This thesis explores the extent to which the pedagogical intentions of a social science subject introductory workshop at an International Baccalaureate (IB) Diploma school align with the participating students’ experienced learning. The purpose is to gain an in-depth understanding of how well the IB faculty were able to implement the IB’s Approaches to Learning (ATL), a comprehensive pedagogical initiative. The research is guided by the question of the extent to which the workshop’s intended learning outcomes, constructed by the social science faculty at the particular IB school in focus, correspond with the perceived learning experienced by the students attending the workshop. The study initially introduces a theoretical framework including philosophy of the IB and the ATL initiative. It also describes the school setting and the teacher and student participants. Secondly, previous research is presented in order to situate the study in an academic context. Furthermore, the thesis discusses and evaluates the methods used. The results of the study indicate that the participating students’ understanding of the social science subjects’ interdisciplinary nature aligns well with the teachers’ intentions, and that the students are able to grasp and critically engage with the workshop’s focus on global issues in a local context. However, student lack understanding of the relationship between social science theories and the workshop’s case study which indicate a lack of implementation of the IB:s core pedagogical approach.

A identificação de características que sejam importantes sobre um dado estudante durante o processo de ensino-aprendizagem tem sido alvo de muitos estudos nos últimos tempos. Docentes, coordenadores e pedagogos têm defendido que cada indivíduo possui características particulares e importantes dentro do processo de desenvolvimento do conhecimento. A necessidade de adaptar as estratégias de ensino de acordo com as preferências do aprendiz é uma realidade dentro das salas de aula, sejam estas presenciais ou virtuais. Porém, isto não significa que numa sala de aula deva haver criação de um método para cada aluno, mas sim que se aponte qual a melhor forma de interação para cada um deles construindo grupos de aprendizes com características comuns. Trabalhando desta forma se torna possível identificar perfis de aprendizes dentro de um conjunto de estudantes, possibilitando que se possa trabalhar com conteúdos e ambientes de aprendizagem mais adequados aos aprendizes.O objetivo deste trabalho é apresentar a arquitetura de um sistema que possibilita a criação de cenários de aprendizagem baseados no perfil do aluno. O docente deve indicar as características que devem ser observadas durante as interações do aprendiz em um dado ambiente de aprendizagem eletrônica. Estas características serão modeladas como informações de contexto, permitindo que os pontos definidos como observáveis sejam organizados e modelados de forma a facilitar a monitoração das interações. A classificação do aluno em um determinando tipo de perfil de aprendizagem, previamente definido pelo docente, é realizado considerando-se as informações sobre o contexto da interação e os tipos de perfis de aprendizagem. Para que seja possível construir os cenários de aprendizagem considerando o perfil do aluno este trabalho propõe criar um relacionamento entre os tipos de perfis de aprendizagem e as estratégias de ensino através das categorias descritoras dos objetos de aprendizagem. / The identification of characteristics of a given student that are important during the teachinglearning process has been the focus of numerous studies in recent years. Teachers, coordinators and pedagogues have defended the notion that each individual presents particular and important characteristics in the developing knowledge process. The need to adapt teaching strategies to the student\'s preferences is a reality in classrooms, being physical or virtual classrooms. However, this does not mean that a method should be created for each student in a classroom, but that the best form of interaction for each of them be identified, building groups of learners with common characteristics. Working in this way makes it possible to identify learner profiles within a group of students, allowing one to work with learning contents and environments more suited to the learners. The objective of this work is to present the architecture of a system that allows for the creation of learning scenarios based on the studen profile. The teacher should point out the features which may be observed during the student interaction in a given e-elearning environment. These features are designed as context information, allowing defined observation points to be organized and modeled for facilitating the monitoring of interactions. The student classification in a given learning profile type, defined previously by the teacher, is realized considering information about the context of interaction and the learning profile types. For the learning environment to build the learning scenarios according to the student profile, this work proposes to create a relationship between the learning profile types and the teaching strategies through the description of learning objects categories.

A identificação de características que sejam importantes sobre um dado estudante durante o processo de ensino-aprendizagem tem sido alvo de muitos estudos nos últimos tempos. Docentes, coordenadores e pedagogos têm defendido que cada indivíduo possui características particulares e importantes dentro do processo de desenvolvimento do conhecimento. A necessidade de adaptar as estratégias de ensino de acordo com as preferências do aprendiz é uma realidade dentro das salas de aula, sejam estas presenciais ou virtuais. Porém, isto não significa que numa sala de aula deva haver criação de um método para cada aluno, mas sim que se aponte qual a melhor forma de interação para cada um deles construindo grupos de aprendizes com características comuns. Trabalhando desta forma se torna possível identificar perfis de aprendizes dentro de um conjunto de estudantes, possibilitando que se possa trabalhar com conteúdos e ambientes de aprendizagem mais adequados aos aprendizes.O objetivo deste trabalho é apresentar a arquitetura de um sistema que possibilita a criação de cenários de aprendizagem baseados no perfil do aluno. O docente deve indicar as características que devem ser observadas durante as interações do aprendiz em um dado ambiente de aprendizagem eletrônica. Estas características serão modeladas como informações de contexto, permitindo que os pontos definidos como observáveis sejam organizados e modelados de forma a facilitar a monitoração das interações. A classificação do aluno em um determinando tipo de perfil de aprendizagem, previamente definido pelo docente, é realizado considerando-se as informações sobre o contexto da interação e os tipos de perfis de aprendizagem. Para que seja possível construir os cenários de aprendizagem considerando o perfil do aluno este trabalho propõe criar um relacionamento entre os tipos de perfis de aprendizagem e as estratégias de ensino através das categorias descritoras dos objetos de aprendizagem. / The identification of characteristics of a given student that are important during the teachinglearning process has been the focus of numerous studies in recent years. Teachers, coordinators and pedagogues have defended the notion that each individual presents particular and important characteristics in the developing knowledge process. The need to adapt teaching strategies to the student\'s preferences is a reality in classrooms, being physical or virtual classrooms. However, this does not mean that a method should be created for each student in a classroom, but that the best form of interaction for each of them be identified, building groups of learners with common characteristics. Working in this way makes it possible to identify learner profiles within a group of students, allowing one to work with learning contents and environments more suited to the learners. The objective of this work is to present the architecture of a system that allows for the creation of learning scenarios based on the studen profile. The teacher should point out the features which may be observed during the student interaction in a given e-elearning environment. These features are designed as context information, allowing defined observation points to be organized and modeled for facilitating the monitoring of interactions. The student classification in a given learning profile type, defined previously by the teacher, is realized considering information about the context of interaction and the learning profile types. For the learning environment to build the learning scenarios according to the student profile, this work proposes to create a relationship between the learning profile types and the teaching strategies through the description of learning objects categories.

The recognition of prior learning (RPL) is an assessment process through which experience gained outside academic contexts is recognised. The purpose of the research was to determine the influence the learner profile has on RPL assessment. To realise the purpose, the learner profile was described and consequently learning outcomes formulated for a portfolio workshop. The method which the study followed was a qualitative interpretative approach. The research comprised a literature study about adult learning theories that served as a theoretical framework for the study, as well as an overview of RPL assessment, followed by an empirical study. The empirical research component followed a multiple data collection method. The personal life stories of the research participants were analysed in order to compile a learner profile. The role the workshop played was determined from a learner perspective by means of an open questionnaire for participants. It included a collection of workshop photographs. Finally, the reflection of a group of RPL learners about their personal learning experiences was analysed. The research found that the learner profile included distinctive personal traits, such as motivation, task orientation, a sense of responsibility and an orientation towards the future. The nature of the learner profile as well as of informal learning gained within diverse learning contexts require directed preparation for assessment. The learners regarded the portfolio workshop as a sustainable learning process and as a transformational learning experience. The role the workshop played was multidimensional, as it served as preparation for compiling the portfolio. It also empowered and prepared the learner on a personal level for the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include the following: Firstly, the learner‟s voice should be afforded recognition. Secondly, preparation for assessment is essential. Thirdly, the preparation should follow an approach of assessment as a sustainable learning process. Finally, the learning outcomes for the portfolio workshop make a contribution to support the learners in bridging the learning contexts of informal learning and academic learning. The research makes a valuable contribution, as the empirical research shows that the holistic learner profile guides the approach to assessment. The mission of RPL to bring about transformation will only become a reality if a learner-centred approach recognises and empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer. Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge, die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word, tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The recognition of prior learning (RPL) is an assessment process through which experience gained outside academic contexts is recognised. The purpose of the research was to determine the influence the learner profile has on RPL assessment. To realise the purpose, the learner profile was described and consequently learning outcomes formulated for a portfolio workshop. The method which the study followed was a qualitative interpretative approach. The research comprised a literature study about adult learning theories that served as a theoretical framework for the study, as well as an overview of RPL assessment, followed by an empirical study. The empirical research component followed a multiple data collection method. The personal life stories of the research participants were analysed in order to compile a learner profile. The role the workshop played was determined from a learner perspective by means of an open questionnaire for participants. It included a collection of workshop photographs. Finally, the reflection of a group of RPL learners about their personal learning experiences was analysed. The research found that the learner profile included distinctive personal traits, such as motivation, task orientation, a sense of responsibility and an orientation towards the future. The nature of the learner profile as well as of informal learning gained within diverse learning contexts require directed preparation for assessment. The learners regarded the portfolio workshop as a sustainable learning process and as a transformational learning experience. The role the workshop played was multidimensional, as it served as preparation for compiling the portfolio. It also empowered and prepared the learner on a personal level for the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include the following: Firstly, the learner‟s voice should be afforded recognition. Secondly, preparation for assessment is essential. Thirdly, the preparation should follow an approach of assessment as a sustainable learning process. Finally, the learning outcomes for the portfolio workshop make a contribution to support the learners in bridging the learning contexts of informal learning and academic learning. The research makes a valuable contribution, as the empirical research shows that the holistic learner profile guides the approach to assessment. The mission of RPL to bring about transformation will only become a reality if a learner-centred approach recognises and empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer. Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge, die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word, tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)