Online learning appeals to busy professionals and project managers (PMs) since demands from work, family, and personal interests compete with the desire to engage learning and finish courses. The thesis critically analyzes adult learning literature, then develops models, and tests the approaches at a commercial university. The professional learning model overcomes the gap in applied online learning design and delivery theories through a perspective transformation of the fundamental educational psychology principles, to shift the philosophy towards an integrated humanistic-constructivist paradigm. The key principles emphasized in this new approach are andragogical motivation, self-schema, self-efficacy, and self-regulation. A repeated-measures quasi-experiment was designed and conducted in a university online MBA program (n=48), using a scientific research methodology (that controlled confounding factors) to empirically test the professional learning factor model. Paired-treatment tests, factor covariances, coefficient of multiple determinations, and cause/effect multiple regression findings were statistically significant at the 95% confidence level (most tests exceeded 99%). A linear mathematical predictor and systemic model was substantiated from the concept testing, to quantitatively explain 66%(r²) of cause-effect variance between the contextual factors and dependent variables. These findings were compared to, and were in agreement with similar studies. The limitations of the quasi-experiments are small sample size, natural selection (as opposed to pure randomization), and generalizability to other contexts (models not yet replicated). The research makes a theoretical and empirical contribution to four stakeholder domains - Project Management (PM) professionals, adult educators, academic research community, and the PM body of knowledge. The first value claim consists of empirically proven online learning design and delivery guidelines, that can be applied and/or replicated. Secondly, the research multi-methods to decrease time-to-market for these multi-year experiments. Lastly the research evidence might promote the development of more 'soft-skills' content in PM

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Maria Paulina de Assis.pdf: 4391604 bytes, checksum: 229e2e52b8c9407f23d9c1f6b620ad31 (MD5) Previous issue date: 2011-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis raises the question of the challenges faced by university lecturers in integrating information and communications technology (ICT) with their pedagogical practice. It is argued that these challenges can be addressed if they are aided by other educators and it is suggested that this can be achieved by means of collaborative work in which the lecturers share their pedagogical practices with their colleagues and analyse, refine and recontextualise them so that they can be used again in different teaching and learning environments. The general aim of the thesis is to seek a theoretical-practical rationale to support the argument and this is undertaken through a bibliographical review and research in the field. It is also argued that the collaborative work involved in the process of formulating a learning design can lead to innovations in pedagogical practice. The field research was carried out in an Exploratory Study in the United Kingdom and an Empirical Research Study in Brazil. The results of both these researches corroborate the findings of the literature and show the following: in general terms, the university lecturers who were researched, plan in an empirical and asystematic manner; they make little use of ICT in their planning; they share their pedagogical methods and resources with their colleagues; and they would make use of the support provided by the learning design tools if they had the opportunity. There are two benefits to academic research which have emerged from this study: the ability to draw up a plan and develop a tool prototype to support teachers in preparing a learning design, and the concept of the Iterative Cycle of Learning Design (a construct devised by the author, who has put forward the argument of this thesis) / Esta tese coloca como problema os desafios encontrados por professores de ensino superior na integração das tecnologias de informação e comunicação (TIC) às suas práticas pedagógicas. Argumenta-se que esses desafios podem ser enfrentados se eles forem ajudados por outros educadores e propõe-se que isto seja feito por um trabalho colaborativo em que professores partilham suas práticas pedagógicas com colegas e as analisam, refinam e recontextualizam para reuso em diferentes ambientes de ensino e aprendizagem. O objetivo geral da tese é buscar uma fundamentação teórico-prática para defender tal argumento, e isto é feito pela revisão bibliográfica e pela pesquisa de campo. Argumenta-se também que o trabalho colaborativo no processo de elaboração de learning design pode trazer inovação para a prática pedagógica. A pesquisa de campo foi feita em um Estudo Exploratório no Reino Unido e uma Pesquisa Empírica no Brasil. Os resultados de ambas as pesquisas corroboram dados da literatura que indicam que, em geral, os professores universitários pesquisados planejam de modo empírico e assistemático, pouco usam as TIC para o planejamento, partilham métodos e recursos pedagógicos com colegas e usariam ferramentas de apoio ao learning design caso tivessem oportunidade. Duas contribuições à pesquisa acadêmica trazidas por este trabalho são: a construção de uma proposta de desenvolvimento de um protótipo de ferramenta para apoiar o professor no processo de learning design; , e a concepção do Ciclo Iterativo de Learning Design (um construto concebido pela autora, que respalda o argumento da tese)

Esta pesquisa investiga a adequação da abordagem de Learning Design como fundamentação teórico-prática para a contextualização do design instrucional. Partindo da premissa de que o aprendizado eletrônico é um fenômeno multidimensional, a pesquisa analisa as dimensões pedagógica, semântica, tecnológica, do aluno e organizacional, que correspondem aos interesses das diferentes comunidades envolvidas - professores e especialistas em educação, pesquisadores, especialistas em tecnologia, alunos e gestores. Utilizando a abordagem qualitativa de pesquisa e a perspectiva teórico-descritiva, os fundamentos teórico-práticos do Learning Design são cotejados com o estudo de caso do STEA - Sistema Transversal de Ensino-Aprendizagem, desenvolvido no âmbito do Núcleo de Educação de Jovens e Adultos e Formação Permanente de Professores (NEA) da Faculdade de Educação da Universidade de São Paulo (FEUSP). O caso contempla todos os processos do sistema de aprendizado eletrônico - do planejamento, design, implementação, execução e avaliação, até a formação e a atualização continuada de professores em serviço, abrangendo também a produção de materiais didáticos e ações complementares de pesquisa acadêmica, sob a perspectiva contextualizada do design instrucional. A pesquisa resultou na confirmação do Learning Design como fundamentação teórica para o design instrucional contextualizado, destacando-se que sua implementação nas práticas pedagógicas nacionais depende do aprimoramento das ferramentas de autoria, instanciação e execução de atividades de aprendizagem, para incorporar características da Web 2.0 e possibilitar a difusão do E-learning 2.0 como inovação no aprendizado eletrônico. / This research investigates if Learning Design approach can be seen a theoreticalpractical framework for contextualized instructional design. Based on e-learning as a multidimensional phenomenon, the research analyzes the pedagogical, semantic, technological, student and organizational dimensions, in correspondence to the interests of different e-learning communities - teachers and educational specialists, researchers, technology specialists, students and managers. Using qualitative approach and theoretician-descriptive perspective, the theoretical and practical framework of Learning Design are confronted to STEA case study, a transversal system for teaching and learning, developed by Nucleus of Adult and Young Education (NEA) of the College of Education of the University of São Paulo (FEUSP). Case study contemplates all the processes involved in e-learning system - planning, design, implementation, execution and evaluation, teachers education in service, enclosing the production of didactic materials and complementary actions of academic research, under a contextual approach of design instrucional. The research confirms Learning Design as theoretical framework for contextualized instructional design and distinguishes that its implementation in national practices depends on the improvement of authorship, instantiation and run tools, in order to incorporate features of Web 2.0 and to make possible the diffusion of E-learning 2.0.

Esta pesquisa investiga a adequação da abordagem de Learning Design como fundamentação teórico-prática para a contextualização do design instrucional. Partindo da premissa de que o aprendizado eletrônico é um fenômeno multidimensional, a pesquisa analisa as dimensões pedagógica, semântica, tecnológica, do aluno e organizacional, que correspondem aos interesses das diferentes comunidades envolvidas - professores e especialistas em educação, pesquisadores, especialistas em tecnologia, alunos e gestores. Utilizando a abordagem qualitativa de pesquisa e a perspectiva teórico-descritiva, os fundamentos teórico-práticos do Learning Design são cotejados com o estudo de caso do STEA - Sistema Transversal de Ensino-Aprendizagem, desenvolvido no âmbito do Núcleo de Educação de Jovens e Adultos e Formação Permanente de Professores (NEA) da Faculdade de Educação da Universidade de São Paulo (FEUSP). O caso contempla todos os processos do sistema de aprendizado eletrônico - do planejamento, design, implementação, execução e avaliação, até a formação e a atualização continuada de professores em serviço, abrangendo também a produção de materiais didáticos e ações complementares de pesquisa acadêmica, sob a perspectiva contextualizada do design instrucional. A pesquisa resultou na confirmação do Learning Design como fundamentação teórica para o design instrucional contextualizado, destacando-se que sua implementação nas práticas pedagógicas nacionais depende do aprimoramento das ferramentas de autoria, instanciação e execução de atividades de aprendizagem, para incorporar características da Web 2.0 e possibilitar a difusão do E-learning 2.0 como inovação no aprendizado eletrônico. / This research investigates if Learning Design approach can be seen a theoreticalpractical framework for contextualized instructional design. Based on e-learning as a multidimensional phenomenon, the research analyzes the pedagogical, semantic, technological, student and organizational dimensions, in correspondence to the interests of different e-learning communities - teachers and educational specialists, researchers, technology specialists, students and managers. Using qualitative approach and theoretician-descriptive perspective, the theoretical and practical framework of Learning Design are confronted to STEA case study, a transversal system for teaching and learning, developed by Nucleus of Adult and Young Education (NEA) of the College of Education of the University of São Paulo (FEUSP). Case study contemplates all the processes involved in e-learning system - planning, design, implementation, execution and evaluation, teachers education in service, enclosing the production of didactic materials and complementary actions of academic research, under a contextual approach of design instrucional. The research confirms Learning Design as theoretical framework for contextualized instructional design and distinguishes that its implementation in national practices depends on the improvement of authorship, instantiation and run tools, in order to incorporate features of Web 2.0 and to make possible the diffusion of E-learning 2.0.

The growing field of mobile learning (m-learning) research concerning the use and effectiveness of mobile assisted language learning (MALL) in second and foreign language (L2) education reflects the possibilities of smart mobile technological devices to facilitate students’ control over their own learning. This research aims to find the pedagogical affordances of mobile learning in combination with Web 2.0 tools with a particular focus on the use of smartphone and Facebook as tools to enhance teaching and learning of English for English as a Second Language learners. Using Design Based Research (DBR) as an approach to conduct this study, the initial design framework was developed from the literature and the exploratory phase. It was tested and developed through a series of iterations and the impacts of each iteration were evaluated using interviews and qualitative data analysis. 37 participants were involved in this study; 12 in the Exploratory Study, 17 in Iteration 1 and 8 in Iteration 2. One of the most important findings reported in the first iteration is the impact of a sense of social obligation whereby participants felt under pressure from their peers to post and to participate. This social obligation effect can have both positive and negative consequences for learning and was further explored in the second iteration. Based on the findings from both iterations, this study suggested a design framework to be used by future research that explored ways in which pedagogical designs for m-learning with social networking can take this social obligation effect into account in order to avoid its negative consequences and make best use of its positive consequences.

Thesis advisor: Ana M. Martínez Alemán / This qualitative research study examined the design of collaborative learning experiences in an online graduate course in educational leadership. Based on principles of design-based research, this single case study analyzed the design process among the faculty member and learning design team who created the course. Data were also gathered from the first time the course was completed by students. Content analysis was the primary method to analyze data sources that included design documentation, interviews with faculty and the learning design team, images of course modules in the university Learning Management System, transcripts of synchronous learning exchanges among students and the faculty, team-based assignment submissions, and a survey of students. Findings revealed that the design of collaborative learning experiences was dependent on the nature of the learning goals. The instructor oriented students toward the collaborative culture of the online course and employed numerous learning supports and facilitation strategies to aid them. Collaborative learning design was rooted in the learning sciences, social interdependence theory, and the conceptualization of the virtual classroom as a space for play and creativity. Student collaboration involved synthesis of readings, team-based design exercises, and supporting each other in making progress towards program-level goals. Students regularly engaged in metacognitive activity to reflect on their learning individually and as a collective. Students found the learning supports valuable and collaborative learning experiences challenging but affirming of their identities as graduate students. This study contributes to theory about designing and facilitating online collaborative learning in graduate programs and offers design considerations to guide future efforts in learning design. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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.

Le travail présenté dans ce mémoire s'inscrit dans le domaine des Environnements Informatiques pour l'Apprentissage Humain (EIAH), plus précisément celui de l'ingénierie des EIAH dans le cadre d'une approche de type « Learning Design ». Cette approche propose de construire des EIAH à partir de la description formelle d'une activité d'apprentissage. Elle suppose l'existence d'un langage de modélisation communément appelé EML (Educational Modelling Language) et d'un moteur capable d'interpréter ce langage. LDL est le langage sur lequel nous avons travaillé, en relation avec l'infrastructure LDI intégrant un moteur d'interprétation de LDL. L'EML est utilisé pour produire un scénario, modèle formel d'une activité d'apprentissage. L'EIAH servant de support au déroulement de l'activité décrite dans le scénario est alors construit de manière semi-automatique au sein de l'infrastructure associée au langage selon le processus suivant : le scénario est créé lors d'une phase de conception ; il est instancié et déployé sur une plate-forme de services lors d'une phase d'opérationnalisation (choix des participants à l'activité, affectation des rôles, choix des ressources et services) ; le scénario instancié et déployé est pris en charge par le moteur qui va l'interpréter pour en assurer l'exécution. Dans ce cadre, l'activité se déroule conformément à ce qui a été spécifié dans le scénario. Or il est impossible de prévoir par avance tout ce qui peut se produire dans une activité, les activités étant par nature imprévisibles. Des situations non prévues peuvent survenir et conduire à des perturbations dans l'activité, voire à des blocages. Il devient alors primordial de fournir les moyens de débloquer la situation. L'enseignant peut par ailleurs vouloir exploiter une situation ou une opportunité en modifiant l'activité en cours d'exécution. C'est le problème qui est traité dans cette thèse : il s'agit de fournir les moyens d'adapter une activité « à la volée », c'est-à-dire pendant son exécution, de manière à pouvoir gérer une situation non prévue et poursuivre l'activité. La proposition que nous formulons s'appuie sur la différentiation entre les données convoquées dans chacune des trois phases du processus de construction de l'EIAH : la conception, l'opérationnalisation et l'exécution. Nous exhibons un modèle pour chacune de ces phases, qui organise ces données et les positionne les unes par rapport aux autres. Adapter une activité « à la volée » revient alors à modifier ces modèles en fonction des situations à traiter. Certaines nécessitent la modification d'un seul de ses modèles, d'autres conduisent à propager les modifications d'un modèle vers un autre. Nous considérons l'adaptation « à la volée » comme une activité à part entière menée, en parallèle de l'activité d'apprentissage, par un superviseur humain qui dispose d'un environnement adéquat pour observer l'activité, détecter les éventuels problèmes et y remédier par intervention dans l'activité d'apprentissage en modifiant les modèles qui la spécifient. Pour développer les outils support à la modification et les intégrer dans l'infrastructure LDI, nous avons eu recours à des techniques de l'Ingénierie Dirigée par les Modèles. Les modèles manipulés dans ces outils en sont ainsi des données à part entière : les outils réalisés n'en offrent ainsi que plus de flexibilité et d'abstraction. Les modèles sont alors exploités comme des leviers pour atteindre et modifier les données ciblées par l'adaptation. / The work presented in this paper is in the field of Technology for Human Learning (TEL), specifically that of engineering in the context of TEL-type approach "Learning Design". This approach proposes to build ILE from the formal description of a learning activity. It assumes the existence of a common modeling language called EML (Educational Modelling Language) and an engine capable of interpreting this language. LDL is the language on which we worked in conjunction with the LDI infrastructure including a motor interpretation of LDL. The EML is used to produce a scenario, a formal model of learning activity. The ILE serving to support the conduct of the activity described in the scenario is then constructed semi-automatically in the infrastructure associated with the language using the following process: the script is created during a design phase; it is instantiated and deployed on a platform of services in an operational phase (selection of participants in the activity, role assignment, choice of resources and services); instantiated and deployed scenario is supported by the engine will interpret it to ensure its implementation. In this context, the activity takes place in accordance with what was specified in the script. It is impossible to predict in advance all that can occur in an activity, the activities are by nature unpredictable. Unforeseen situations can occur and lead to disturbances in the activity, or even blocks. It then becomes important to provide the means to break the deadlock. The teacher may also want to exploit a situation or opportunity by altering the activity in progress. This is the problem that is addressed in this thesis: to provide the means to adapt an activity "on the fly", that is to say while running, so you can not handle a situation provided and continue the activity. The proposal we make is based on the differentiation between data convened in each of the three phases of construction of the ILE: design, operationalization and implementation. We exhibit a model for each phase, which organizes the data and positions to each other. Adapt an activity "on the fly" then returns to modify these models in different situations to deal with. Some require the modification of one of its models, while others lead to propagate changes from one model to another. We consider adaptation "on the fly" as a separate activity conducted in parallel with the learning activity by a human supervisor has an adequate environment to observe the activity, identify potential problems and be remedied by intervention in the learning activity by modifying the templates that specify. To develop tools to support the change and integrate them into the LDI infrastructure, we have used the techniques of Model Driven Engineering. Handled in these models are tools and data in its own right tools and made no offer more flexibility and abstraction. The models are then used as levers to achieve and change the data targeted by the adaptation.

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.

While many Higher Education subject areas have embraced technology-supportedlearning (TSL), its uptake has been noticeably slower in the practicum of the art and design subject area. As such our understanding of the use of TSL in this practicum is under-developed. This multi- and inter-disciplinary practice-based research project is a case study, within this under-developed area, based around the question: “Can TSL aid the acquisition and development of practical skills associated with sound recording a location-based interview, introduced (as part of studio-based practice) during a three-hour class to level 1 undergraduate art and design students?” In addressing this research question I argue that the design and evaluation of TSL requires a holistic approach, grounded in an understanding of the audience, subject matter and learning context / environment, requiring a comprehensive consideration of user experience design (UXD), where theory informs rather than leads pedagogy/practice. Taking a grounded approach, an analysis of existing needs was first undertaken within the learning environment; practitioners, and other UK providers of SRIT skills were consulted; a number of pre-existing technology-based practical skillsfocused artefacts were reviewed and theories, models and principles were drawn upon across a number of associated cognate fields. Adopting a post-theoretical perspective and action research principles, an artefact called “RecordingCoach” was designed, realised, utilised and evaluated. RecordingCoach enables its users to observe sound recording equipment being setup; set up a virtual sound kit themselves as well as undertake both assisted and independent interviews with two virtual interviewees. RecordingCoach records the independent virtual interviews in real time and saves them to the host computer hard drive, capturing microphone handling, responses to situational/ environmental sound and verbal audio exchanges. The evaluation of RecordingCoach took place over a one-year period with the participation of 108 students. Attitudes towards the artefact, patterns of learning activity, behaviour and assignment performance were scrutinised and nonassessed performance indicators were referred to. The resulting findings are very positive suggesting that TSL can be effective within the practicum of the art and design subject area.