This paper aims at training of trainers of professional public safety in the National Network of Distance Education. Thus it is a historical trace of training policy for them after the promulgation of the Constitution Citizen. It aims at examining the issues around doing business with the growth of Information and Communication applied to education, especially the Internet, within the Knowledge Society. To achieve the proposed objective, research comprised literature search and fieldwork. The literature search was the removal and examination of the literature concerning the issues raised and which constitute the conceptual framework of this study and field research was conducted in virtual environment for learning the Telecentre of Sergipe, conducting an interview with the tutor and application of questionnaire to apprentices. / O presente trabalho tem como objetivo a formação de formadores dos profissionais da segurança pública na Rede Nacional de Educação à Distância. Desta forma é traçado um histórico da política de formação destes profissionais após a promulgação da Constituição Cidadã. Busca-se analisar as questões em torno do fazer profissional com o incremento das Tecnologias da Informação e da Comunicação aplicadas à Educação, notadamente a rede Internet, dentro da Sociedade do Conhecimento. Para consecução do objetivo proposto, a investigação compreendeu pesquisa bibliográfica e trabalho de campo. A pesquisa bibliográfica consistiu no levantamento e exame da literatura concernente aos temas abordados e que constituem o quadro conceitual deste estudo e a pesquisa de campo foi conduzida no ambiente virtual de aprendizagem do Telecentro de Sergipe, realização de entrevista com o tutor e aplicação de questionários aos aprendizes.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This essay presents a study which has taken place in two public schools in Aracaju-SE on Educational Computing through a Computing Program in Education (ProInfo). Its main goal is to analyse wheather ProInfo is managing to improve skills such as authonomy and critical thinking in the learning process once they are required in the knowledge society. The methodology applied was participant observation (which allowed to realize the day by day at schools concerning computing lab usage) and semi-structured interview (for subjective answers allowed new questions in order to get deeper answers from the interviewees). This study was based on pedagogical and technological principles through theoretical and methodological categories that lead the usage of computing resources in the learning process. Educational computing is in the center of some discussions and this happens because we are living in the age of Information and knowledge where information tends to be the main source of development. Therefore, schools must priorize in their pedagogical proposals not only the conception but also the assessment of computing, hence the citzen must get a holistic education which engage TIC, through which, both students and teachers would learn meaningfully. In the schools where this study has taken place the usage of computers for pedagogical purposes has provided learning once students feel motivated to learn through this tool and also they have to cope not only with an insufficient number of computers but also lack of qualified teachers. This qualification must be urgent so that it will enable teachers to use the technology in education in a more critical and attractive way so that they will better mediate the learning process itself. / Este trabalho apresenta um estudo realizado em duas escolas da rede estadual de ensino em Aracaju-SE sobre a Informática Educativa através do Programa de Informática na Educação (ProInfo). Teve como objetivo maior analisar se o ProInfo está favorecendo o aprimoramento de habilidades no processo ensino-aprendizagem tais como a autonomia e o pensamento crítico exigidas na sociedade do conhecimento. A metodologia aplicada foi a observação participante (através da qual foi possível perceber o cotidiano das escolas no que se refere à utilização dos laboratórios de informática) e a entrevista semi-estruturada (porque as respostas subjetivas possibilitam inserir novas questões para aprofundar as respostas dos entrevistados). O estudo foi norteado por princípios pedagógicos e tecnológicos através de categorias teóricas e metodológicas que orientam a prática de utilização dos recursos da Informática no processo ensino-aprendizagem. A Informática Educativa está no centro das discussões, e isso acontece porque estamos na era da Informação e do Conhecimento, em que o informacionalismo passa a ser o principal meio de desenvolvimento. Assim, faz-se mister que as escolas priorizem-na em suas propostas pedagógicas de forma mais ampla, desde a concepção de uso à avaliação, pois o cidadão deve, agora, receber uma educação holística que engendre as TIC, sendo o computador um dos meios pelos quais alunos e professores realizam a aprendizagem de forma significativa. Nas escolas pesquisadas, o uso do computador na educação está favorecendo a aprendizagem dos alunos, pois eles sentem-se atraídos para aprender através desta ferramenta, apesar de todas as dificuldades enfrentadas: desde o número insuficiente de computadores funcionando adequadamente, até à formação do professor. Esta, por sua vez, torna-se urgente e necessária para que os professores possam ensinar utilizando as tecnologias na educação de forma mais crítica e atrativa, podendo, assim, melhor mediar o processo de aprendizagem dos alunos.

Orientador: Wilson Suzigan / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-10T21:41:41Z (GMT). No. of bitstreams: 1 Veiga_Rogerioda_M.pdf: 1564369 bytes, checksum: d5de7d0295cc37b57237c71516e34ec5 (MD5) Previous issue date: 2008 / Resumo: O Brasil é um país com profundas desigualdades, que se expressam em diferentes campos da vida social. A industrialização brasileira não contribuiu para a redução da desigualdade, além de transformá-la em parte integrante de sua estrutura. Por um lado, os produtos e serviços da indústria atendem majoritariamente a uma pequena parcela da população brasileira; por outro, os segmentos de renda mais alta ocupam os melhores empregos. Neste ambiente, surgem as novas Tecnologias de Informação e Comunicação (TICs) em um contexto de mudanças no capitalismo mundial, cuja marca é o crescimento da participação do conhecimento no valor dos produtos. Os softwares integram as TICs e são os responsáveis pelo dinamismo e diversidade de aplicações. O software penetra na sociedade em todos os setores da economia e da vida social. Nas atividades produtivas, tem como uma de suas funções ser um insumo na produção, responsável pela organização do conhecimento. Para os indivíduos, permite acesso a uma elevada quantidade de informações e é peça-chave na empregabilidade. A inclusão social no segmento de software deve ser pensada tendo como objetivo a mudança da lógica do modelo de desenvolvimento brasileiro, cujo dinamismo se baseia na diversificação do consumo das classes mais altas, e não na massificação dos produtos já existentes.Uma política voltada para o segmento de software deve envolver dois lados, demanda e oferta. Pelo lado da demanda, a inclusão digital deve ser intensificada e políticas para a difusão do software na economia devem ser criadas. Pelo lado da oferta, a demanda, gerada pela expansão massiva do mercado de software deve ser atendida por empreendimentos formados por pessoas de baixa renda, em um modelo cujo dinamismo reside na adição de novos consumidores no mercado, até incluir a grande maioria da sociedade brasileira / Abstract: Brazil is a country with deep inequalities, observed in many social aspects. Industrialization did not reduce such inequalities, as expected. On the contrary, it developed a production structure that reproduces inequalities. On the one hand manufacturing industry excludes a great number of citizens from the consumption of its products and services. On the other hand, the best industrial jobs are occupied by few people from the higher income classes. In this context, the new Information and Communication Technologies (ICTs) as part of the technological evolution of world capitalism, raises the importance of knowledge in the value of final products. Software development activities are an important part of ICTs, responsible for most of its functionalities. Computer programs penetrate in all levels of the economy and society. At the firm level, they function as a kind of raw material for production processes. At the individual level, they are a way to get information and to access a variety of services, including application for a job. Social inclusion in the software segment should aim to change the logic that guides Brazilian development. The dynamism based on the consumption diversification of higher income classes should be changed to a dynamism derived from the spread of the benefits of software to the majority of the population. A policy for the software segment should include a component acting to reduce the digital divide and to diffuse software throughout the economy. Another component should be responsible for establishing a software industry able to attend the market generated by the diffusion of software, having as employees people from the lower income classes / Mestrado / Mestre em Política Científica e Tecnológica

Copyright law relegates translation to a secondary, or derivative, status, which means that publishing a translation requires the permission of the rights holder of the original. This thesis argues for the timeliness of revisiting the translation right by analyzing its foundations and its implications from a transdisciplinary public policy perspective. This is done by first studying the historical and philosophical foundations of copyright law itself where the translation right is housed, revealing questionable philosophical arguments and a colonial past that has created legal path dependencies. The thesis then undertakes an examination of the foundations of the translation right specifically, dubbed “the international issue par excellence,” which confirms the same pattern observed in the development of copyright law. Given the complete absence of the translator’s perspective from all international discussions on the translation right, copyright’s view of translation is then contrasted with recent scholarship in translation theory, with a special focus on the notion of agency(-ies), exposing the incompatibility of these views on translation, and highlighting the importance of including the perspective of translation studies in policies and laws related to translation. The last part of the thesis explores the present-day realities of knowledge societies, digital technologies, and globalization, in order to identify the role of translation today and in the future, while highlighting the tremendous gaps between the have’s and the have-not’s, and the necessity of recognizing the specificities of different societies. Knowledge is the new capital of the world, and the translation right is an impediment to the key role translation can potentially play in allowing societies to participate in the cycle of its consumption and regeneration. Digital technologies are powerful enablers that have allowed those who have leveraged and embraced them, such as the open movement and prosumers of all types, to transform the nature of their interactions with their environment macro- and microstructurally. This has also been reflected in the profession of translation, where collaborative projects are constantly initiated, while the nature of the translator’s work is changing to the point where one seriously doubts whether the provisions of the century-old translation right still apply to it. The discussion on globalization focuses on language in a globalized world, power relations between linguistic communities, and means of preserving linguistic diversity and heritage. The translation right, with its questionable foundations and outdated nature, is an impediment to the potential role of translation (as representative of the public interest) in the world, and must be revisited and at least reduced to the point of constituting balanced public policy. Social development, power relations and the necessity of differentiation (or “otherness”) are running themes throughout the work, which tries to balance between theoretical discussions from various relevant disciplines and reliance on United Nations and other public policy research.

Orientador: Maria Cecília Calani Baranauskas / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-24T09:30:17Z (GMT). No. of bitstreams: 1 Romani_Roberto_D.pdf: 5102420 bytes, checksum: 65d2d65457e2b1dc458f099a0a003c06 (MD5) Previous issue date: 2013 / Resumo: Nos últimos anos, as novas tecnologias de informação e comunicação têm modificado a natureza da interação humano-computador, quebrando os limites do contexto de trabalho para fazer parte da vida cotidiana das pessoas em todos os lugares e em qualquer momento. Assim, novos sistemas disponíveis por meio da Web e de dispositivos móveis estão ao alcance de um número cada vez maior de pessoas, aumentando a importância de se projetar interfaces para todos. Ainda, o desafio número quatro proposto pela SBC se alinha a essa necessidade de viabilizar o acesso do cidadão comum ao conhecimento de forma participativa e universal. Embora várias normas, recomendações e diretrizes tenham sido utilizados para auxiliar designers na complexa tarefa de projetar interfaces para todos, grande parte das escolhas ainda dependem muito da experiência do designer que, nesse cenário, não tem mais um público-alvo bem definido. Ao mesmo tempo, uma cultura de participação, desencadeada por ideias de crowdsourcing, computação social e computação humana, vem permitindo novas formas de colaboração para resolver problemas diversos. Esta tese propõe mecanismos que a um só tempo envolvem o cidadão comum no processo de construção do conhecimento em design e oferecem recursos que podem ser apropriados pelos designers em seu processo criativo de projetar interfaces para todos. Dessa forma, esta tese propõe, desenvolve e experimenta a abordagem GWIDO (Games With Interaction Design Objective), beneficiando-se de recursos oferecidos pela Web contemporânea, bem como do interesse das pessoas por jogos na internet. A ideia central consiste no uso de GWAPS (Games With a Purpose) para apoiar o designer na escolha de elementos de design, envolvendo nesse processo um grande número de potenciais usuários. A tese traz contribuições na interseção das áreas de pesquisa da computação humana e da computação social, mostrando um levantamento preliminar dos trabalhos relacionados, ilustrando a ideia com uma instanciação de um ambiente para designers integrado a um jogo do tipo GWAP e demonstrando a utilização da metodologia proposta de maneira prática no redesign de um sistema real / Abstract: In recent years, new information and communication technologies have changed the nature of human-computer interaction, breaking the boundaries of the workplace to be part of the everyday people¿s lives in everywhere and at any time. Thus, new systems available through the Web and mobile devices can be used by a growing number of people, increasing the importance of designing interfaces for all. In addition, one of the challenges (number four) proposed by SBC is aligned to this need of improving the access of ordinary citizens to knowledge in a participatory and universal way. While several standards, recommendations and guidelines have been used to assist designers in the complex task of designing interfaces for all, most choices still rely strongly on the experience of the designer who, in this scenario, no longer has a well-defined target audience. At the same time, a culture of participation triggered by ideas of crowdsourcing, human computation and social computing has enabled new forms of collaboration to solve various problems. This thesis proposes mechanisms that involve ordinary citizens in the process of knowledge construction in design and in the same time offers resources that can be appropriated by designers in the creative process of designing interfaces for all. Thus, this thesis proposes, develops and experiences the GWIDO approach (Games With Interaction Design Objective), taking advantage of features offered by contemporary Web as well as the interest of people for games in the internet. The main idea is to use GWAPs (Games with a Purpose) to assist the designer in the choice about design elements, involving a large number of potential users. The thesis provides contributions at the intersection of research fields (human computation and social computing), showing a preliminary survey of the related work, illustrating the idea with an instantiation of an environment for designers integrated with a GWAP game and demonstrating the use of the proposed methodology in a practical way during a redesign of a real system / Doutorado / Ciência da Computação / Doutor em Ciência da Computação

This work concentrates on the informational aspects of becoming information literate for the Information Society in secondary education. The importance of this study is linked to the information age - an era in which most people rely on information in their occupations and private lives. This need for information acquires more explicit information related skills to be able to retrieve, evaluate, use, store and disseminate information. To be able to address these issues, the study is subdivided as follows. The first section (chapters 3&4) addresses the concepts of the informatisation of society and information literacy. Models are presented for both the informatisation process and information literacy. In the discussion of the concept information literacy the following issues are emphasized: the individuals realisation of an information gap, the formulation of a query, the knowledge of relevant sources, the knowledge of information and communication technologies (ICT), the knowledge, skill and ability to use, store and disseminate information in an effective and efficient way. In the second section (chapters 5 - 10), ensuing from the first, attention is given to position of The Netherlands and South Africa related to being or becoming an Information Society (chapter 5), the relationship between ICT and education (chapter 6) and the introduction of ICT and information related subjects in secondary education in respectively The Netherlands (chapter 7) and South Africa (chapter 8). It is illustrated that the infrastructure in The Netherlands to implement information literacy at school level is much better that in South Africa. Chapters 9 and 10 consist of an empirical study with the aim to determine the way in which information literacy is teached in two schools – one in South Africa and the other in The Netherlands, and which relevant entities are present. The main outcome of the empirical study was that, although pupils were adequate trained in the use of technology, they were not trained to become information literate as the emphasize is on acquiring computer skills in stead of acquiring information. The third and final part comprises firstly an evaluation of the study (chapter 11) and of the summary, conclusions and recommendations (Chapter 12). The main recommendation is the introduction of the subject information literacy as a compulsory school subjects at all levels enabling students to be prepared for their role in the knowledge society. The study is concluded with a proposal for further research. Copyright 2000, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Roux, EM 2000, Informatievaardig worden in het onderwijs, een informatiewetenschappelijk perspectief : een vergelijkende gevallenstudie in Nederland en Zuid-Afrika (Nederlands) PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-11082004-111737 / > / Thesis (DPhil)--University of Pretoria, 2005. / Information Science / DPhil / Unrestricted

This thesis aims to describe the current state of employment of people over 50 in the Czech Republic, indicate the reasons and context of this situation and suggest possible solutions to the related issues. All these matters are explored within the context of the international development. The methods employed in this research are statistical analysis and the secondary analysis of documents. The research has brought evidence that Czech society has been changing enormously. Firstly, it is the ageing. And consequently, it faces the growing percentage of elderly people in the population, causing not only problems in the functioning of social protection systems, but also raising the necessity of changes in labour. Secondly, Czech society is undergoing a digital revolution. The increasing use of the Internet and new technologies transforms completely our way of living. The employment of people over 50 is becoming the economic necessity in our struggle to avoid the total collapse of social security systems, yet at the same time, it is complicated or sometimes even hindered by new demands on older workers by the digitalising economics. The importance of ICT competences and language knowledge grows constantly. However, elderly workers unfortunately lack these competences either entirely or at least...

Toutes les photos présentes dans ce mémoire (sauf indication contraire) ont été réalisées par Dan Antonat (c). / À l’ère de la société de la connaissance, l’éducation supérieure occupe une place prépondérante dans le monde et les universités sont des acteurs de premier ordre. La connaissance, à travers l’innovation qu’elle permet, est devenue un élément central du processus de production et l’on parle désormais d’une économie du savoir, qui serait porteuse d’un ensemble de changements qui affectent la société sur différents plans. Le mode de fonctionnement traditionnel des universités n’y échappe pas et connaît plusieurs renouveaux. Les NTIC ont fait évoluer les manières d'enseigner et de faire de la recherche et l’on parle aujourd’hui d’un nouveau type de relations inédites entre les universités, l'État et le secteur de l’industrie. Après avoir passé en revue l’ensemble de ces changements, nous proposons d'explorer l'impact de toutes ces transformations sur le développement physique des universités à travers l’étude du projet de construction du futur campus de l'Université de Montréal à Outremont et de l'École des HEC Montréal. Nous analysons dans notre étude l'influence de ces changements sur l'organisation physique des universités et sur l'architecture des bâtiments. / In the era of the knowledge society characterized by the importance of constant innovation, various dimensions of social life are going through notable renewals. The New Technologies of Information and Communication (NTIC) are offering a large panel of new possibilities that affects the traditional mode of operating of various institutions. In this context, Universities become fundamental actor, by contributing to the high education of the population through their activities of teaching and research. It seems that the traditional mission of universities is going through major changes. Lots of new possibilities permit by the NTIC affects the traditional way of teaching and doing research and we also talk about new kind of unprecedented relations between universities, state and the industry. We offer to explore the impact of all these changes on the physical development of universities through a look at a case study of the campus of Université de Montréal and the business school of HEC Montreal. Our work discuss about the influence of these changes in the physical organization of the university, more specifically on the architecture of the buildings. Through a look at the project of construction of a new campus situated at Outremont, we have attended to study actual tendencies and concerns about university buildings. We then attended to analyse the impacts of these developments on the organisation of universities buildings through a study of the architectural features of the new school of HEC Montréal.

Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.

This diploma thesis presents the concept of lifelong learning as an ambitious political project born in the field of international organisations at the beginning of the 1970s which now reaches far beyond the borders of national states and education policy. The sphere of education still remains the responsibility of national governments, however, even here strong globalising tendencies have occurred since the 1990s, as a result of which the national policy is more and more being influenced by supranational institutions. Although the concept of lifelong learning now serves as a common framework, it has been interpreted differently during its evolution and a consensus on what it exactly means and how it should be put into practice still does not exist. Based on analysis of key documents, this thesis aims to compare the view of lifelong learning held by the international organisation UNESCO with that of OECD, as two distinctive perspectives on this issue. The comparison draws on Rubenson's model (2004), which examines lifelong learning through three key categories representing the main actors of social life - the state, the market and civil society. As this topic has not been widely explored in the Czech Republic, this thesis aims to present a complete overview, including a critical assessment of both...