejamento, elaboração e disposição do material didático e de atividades orientadas no ambiente virtual de aprendizagem - Moodle. Sugere-se um protocolo de organização de estratégias dialógicas como os fóruns de discussões on-line e uma rubrica avaliativa sobre a qualidade, quantidade, relevância, forma das mensagens e dos níveis de conhecimento cognitivo dos alunos para a construção do conhecimento colaborativo. Os resultados revelam que, as estratégias dialógicas e exploratórias adotadas, promoveram a evolução dos alunos com relação aos níveis de desenvolvimento cognitivo e da aprendizagem vivencial e contribuíram para a construção do conhecimento de forma colaborativa e significativa. / Faced with increasing development of information technology and communication, the educational system is gradually changing the teaching-learning strategies, adapting to both the traditional procedures and techniques for teaching technologica tools provided by the virtual environment of learning. The evaluation process and monitoring of learning in this environment require the use of new teaching strategies for bringing together the technological resources and positive intervention of the teacher/tutor. The present work proposes a model of instructional design extended from the \"Integrative Learning Design Framework On-line\" (ILDF) under the focus of the taxonomy of educational objectives of Bloom and the Kolb´s cycle of experiential learning adapted by Belhot to a discipline of Production Engineering postgraduate program. This model was implemented and assessed during the course \"Research Methodology for Engineering\" offered in the first half of 2008 to 14 postgraduate students of Production Engineering and it involved the planning, preparation and disposal of teaching material and activities geared to virtual environment of learning - Moodle. It is suggested a protocol for organizing dialogical strategies as forums for discussions on-line and a evaluative rubric about quality, quantity, relevance, and the message structures, and the levels of cognitive knowledge of the students for the construction of collaborative knowledge. The results show that the dialogical and exploratory strategies adopted, have contributed to the progress of students with respect to the levels of cognitive development and the experiential learning and they have also contributed to the construction of knowledge in a collaborative and significant way.

Diante do crescente desenvolvimento da tecnologia da informação e da comunicação, o sistema educacional vem gradualmente modificando as estratégias de ensino-aprendizagem, adaptando para tanto, os tradicionais procedimentos e técnicas didáticas aos instrumentos tecnológicos fornecidos pelos ambientes virtuais de aprendizagem. O processo de avaliação e acompanhamento da aprendizagem nestes ambientes requer o uso de novas estratégias de ensino que congregue os recursos tecnológicos e a intervenção positiva do professor/tutor. Propõe-se um modelo de design instrucional estendido do \"Integrative Learning Design Framework On-line\" (ILDF) sob o enfoque da taxonomia dos objetivos educacionais de Bloom e do ciclo de aprendizagem vivencial de Kolb adaptado por Belhot para uma disciplina de pós-graduação em Engenharia de Produção. Este modelo foi implementado e avaliado na disciplina \"Metodologia de Pesquisa para Engenharia\" oferecida no primeiro semestre de 2008 para 14 alunos de pós-graduação de Engenharia de Produção e envolveu o planejamento, elaboração e disposição do material didático e de atividades orientadas no ambiente virtual de aprendizagem - Moodle. Sugere-se um protocolo de organização de estratégias dialógicas como os fóruns de discussões on-line e uma rubrica avaliativa sobre a qualidade, quantidade, relevância, forma das mensagens e dos níveis de conhecimento cognitivo dos alunos para a construção do conhecimento colaborativo. Os resultados revelam que, as estratégias dialógicas e exploratórias adotadas, promoveram a evolução dos alunos com relação aos níveis de desenvolvimento cognitivo e da aprendizagem vivencial e contribuíram para a construção do conhecimento de forma colaborativa e significativa. / Faced with increasing development of information technology and communication, the educational system is gradually changing the teaching-learning strategies, adapting to both the traditional procedures and techniques for teaching technologica tools provided by the virtual environment of learning. The evaluation process and monitoring of learning in this environment require the use of new teaching strategies for bringing together the technological resources and positive intervention of the teacher/tutor. The present work proposes a model of instructional design extended from the \"Integrative Learning Design Framework On-line\" (ILDF) under the focus of the taxonomy of educational objectives of Bloom and the Kolb´s cycle of experiential learning adapted by Belhot to a discipline of Production Engineering postgraduate program. This model was implemented and assessed during the course \"Research Methodology for Engineering\" offered in the first half of 2008 to 14 postgraduate students of Production Engineering and it involved the planning, preparation and disposal of teaching material and activities geared to virtual environment of learning - Moodle. It is suggested a protocol for organizing dialogical strategies as forums for discussions on-line and a evaluative rubric about quality, quantity, relevance, and the message structures, and the levels of cognitive knowledge of the students for the construction of collaborative knowledge. The results show that the dialogical and exploratory strategies adopted, have contributed to the progress of students with respect to the levels of cognitive development and the experiential learning and they have also contributed to the construction of knowledge in a collaborative and significant way.

This thesis examines the tenets and approaches of integrative learning for sustainability, and critiques the adequacy and effectiveness of conventional, higher education practices in preparing students for what is an increasingly uncertain future. At the centre of this inquiry is the study of a fourth year, undergraduate field course from the School of Environmental Studies at the University of Victoria that took an integrative, whole-person approach to sustainability in light of integral systems theory. The course provided students with an experiential and integrative learning approach to the study of sustainability that sought to engage the multiple intelligences of students, issuing from their intellectual, physical, social, and spiritual dimensions. To support this process, the course aimed at meeting the needs associated with these facets through diverse learning experiences that included contemplative exercises, the development of a learning community, a critical examination of course readings and experience in service learning activities. The evaluative research of the course’s impacts examined the learning experiences from the students’ perspective to identify which experiences and approaches were most meaningful. The enquiry also investigated which, if any, of these experiences led to enduring personal transformation and/or community action. The methodology undertaken involved a phenomenological examination of two small group interviews with six of the participating students, as well as an analysis of the six students’ written reflection assignments. The results of this research show the effectiveness and impact of some of the distinctive approaches of the course, namely the powerful effects of experiential learning, community based learning and the provision of time and space for personal and group reflection. These activities supported students in broadening and changing their view of themselves, their sense community, as well as provided opportunities for students to engage in sustainable practices. / Graduate

Made available in DSpace on 2016-04-27T14:31:05Z (GMT). No. of bitstreams: 1 Maria Dolores Fortes Alves.pdf: 2704394 bytes, checksum: 0f2a83df1b1b7bb1074b3260520c758a (MD5) Previous issue date: 2013-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The current phenomenon in society of intolerance is the result of culture, and the paradigm of good/evil, beautiful/ugly, man/woman, normal/abnormal, right/wrong. It seems to be a consequence, the damage of some by others. The other, who may have a disability or physical difference, is seen as different in the eyes of this Cartesian paradigm, which is dualistic and fragmented. And yet, the fear of the new, of what is different, cause our narcissistic view of others to judge the other as inferior and often intimidating because of their physical appearance, culture, or social status. But we know that we are all made of the same material - carbon atoms. Nevertheless the human genetic code, and that of all species on the planet, have a unique characteristic. We are not replicable beings. Diversity is constant and, from the biologic point of view, favors the survival of the species. Thus, from the theoretical foundations of Ecosystemic Thinking, Complexity and Transdisciplinarity, the objective of this work is to present a guide for teachers and/or social agents (educators, psychologists, educational psychologists, social workers, business managers, etc.) so they can build "Integrative Learning Strategies" which promote inclusive processes. In the light of Transdisciplinary and Complex methodologies, an action research was conducted with students in two courses in order to develop Integrative Learning Strategies. Thus, based on the theories of Complexity, Interdisciplinarity, Transdisciplinarity and Ecosystemic Thinking, categories were developed, and based on these categories a qualitative analysis of accounts by students participating in the courses was conducted. The analysis showed that inclusion was above all an attitude of reverence for life, to legitimize him/herself and the other, recognize him/herself as unique, singular, multidimensional, multiple and complex. And the Integrative Learning Strategies, with its guiding principles (motivation, openness, ethics, self-organization, sensitive listening, subjectivity and inter subjectivity, ecologic action, third person inclusive, thought hologramatic, emerging, contextualized, dialogical thinking and self-consciousness) had a fundamental role in helping the subjects go beyond a fragmented reality, that is dualistic and dichotomist, helping the subjects develop new perceptions and attain new levels of reality. These levels contributed to the co-construction, to "human habitat" of cooperation and lovingness, since these are part of our human biology and socially legitimate every being, for the equilibrium of the Triangle of Life and for building a world for all of us / Como fenômeno presente no meio social, o preconceito é fruto da cultura e paradigma dual do bem/mal, bonito/feio, homem, mulher, normal/anormal, certo/errado. Faz-se como consequência, a nefasta supervalorização de uns em detrimento de outros. O outro com alguma deficiência ou diferença física é visto como diferente sob o olhar deste paradigma cartesiano, dualístico e fragmentador. E, ainda, o medo, o medo do novo, do diferente, nossa visão narcísica enxerga o outro como um ser inferior e muitas vezes ameaçador em função de sua aparência física, cultura ou status social. Porém, sabemos que todos nós somos feitos da mesma matéria - átomos de carbono - contudo, desde o seu código genético, o ser humano bem como todas as espécies do planeta possuí a característica da singularidade. Somos seres irrepetíveis. A diversidade é constante e, do ponto de vista biológico, favorece a sobrevivência das espécies. Deste modo, a partir dos fundamentos teóricos do Pensamento Ecossistêmico, da Complexidade e da Transdisciplinaridade, objetivamos apresentar princípios norteadores para que docentes e/ou agentes sociais (pedagogos, psicólogos, psicopedagogos, assistentes sociais, gestores empresariais etc.) possam construir cenários e Estratégias de Aprendizagem Integradora que favoreçam processos inclusivos. À luz da metodologia da Transdisciplinaridade e Complexidade, uma pesquisa-ação foi realizada com participantes de dois cursos que visaram a vivência e construção de Estratégias de Aprendizagem Integradoras. Assim, embasados nas teorias da Complexidade, Interdisciplinaridade, Transdisciplinaridade e Pensamento Ecossistêmico, construímos categorias e fizemos uma análise qualitativa dos discursos dos alunos participantes dos cursos. A análise mostrou que a inclusão é acima de tudo, uma atitude de reverência à vida, de legitimação de si mesmo e do outro, reconhecendo-o como único, singular, multidimensional, múltiplo e complexo. E, as Estratégias de Aprendizagem Integradoras com seus princípios norteadores (motivação, abertura, ética, auto-organização, escuta sensível, subjetividade e intersubjetividade, ecologia da ação, terceiro incluído, pensamento hologramático, emergência, contextualização, pensamento dialógico e autoconhecimento) tiveram um papel fundamental para que os sujeitos pudessem ir além da realidade fragmentária, dualística, dicotômica, favorecendo a percepção e o salto para outros níveis de realidade que contribuíram para a co-construção, para habitar humano da cooperação e a amorosidade. Uma vez que, esses valores fazem parte da nossa biologia humana e social; da legitimação de cada ser, para o equilíbrio do Triângulo da Vida e para a construção de um mundo para todos

The present study examined the self-learning experiences of 12 university students nearing graduation in order to understand the role of curriculum in the development of identity. This inquiry was conducted as a narrative study within a systems theory framework to examine the factors influencing higher education. The study used two rounds of open-ended interviews, separated by a researcher-created interpretation of participants‘ stories so that students could confirm their experiences and contextual influences. These included familial, cultural, and social factors. Phenomenological analysis revealed a process of repeating cycles of Disorientation and Reorientation in participants‘ self-learning experiences. Sites of learning included predominantly Expectations/Experiences and Learning to Manage Relationships. A directional theme of Seeking/Finding Fit appeared in areas such as Discipline, Program Fit, and Career. This trajectory showed distinct patterns of engagement, both in learning and social and community settings. Findings suggest that experiences outside the classroom contributed most powerfully to self-learning. Results indicate a lack of awareness of personal values or their role in finding disciplinary or career preference, and a lack of understanding of the ways students could apply their academic and self-learning to the world beyond post-secondary education. Opportunities for critical self-reflection appeared to contribute to the development of insight and self-awareness, but few opportunities occurred in classroom learning experiences. While all participants could be described as academically successful, a strong relationship between academic performance and self-knowledge was not apparent. The findings suggest that certain curriculum strategies encourage identity development in undergraduate students. These strategies use integrated, experiential learning with opportunities for self-reflection, and include interdisciplinary approaches to teaching and learning.

abstract: Learning analytics application is evolving into a student-facing solution. Student-facing learning analytics dashboards (SFLADs), as one popular application, occupies a pivotal position in online learning. However, the application of SFLADs faces challenges due to teacher-centered and researcher-centered approaches. The majority of SFLADs report student learning data to teachers, administrators, and researchers without direct student involvement in the design of SFLADs. The primary design criteria of SFLADs is developing interactive and user-friendly interfaces or sophisticated algorithms that analyze the collected data about students’ learning activities in various online environments. However, if students are not using these tools, then analytics about students are not useful. In response to this challenge, this study focuses on investigating student perceptions regarding the design of SFLADs aimed at providing ownership over learning. The study adopts an approach to design-based research (DBR; Barab, 2014) called the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The theoretical conjectures and the definition of student ownership are both framed by Self-determination theory (SDT), including four concepts of academic motivation. There are two parts of the design in this study, including prototypes design and intervention design. They are guided by a general theory-based inference which is student ownership will improve student perceptions of learning in an autonomy-supportive SFLAD context. A semi-structured interview is used to gather student perceptions regarding the design of SFLADs aimed at providing ownership over learning. / Dissertation/Thesis / Masters Thesis Educational Psychology 2019

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