As tecnologias de informação e comunicação (TICs) têm sido aliadas importantes no desenvolvimento de atividades inerentes aos processos de ensino-aprendizagem. Particularmente, os ambientes virtuais de aprendizagem (AVAs) têm viabilizado a oferta de conteúdos informacionais didáticos, de maneira sistemática e organizada, mediante interfaces digitais disponibilizadas aos usuários desses ambientes. Nesse sentido, tendo os usuários (alunos/aprendizes) como protagonistas dos processos de ensino-aprendizagem e compreendendo a importância da mediação e apropriação da informação em tais processos, o principal objetivo deste trabalho foi o de investigar os requisitos para a concepção das referidas interfaces, considerando-se as especificidades dos contextos de uso. A pesquisa, de abordagem qualitativa e natureza exploratória, foi desenvolvida com base em análise da literatura e estudo de caso envolvendo um AVA utilizado em disciplinas de ensino técnico (profissionalizante). Dentre os resultados, destaca-se a proposta de um guia contemplando requisitos funcionais e não funcionais para a concepção de interfaces digitais para usuários de AVAs. Conclui-se que, para tais interfaces funcionarem como \"espaço de mediação\" e auxiliarem na apropriação da informação, na construção e apresentação das mesmas, deve-se considerar diversas variáveis que são próprias dos contextos em que os usuários se encontram. / Information and communication technologies (ICTs) have been important allies in the development of activities inherent to the teaching-learning processes. Particularly, the Learning Management Systems (LMSs) have made feasible to offer didactic information contents, in a systematic and organized way, by using digital interfaces that are available to users of these systems. In this sense, taking into account such users (students / learners) as protagonists of the teaching-learning processes, and understanding the importance of information mediation and its appropriation in such processes, the main goal of this work was to investigate requirements for design these interfaces, by checking the specificities found in use\'s contexts. The research, with a qualitative approach and exploratory nature, was conducted with literature analysis and case study involving a LMS used in teaching technical (vocational) subjects. Among the results, it is highlighted the proposal of a guide comprehending functional and non-functional requirements to be applied in the design of digital user interfaces for LMSs. It was concluded that, in order to such interfaces to work as a \"mediation space\" and aid in the information appropriation, in their implementation and presentation, it must be taken into account a set of variables that are specifics with the users\' contexts.

[Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a shift in pedagogy based on engagement and collaboration, instead of trying to reproduce face-to- face teaching, in online environments. However, when a university adopts an elearning platform (or Learning Management System, LMS), most teachers tend to reproduce their traditional teaching, delivering, through the LMS, educational material. This study explored factors which influence university teachers to adopt teaching models based on online social interaction (OSI) when an e-learning platform is used to complement undergraduate classroom teaching. Online teaching model adoption was considered in the framework of technology adoption and post-adoption behavior, i.e., adoption and use by individuals after an organization has adopted an ICT-based innovation (Jasperson, Carter, & Zmud, 2005). Behaviors were investigated using a model based on Ajzen's (1991) Theory of Planned Behavior (TPB). In total, 26 university teachers 15 from Australia and 11 from Italy holding undergraduate courses, were recruited. They responded to a semi-structured interview based on the TPB, built on purpose for this research. Teachers were divided into three different groups on the basis of their approach to online teaching, corresponding to three different levels of adoption of OSI. The three different online teaching models were:

According to the literature there are still very few researches focusing on the Online Live Instruction in e-Learning. By Integrating IP-Based Video Conferencing System and Full Screen Capture with Live Streaming Broadcast System into an LMS, instructors can provide Online Live Instruction. In this kind of environment, teachers and students can interact together like in conventional classroom. This study explored the process of Online Live Instruction, solutions for the encountered problems are also provided. SOP (Standardized Operation Procedures) are developed on how to conduct Course Material Lecturing and Group Discussion & Summary Report activities. Suggestions about Online Live Instruction for teachers, teaching assistants and students are also included.

The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo / Learning by Design&rdquo / method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course / &ldquo / Foundations of Distance Education&rdquo / in 2009 Summer School and 2009-2010 Fall Semesters was evaluated. The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications. Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively. Both quantitative and qualitative data indicated that the students&rsquo / perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students&#039 / learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the &#039 / Discussion and Recommendations&#039 / section.

In the Internet era, more and more courses are taught through a course management system (CMS) or learning management system (LMS). In an asynchronous virtual learning environment, an instructor has the need to beware the progress of discussions in forums, and may intervene if ecessary in order to facilitate students¡¦ learning. This research proposes a discussion forum activity flow tracking system, called FAFT (Forum Activity Flow Tracer), to utomatically monitor the discussion activity flow of threaded forum postings in CMS/LMS. As CMS/LMS is getting popular in facilitating learning activities, the proposedFAFT can be used to facilitate instructors to identify students¡¦ interaction types in discussion forums. FAFT adopts modern data/text mining techniques to discover the patterns of forum discussion activity flows, which can be used for instructors to facilitate the online learning activities. FAFT consists of two subsystems: activity classification (AC) and activity flow discovery (AFD). A posting can be perceived as a type of announcement, questioning, clarification, interpretation, conflict, or assertion. AC adopts a cascade model to classify various activitytypes of posts in a discussion thread. The empirical evaluation of the classified types from a repository of postings in earth science on-line courses in a senior high school shows that AC can effectively facilitate the coding rocess, and the cascade model can deal with the imbalanced distribution nature of discussion postings. AFD adopts a hidden Markov model (HMM) to discover the activity flows. A discussion activity flow can be presented as a hidden Markov model (HMM) diagram that an instructor can adopt to predict which iscussion activity flow type of a discussion thread may be followed. The empirical results of the HMM from an online forum in earth science subject in a senior high school show that FAFT can effectively predict the type of a discussion activity flow. Thus, the proposed FAFT can be embedded in a course management system to automatically predict the activity flow type of a discussion thread, and in turn reduce the teachers¡¦ loads on managing online discussion forums.

Das Internationale Hochschulinstitut Zittau (IHI Zittau) verfügt über langjährige Erfahrungen im Bereich der elektronisch- unterstützten Lehre, insbesondere beim Einsatz von Videokonferenzen und korrelierenden multimedialen Applikationen. Darüber hinaus ist eine weitgehende Integration von hochschulinternen Verwaltungs- und Gremienprozessen in die Lernplattform OPAL sowie die Nutzung der Lernplattform für die hochschulübergreifende Projektarbeit mit externen Partnern gelungen. Diese Erfahrungen gilt es beim Aufbau eines virtuellen Doktorandenstudiums zu nutzen. Auf der dritten Stufe des Bologna-Prozesses wurde am Internationalen Hochschulinstitut Zittau ein Doktorandenstudium eingerichtet. Das Studium steht auch Fachhochschulstudenten offen, die kooperativ am IHI Zittau promovieren möchten. Das IHI Zittau kooperiert im Rahmen des Doktorandenstudiums mit der Hochschule Zittau-Görlitz (FH) sowie den Fachhochschulen Münster, Nordhausen und Emden, wodurch das Doktorandenstudium über die sächsischen Landesgrenzen hinaus einen Kompetenzgewinn erzielen kann. An diesem Punkt setzt das innovative Konzept des virtuellen Doktorandenstudiums an, welches auf Kolloquien, Videokonferenz-basierte Besprechungen, den Einsatz eines Application Sharing-Tools (Net Viewer) sowie das Dokumenten- und Leistungsnachweis-Management, gestützt auf das Lernmanagementsystem OPAL und dessen Arbeitsgruppenstrukturen, aufbaut. Das Ziel besteht in der Realisierung spezifischer Studienangebote auf Promotionsniveau mit dem Fokus auf fachbezogene Kompetenz-Multiplikation mit Hilfe der Einbindung hochschulpartnerschaftlicher Ressourcen und deren Integration in das virtuelle Studienangebot. Des Weiteren soll die gesamte Studienablaufplanung vom Einschreibeprozedere über die Verwaltungs- und Gremienarbeit bis hin zu den Studienangeboten konsistent auf dem Lernmanagementsystem OPAL basieren. Zur Sicherung der Nachhaltigkeit erfolgt eine wissenschaftliche Aufarbeitung der gesammelten Erfahrungen in Form eines Leitfadens, welcher dem Transfer an andere Hochschulen gerecht werden soll.

Die Erstellung von Lerninhalten ist einer der wichtigsten Prozesse im E-Learning. Die vorliegende Arbeit zeigt einen Ansatz zur Wiederverwendung von Lerninhalten der zum einen die Kosten des Erstellungsprozesses verringern kann und zum anderen effektive Methoden zur Verwaltung aufzeigt. Basis des Ansatzes ist ein vierstufiges Content-Modell (Assets, Lernmaterialien, Lernmodule und Veranstaltungen), welches die Lerninhalte anhand der Granularität aufteilt. Dieses Modell berücksichtigt dabei aktuelle E-Learning-Standards bezüglich der Inhalte und der Metadaten, wodurch eine systemunabhängige Wiederverwendung möglich ist. Zur Verarbeitung von generischen Repräsentationen, wie Materialien im XML-Format, wurde das Konzept der Templates aufgegriffen und um die so genannten Content-Varianten erweitert. Diese ermöglichen die Präsentation von verschiedenen Ausprägungen der Materialien, beispielsweise bezüglich des Ausgabeformates, der Sprache, des Schwierigkeitsgrades von Aufgaben oder der Version. In der Arbeit wird weiterhin ein entsprechendes Konzept zur Systementwicklung einer Lernplattform aufgezeigt. Dieses ist insbesondere durch die Aufteilung in verschiedene Teilsysteme gekennzeichnet, welche eine flexible Konfiguration und Platzierung anhand der Anforderungen an die Wiederverwendung ermöglicht. / The preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse.

Cette thèse a été développée dans le programme de troisième cycle en informatique dans l'éducation. Cette levée d'une partie théorique à la compréhension de la présence sociale en environnement virtuel de l'apprentissage (AVA), la demande de localisation et de contextualisation de l'éducation à distance (EAD) en ligne, la création d'un outil de collecte de données pour la vérification de la sociale présence des membres d'une AVA fréquentes, et ses demande de prolongation des cours de trois essais, comme les vérificateurs de son applicabilité et de mettre en évidence l'existence ou non de la présence dans un environnement social. Utilisé dans la théorie soulevée auteurs classiques et contemporains, de la sociologie, l'anthropologie et d'autres domaines de la connaissance. Partie du principe que la FOAD en direct est un produit de la mentalité de la modernité, telle qu'elle est conforme aux exigences d'aujourd'hui. Il constate que la perception de la présence sociale est très importante pour aider le processus d'enseignement et d'apprentissage en ligne de l'EOD donc clair certains aspects de la logique sociale en environnement virtuel de l'apprentissage. Cette perception peut également servir d'aide à l'élaboration de ces mesures et d'autres environnements qui présentent des caractéristiques similaires. / A presente tese foi desenvolvida no Programa de Pós-Graduação em Informática na Educação. Trata de um levantamento teórico das bases fundamentais para o entendimento da presença social em ambientes virtuais de aprendizagem (AVA), da procura de localização e contextualização da Educação a Distância (EAD) Online, da criação de um instrumento de coleta de dados para a verificação da presença social por parte dos membros freqüentes de um AVA e da sua subseqüente aplicação em três cursos de extensão como testes verificadores da sua aplicabilidade, além de evidenciar a existência ou não da presença social nestes ambientes. Utilizou-se na teoria levantada autores clássicos e contemporâneos da sociologia, antropologia e de outras áreas do conhecimento. Parte do princípio que a EAD Online é um produto da mentalidade da hodiernidade, pois está sintonizada com as exigências dos dias atuais. Compreende que verificar a percepção da presença social é muito importante para auxiliar o processo ensino-aprendizagem da EAD Online, elucidando alguns aspectos das lógicas sociais nos ambientes virtuais de aprendizagem. Essa percepção também pode servir como ajuda no desenvolvimento destes ambientes e de outros que tenham características semelhantes. / This thesis has been developed in the Post-Graduate Program in Computer in Education. This lifting of a theoretical to the understanding of the social presence in virtual environments for learning (AVA), the demand for location and contextualization of Distance Education (EAD) Online, the creation of a tool for collecting data for the verification of the social presence of the members of a frequent AVA and its subsequent application for extension courses in three tests as verifiers of its applicability and highlight the existence or not of the presence in social environments. Used in the theory raised authors of classic and contemporary sociology, anthropology and other areas of knowledge. Part of the principle that the ODL Online is a product of the mentality of the modernity, as it is line with the requirements of today. It finds that the perception of social presence is very important to help the teaching-learning process of ODL Online therefore clear some aspects of social logic in virtual environments for learning. That perception can also serve as an aid in the development of these and other environments that have similar characteristics.

This main goal of this project was to implement a training course in archivistic to the Technical and Administrative Servers in Education of the UFSM using as a technological tool the Learning Management System Moodle. The intention is produce a reflection about the modality of distance learning and the LMS as an element to support a professional training in the institution. The research was classified as applied quantitative approach and a case study through the technical procedures for acquiring objective knowledge about Moodle; the study supports a proposal and an evaluation of an alternative training using distance learning. Techniques and instruments of literature were used for read, analyze and interpret the last material already published in books, scientific papers, dissertations and doctoral theses. The bibliography facilitated the planning and the development of a training course in distance learning using the LMS of the Pró-Reitoria de Gestão de Pessoas (PROGEP) in the UFSM university. To reinforce the requirements for the expansion of the institutional archivistics polices of the university, the project develops studies in university archives and in the document preservation as an evidence of scientific, cultural and educational knowledge of the country. This helps to ensure the right access to information, the right of citizens and transparency of government actions. The project demonstrated the feasibility of conducting distance learning training courses to servicemen directly or indirectly involved in institutional documents management. The staff improvement policies implementation through distance learning is an effective strategic tool to implement the UFSM archivistic system. The LMS Moodle of PROGEP worked as environment of cooperative interaction between technical and administrative servicemen and the DAG (Departamento de Arquivo Geral). / Este estudo teve como principal objetivo implementar um curso de capacitação na área arquivística para os servidores Técnico-Administrativos em Educação (TAE) da UFSM, utilizando-se como ferramenta tecnológica o Ambiente Virtual de Ensino-Aprendizado (AVEA) Moodle e, assim, auxiliar na reflexão acerca da modalidade de educação a distância e de AVEA como elemento de suporte a capacitação profissional na instituição. A pesquisa foi classificada como aplicada com abordagem quantitativa e um estudo de caso quanto aos procedimentos técnicos porque objetivou adquirir conhecimento sobre o Moodle, a fim subsidiar a proposição e a avaliação de uma alternativa de capacitação por meio da modalidade a distância. Para tanto, utilizou-se das técnicas e instrumentos da pesquisa bibliográfica para leitura, análise e interpretação de materiais já publicados em livros, artigos científicos, dissertações de mestrado e teses de doutorado. As ideias de diferentes autores possibilitaram o planejamento e a construção de um curso nessa modalidade, utilizando-se o ambiente de EaD da Pró-Reitoria de Gestão de Pessoas (PROGEP) da Universidade. Para reforçar a necessidade de expansão das políticas arquivísticas nas IFES abordaram-se temas relevantes sobre os arquivos universitários, em especial as universidades federais, e a preservação de seu patrimônio documental como prova do conhecimento científico, cultural e educacional do País, para garantir o acesso à informação, o direito dos cidadãos e a transparência das ações governamentais. Os estudos demonstraram a viabilidade de realização de cursos de capacitação à distância aos servidores envolvidos, direta ou indiretamente, na gestão de documentos institucionais. A implementação de políticas de capacitação profissional a distância apresentou-se como uma ferramenta estratégica eficaz à implantação do sistema de arquivos da UFSM e o Ambiente de EaD da PROGEP, que utiliza o Moodle, serviu como um ambiente de interação cooperativa entre os servidores técnico-administrativos em educação e o Departamento de Arquivo Geral.

Cette thèse a été développée dans le programme de troisième cycle en informatique dans l'éducation. Cette levée d'une partie théorique à la compréhension de la présence sociale en environnement virtuel de l'apprentissage (AVA), la demande de localisation et de contextualisation de l'éducation à distance (EAD) en ligne, la création d'un outil de collecte de données pour la vérification de la sociale présence des membres d'une AVA fréquentes, et ses demande de prolongation des cours de trois essais, comme les vérificateurs de son applicabilité et de mettre en évidence l'existence ou non de la présence dans un environnement social. Utilisé dans la théorie soulevée auteurs classiques et contemporains, de la sociologie, l'anthropologie et d'autres domaines de la connaissance. Partie du principe que la FOAD en direct est un produit de la mentalité de la modernité, telle qu'elle est conforme aux exigences d'aujourd'hui. Il constate que la perception de la présence sociale est très importante pour aider le processus d'enseignement et d'apprentissage en ligne de l'EOD donc clair certains aspects de la logique sociale en environnement virtuel de l'apprentissage. Cette perception peut également servir d'aide à l'élaboration de ces mesures et d'autres environnements qui présentent des caractéristiques similaires. / A presente tese foi desenvolvida no Programa de Pós-Graduação em Informática na Educação. Trata de um levantamento teórico das bases fundamentais para o entendimento da presença social em ambientes virtuais de aprendizagem (AVA), da procura de localização e contextualização da Educação a Distância (EAD) Online, da criação de um instrumento de coleta de dados para a verificação da presença social por parte dos membros freqüentes de um AVA e da sua subseqüente aplicação em três cursos de extensão como testes verificadores da sua aplicabilidade, além de evidenciar a existência ou não da presença social nestes ambientes. Utilizou-se na teoria levantada autores clássicos e contemporâneos da sociologia, antropologia e de outras áreas do conhecimento. Parte do princípio que a EAD Online é um produto da mentalidade da hodiernidade, pois está sintonizada com as exigências dos dias atuais. Compreende que verificar a percepção da presença social é muito importante para auxiliar o processo ensino-aprendizagem da EAD Online, elucidando alguns aspectos das lógicas sociais nos ambientes virtuais de aprendizagem. Essa percepção também pode servir como ajuda no desenvolvimento destes ambientes e de outros que tenham características semelhantes. / This thesis has been developed in the Post-Graduate Program in Computer in Education. This lifting of a theoretical to the understanding of the social presence in virtual environments for learning (AVA), the demand for location and contextualization of Distance Education (EAD) Online, the creation of a tool for collecting data for the verification of the social presence of the members of a frequent AVA and its subsequent application for extension courses in three tests as verifiers of its applicability and highlight the existence or not of the presence in social environments. Used in the theory raised authors of classic and contemporary sociology, anthropology and other areas of knowledge. Part of the principle that the ODL Online is a product of the mentality of the modernity, as it is line with the requirements of today. It finds that the perception of social presence is very important to help the teaching-learning process of ODL Online therefore clear some aspects of social logic in virtual environments for learning. That perception can also serve as an aid in the development of these and other environments that have similar characteristics.