FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / In the context of distance education, the teaching material occupies a central position and thus show up many issues relating to it. Thus, a major problem is around how they are being produced learning materials tailored to the needs and characteristics of the student, regardless of place and time, study and learn by mediating technologies, constituting a relevant research problem in this area. Some questions that guide the research are: How does the process of production of the degree in mathematics content, involving the author teacher and teacherâs training, occurs at the contentâs preparation? What elements produced in the educational materials for undergraduate in Mathematics promote dialogue with the student? How to establish an objective communication between the production team to make the necessary adjustments to the quality of the material, as well as learning objectives? Based on these questions, this research aimed to investigate the production of the material teaching to distance education using as a case study the undergraduate courses in mathematics at a distance in the context of the Open University of Brazil offered by the Federal Institute of Cearà â IFCE (abbreviation in Portuguese). The research methodology has focused on analysis to identify how teachers are producing digital educational content based on the training received for this purpose, analyze the development and production compared to the relationship between teacher content way versus instructional designer (ID); and make an analysis of previous elements in the order to describe and identify the specificities, limits and potential of the training course. The results were shown in the statements of the individuals in which the training meets the purpose of production of the content of mathematics even if it needs to improve aspects of communication between the content author teacher and the DI, compliance with deadlines, the application of the methodology Contextualized Instructional Design - DIC (abbreviation in Portuguese) and diversification of activity in media content specific to mathematics / No contexto de EducaÃÃo a DistÃncia (EaD), o material didÃtico ocupa uma posiÃÃo central e, por isso, evidenciam-se muitas problemÃticas relativas ao mesmo. Nesse sentido, um dos principais problemas està em torno de como estÃo sendo produzidos os materiais didÃticos adaptados Ãs necessidades e caracterÃsticas do aluno que, independente do lugar e do tempo, estuda e aprende mediado por tecnologias, constituindo mais uma problemÃtica em pesquisa nessa Ãrea. Dessa forma, alguns questionamentos que norteiam a pesquisa sÃo: como ocorre o processo de produÃÃo do material para licenciatura em MatemÃtica envolvendo o professor conteudista e a formaÃÃo deste docente para o processo de elaboraÃÃo do conteÃdo? Que elementos produzidos no material didÃtico para licenciatura em MatemÃtica favorecem o diÃlogo com o aluno? De que forma estabelecer uma comunicaÃÃo objetiva entre a equipe de produÃÃo, no sentido de proceder aos ajustes necessÃrios para a qualidade do material, bem como dos objetivos de aprendizagem? Com base nestas questÃes, essa pesquisa teve como objetivo investigar o processo de produÃÃo do material didÃtico para EaD, tomando como estudo de caso as disciplinas de licenciatura em MatemÃtica a distÃncia, no contexto da Universidade Aberta do Brasil, ofertado pelo Instituto Federal do Cearà - IFCE. A metodologia da investigaÃÃo tomou como foco para anÃlise identificar como os professores estÃo roduzindo conteÃdos didÃticos digitais com base na formaÃÃo recebida para esta finalidade; analisar a elaboraÃÃo e a produÃÃo frente à relaÃÃo professor conteudista x designer instrucional (DI); e fazer uma anÃlise dos elementos anteriores no intuito de descrever e identificar as especificidades, limites e potencialidade do curso de formaÃÃo. Os resultados foram evidenciados nas falas dos sujeitos pesquisados, nas quais a formaÃÃo atende ao propÃsito da produÃÃo dos conteÃdos de MatemÃtica, ainda que precise melhorar nos aspectos da comunicaÃÃo entre o conteudista e o DI, do cumprimento dos prazos, da aplicaÃÃo da metodologia Design Instrucional - DIC e da diversificaÃÃo de atividade em mÃdias para conteÃdos especÃficos matemÃticos.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-05T18:14:49Z No. of bitstreams: 1 clingercleirsilvabernardes.pdf: 702663 bytes, checksum: 22d8b7a47bdde1305af327e0fad0579d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:27:51Z (GMT) No. of bitstreams: 1 clingercleirsilvabernardes.pdf: 702663 bytes, checksum: 22d8b7a47bdde1305af327e0fad0579d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:27:59Z (GMT) No. of bitstreams: 1 clingercleirsilvabernardes.pdf: 702663 bytes, checksum: 22d8b7a47bdde1305af327e0fad0579d (MD5) / Made available in DSpace on 2016-07-13T16:27:59Z (GMT). No. of bitstreams: 1 clingercleirsilvabernardes.pdf: 702663 bytes, checksum: 22d8b7a47bdde1305af327e0fad0579d (MD5) Previous issue date: 2012-08-31 / A presente pesquisa parte da seguinte questão investigativa: como os docentes e designers de cursos de formação online em Educação podem formular o desenho didático de materiais de forma a fazê-los condizentes com os requisitos legais da dialogicidade, autonomia e linguagem própria? Buscou-se fundamentação metodológica na pesquisa bibliográfica e na pesquisa qualitativa de abordagem fenomenológica. O campo de pesquisa se constituiu em uma instituição pública de ensino superior situada no sudeste brasileiro, através de duas experiências de educação a distância online. A investigação se desenvolveu por meio de entrevistas semiestruturadas com três docentes e três designers e por meio de posterior análise hermenêutica. A análise dos dados está organizada em seis categorias: (a) Formação dos membros da equipe, (b) Interdisciplinaridade, (c) Tematização a partir da realidade, (d) Função do material didático digital, (e) Características do Material Didático e (f) Comparação com o presencial. Esta pesquisa apresenta um recorte sobre os instrumentos de avaliação do MEC para a autorização de cursos na modalidade EaD. Este recorte tem por foco os requisitos avaliativos relacionados ao material didático digital. Dos requisitos emergem os conceitos de dialogicidade, autonomia e linguagem própria que foram ressignificados a partir da perspectiva libertadora de Paulo Freire e da perspectiva dialógica de Bakthin. Potencializando o cenário de fundamentação, a pesquisa contou com os estudos dos pesquisadores Marco Silva e Lucila Pesce que possibilitaram a atualização de nossa discussão para os novos paradigmas comunicacionais e educacionais. A análise das entrevistas apresentou possíveis diretrizes para a construção de um desenho didático de materiais digitais que além de atenderem a legislação podem favorecer o aprendizado dos educandos, educadores e designers. / This search takes from inquiry question: how teachers and designers of online courses in education may make the didactic design of instructional materials consistent with the legal requirements of dialog, autonomy and its own language? It was based on search in the academic literature and qualitative research phenomenological approach. The research consisted of a public institution of higher education located in southeastern Brazil, through the experiences of two distance education online. The research is developed through half-structured interview with three teachers and three designers. It also happened after analysis hermeneutics. The data analysis is organized into six categories: (a) training of team members, (b) Interdisciplinary, (c) from thematization of reality, (d) Function of digital educational material, (e) Characteristics and form teaching materials (f) Comparison with the classroom teaching. This study presents part of the evaluation tools of the Ministry of Education for approval of courses in distance education mode. This cutting focuses on the evaluation requirements related to digital courseware. Emerged of halfstructured interview concepts of dialogism, autonomy and its own language that were reconsidered from the libertarian perspective of Paulo Freire and dialogical perspective of Bakhtin. Leveraging the stage of reasoning, the research included studies of researchers Lucila Pesce and Marco Silva that enabled the upgrade of our discussion to the new communication paradigms and educational . The data analysis presented guidelines for the possible construction of an didactic design digital materials as well as meet the law can promote the learning of students, educators and designers.

Dieser Beitrag widmet sich ausgehend von den Erfahrungen aus dem iMooX-Projekt der ökonomischen Perspektive von MOOCs. Zunächst werden die Kosten eines MOOC anhand des iMooX-Projekts dargelegt. Folgend auf die Darstellung des Kostenmodells erfolgt eine Diskussion, welchen Umfang der reale Wert eines MOOC aufweist. Abschließend werden mögliche Finanzierungsquellen eines MOOC diskutiert.

The purpose of the study was to expose the economic norm on which the teaching rests to see if the governing documents and teaching materials give students the nuanced and multifaceted picture of economics that social studies and the Swedish school require. Based on the international research situation's indication of the neoclassical and market liberal norm as governing, the study started to take shape in dialogue with these results. With the help of Norman Fairclough's (2015) critical discourse analysis, curricula, and teaching materials for social studies were analyzed and interpreted. The result indicates that a neoclassical and market-liberal discourse is enormously prominent in social studies. The consequences are, among other things, that students' ability to achieve the overall goal and purpose of social studies is significantly hindered. In addition, the results show that the students were raised ideologically in line with a market-liberal discourse without the opportunity to take their ethical positions on the matter.

The present study focuses on how the European Language Portfolio (ELP) can be used in a Swedish school. More particularly it aims at exploring how a group of teachers have adapted the use of the material to their particular pedagogical situation. It also aims at finding out what the same group of teachers identifies as the ELP’s strengths and possible weaknesses.For this purpose, a case study was carried out in which semi-structured interviews were conducted with four language teachers at an upper secondary school in the south of Sweden. Although the teachers started out using the official ELP 16+, only the language passport has been kept. The teachers have adapted the rest of the material to their own situation. Three different adaptations were identified and presented. Moreover, the teachers identified a number of areas that they saw as the ELP’s strengths. Among these areas were the material’s compatibility with the Swedish steering documents and the language biography (in adapted versions). When asked about the possible weaknesses, the teachers’ main concerns were the standard checklists and the fact that working with the ELP is time-consuming in different ways.

Syftet med studien är att få en större förståelse för hur lärare på lågstadiet arbetar med läromedel inom läsförståelse i sin svenskundervisning, vilken roll läromedlet har i deras planering samt hur lärarna bedriver sin undervisning i läsförståelse utifrån läromedlet. Vi har använt oss av en kvalitativ metod med semistrukturerade intervjuer där tolv lärare från olika skolor har beskrivit sin syn på vad läromedlet har för inverkan i deras läsförståelseundervisning. I studien har vi även gjort en bakgrundsanalys på läromedlet, ABC-klubben Diamantjakten (Felth Sjölund och Hed Andersson, 2012), som de tolv intervjuade lärarna använder sig av i sin läsförståelseundervisning. Efter genomförandet av intervjuerna har det empiriska materialet analyserats i olika kategorier med utgångspunkt från studiens forskningsfrågor. Resultatet visar att majoriteten av lärarnas syn på läromedlet är positivt. De menar på att läromedlet blir som ett verktyg i deras grovplanering och de får en röd tråd i sin läsförståelseundervisning, och att läromedlets läsebok och arbetsbok kan skapa mer gemensamma diskussioner då eleverna läser samma text utifrån olika nivåer. Lärarna lyfter också att lässtrategier är en viktig del i läsundervisningen när eleverna ska ta sig an en text. Det framkommer även i resultaten att samtliga lärare ser ett behov av att komplettera sin läsundervisning med andra material. Dock framkommer det i resultaten att längre erfarenheter inom läraryrket har lett till att läromedlet inte har en lika stor roll längre i undervisningen, men att det finns en grund att utgå ifrån. / The purpose of the study is to gain a greater understanding of how teachers in primary school work with textbooks in reading comprehension in their a swedish-teaching, what role the textbooks have in their planning and how the teachers conduct their teaching in reading comprehension based on the textbooks. We have used qualitative method with semi-structured interviews where twelve teachers from different schools have described their views on the impact the teaching material has in their reading comprehension teaching. In the study, we also made a background analysis of one textbook, ABC-klubben: Diamantjakten, (Felth Sjölund and Hed Andersson, 2012) that the 12 interviewed teachers use in their teaching in reading comprehension. After conducting the interviews, the empirical material has been analyzed in different categories based on the study's research questions. The result shows that the majority of the teachers' view of the teaching material is positive. They mean that the teaching material becomes a tool in their rough-planning and they get a red thread in their reading comprehension teaching, and that the teaching material's reading book and workbook can create more joint discussions when the students read the same text in different levels. The teachers also emphasize that reading strategies are an important part of reading instruction when students are reading a text. It also appears in the results that all interviewed teachers see a need to supplement their reading teaching with other materials. However, it appears in the results that teachers with longer experience in the profession use the textbooks to a lesser extent, rather than a basis to start from.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The decline in the Grade 12 pass rate in South Africa has been a cause for widespread concern. While this decline in is the result of the interplay of many factors, one of them is undoubtedly that teachers and pupils often find themselves in situations where they do not have access to adequate resources. This study is a formative evaluation of material that was created with the Moodle learning management system, in order to provide teachers and learners with resources that can be made readily available online. These resources are accessible from computers and cellular phones with internet connectivity. The resources not only provide content, but also learning activities that can be used either by individual learners, or with a teacher in a classroom environment. In the absence of a teacher, the activities could also provide meaningful feedback to aid learners in the learning process. Two courses were created in the Moodle Learning Management System that cover work prescribed for Grade 12, English First Additional Language for the period 2009 to 2010; namely the prescribed short stories and the play, Nothing But The Truth by John Kani. A number of activities are evaluated according to usage and feedback that they provide. The outcome of the study is that it is possible to provide learners with online learning materials which will enable them to prepare thoroughly for the final examinations. / AFRIKAANSE OPSOMMING: Die daling in die Graad 12 slaagsyfer veroorsaak kommer in baie geledere. Alhoewel hierdie daling die gevolg kan wees van baie faktore, is een van die redes dat onderwysers en leerlinge hulle dikwels in 'n situasie bevind waar hulle nie die nodige toegang tot die nodige leermateriaal het nie. Hierdie studie doen ‘n formatiewe evaluering van die leerprogram wat ontwerp is met behulp van Moodle, 'n leerbeheerstelsel, om onderwysers en leerders van die nodige leermateriaal te voorsien. Die leermateriaal is toeganklik vanaf beide ‘n rekenaar en 'n selfoon met internet toegang. Hierdie leermateriaal verskaf nie net statiese inligting nie, maar bevat leeraktiwiteite wat deur leerders op hulle eie gebruik kan word, of saam met 'n onderwyser in 'n klaskamer. In die afwesigheid van 'n onderwyser kan die leermateriaal ook die nodige terugvoering verskaf, sodat dit leerders kan help in die leerproses. Twee kursusse is ontwerp as deel van 'n Moodle stelsel wat van die voorgeskrewe werk dek vir Graad 12, Engels Eerste Addisionele Taal vir die tydperk 2009 tot 2010; naamlik die voorgeskrewe kortverhale en die verhoogstuk, Nothing But The Truth, deur John Kani. 'n Aantal aktwiteite word evalueer ten opsigte van die gebruik en ook die terugvoering wat dit voorsien. Die resultate van die studie is dat dit wel moontlik is om voldoende studie materiaal aan Graad 12’s besikbaar te stel wat hulle kan gebruik om voor te berei vir die eindeksamen.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-04-20T12:42:39Z No. of bitstreams: 1 PDF - Isaias Pessoa da Silva.pdf: 2207178 bytes, checksum: 8124cb5beb542876e9f557ec52a985b8 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:27:15Z (GMT) No. of bitstreams: 1 PDF - Isaias Pessoa da Silva.pdf: 2207178 bytes, checksum: 8124cb5beb542876e9f557ec52a985b8 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-07-22T20:27:26Z (GMT) No. of bitstreams: 1 PDF - Isaias Pessoa da Silva.pdf: 2207178 bytes, checksum: 8124cb5beb542876e9f557ec52a985b8 (MD5) / Made available in DSpace on 2016-07-22T20:27:27Z (GMT). No. of bitstreams: 1 PDF - Isaias Pessoa da Silva.pdf: 2207178 bytes, checksum: 8124cb5beb542876e9f557ec52a985b8 (MD5) Previous issue date: 2014-12-01 / This Master research aimed to investigate learning styles in Mathematics Course students in distance education mode (EAD) at UFPB and their relationship with the teaching materials. With theoretical assumptions in mathematics, as well as in researches developed by the authors: in distance education studies: Boyer (2010) and Roque (2012); for the teaching materials development area: Peters (2004), Litto & Formiga (2012); learning theories: Pais (2000), Barreto (2007) and Correa (2007), and learning style: Kolb (1984) . We have started with two initial questions: What are the main difficulties initially faced by Mathematics Course students in distance education mode? and How developed digital educational materials seek to face the students diversity in distance mode as well as different learning styles? Trying to look for answers to these questions our research was carried out at UFPB. The study was descriptive and exploratory, whose research subjects were eleven students of both sexes in the age group 25-49 years. We have used as tool a protocol adapted from Lima (2007), which was applied to students coursing the subject Mathematics for Basic Education I, in order to identify prevalent learning styles. In addition, we have used a semistructured interview. Data collection showed that the predominant learning style in those subjects was divergent and that most students interviewed listed the teaching materials used in the subject and the web access as the main obstacles in the teaching and learning process and also responsible for some failures. Data analysis also pointed out that students would like to have video classes as a teaching resource and emphasized its importance to succeed in learning. According to the presented results we can conclude that our objective was achieved, because we could identify the subjects learning styles and the main difficulties faced by those in this modality, furthermore, bring contributions for future research. / Esta pesquisa de Mestrado teve como objetivo investigar os estilos de aprendizagem dos alunos do Curso de Licenciatura em Matemática na modalidade EaD da UFPB e sua relação com os materiais didáticos. Fundamentada, teoricamente, na área da Matemática, nas pesquisas desenvolvidas pelos autores: Boyer (2010) e Roque (2012); nos estudos em EaD, buscamos apoio em Peters (2004), Litto e Formiga (2012); para a área de desenvolvimento de materiais didáticos, recorremos a Pais (2000), a Barreto (2007) e a Corrêa (2007), e para as teorias de aprendizagem, apoiamo-nos nos pressupostos teóricos de Kolb (1984) sobre os estilos de aprendizagem. Partimos de dois questionamentos iniciais: Quais as principais dificuldades enfrentadas inicialmente pelos estudantes de um Curso de Licenciatura em Matemática na modalidade EaD? e Como os materiais didáticos digitais desenvolvidos procuram atender à heterogeneidade dos alunos da modalidade a distância e aos diferentes estilos de aprendizagem? Procurando respostas para esses questionamentos, tivemos como lócus de pesquisa a EaD da UFPB, mais precisamente, o Curso de Licenciatura em Matemática dessa instituição. A pesquisa é de caráter descritivo e exploratório, cujos sujeitos pesquisados foram onze alunos de ambos os sexos na faixa etária de 25 a 49 anos. Utilizamos como instrumentos de pesquisa um protocolo adaptado de Lima (2007), que foi aplicado aos alunos da disciplina Matemática para o Ensino Básico I, para identificar quais os estilos de aprendizagem predominavam. Além disso, utilizamos uma entrevista semiestruturada. A coleta dos dados revelou que o estilo de aprendizagem predominante naqueles sujeitos é o divergente e que a maioria dos estudantes entrevistados apontaram o material didático utilizado na disciplina e o acesso à web como principais obstáculos no processo de ensino e aprendizagem e responsáveis por alguns fracassos. A análise dos dados apontou, ainda, que os alunos declararam que gostariam de ter tido como recurso didático as videoaulas e destacaram sua apresentados, podemos concluir que nosso objetivo foi atingido de maneira satisfatória, porquanto conseguimos identificar os estilos de aprendizagem dos sujeitos pesquisados e as principais dificuldades enfrentadas pelos alunos nessa modalidade e trazer contribuições para futuras investigações. importância para terem mais sucesso na aprendizagem. Diante dos resultados apresentados, podemos concluir que nosso objetivo foi atingido de maneira satisfatória, porquanto conseguimos identificar os estilos de aprendizagem dos sujeitos pesquisados e as principais dificuldades enfrentadas pelos alunos nessa modalidade e trazer contribuições para futuras investigações.

Syftet med denna uppsats är att undersöka vilka roller som tilldelas flickor/kvinnor och män/pojkar i bilder i läromedel i teknik för mellanstadiet och hur det påverkar konnotationer som skulle kunna uppkomma ur ett normkritiskt perspektiv. Med utgångspunkt i att bilder kan påverka normer och att Skolverket tydligt instruerat att vissa normer ska utmanas har bilder i två läromedel i teknik granskats. Via en förfrågan på Facebook framkom att Boken om teknik och PULS Teknik 4–6 var de vanligast använda läromedlen av de svarande. Ur dessa läromedel valdes två bilder från varje bok som analyserades via semiotisk metod. Bilder från böckerna analyserades med hjälp av ett semiotiskt analysramverk, som delar in analysen i fyra kategorier som berör inre- och yttre kontext samt denotativ- och konnotativ nivå.      Undersökningen visar att bilder i läromedel i teknik för mellanstadiet både har normbrytande och normuppehållande tecken. De varierar i grad ifrån att visa aktiva, självständiga flickor till allvetande mainsplainande män. De konnotationer som skulle kunna uppkomma ifrån dessa går ifrån att flickor kan identifiera sig med teknik till att teknik är en historiskt manlig domän. / The purpose of this essay is to investigate the roles assigned to girls/women and men/boys in educational materials in the technology subject in grades 4-6 and how it affects connotations that could arise from a norm critical perspective. Because images can affect norms and that the National Agency for Educations clearly instructs that certain norms should be challenged, pictures in two teaching materials in technology have been examined. Through an inquiry on Facebook, it was found that Boken om teknik and PULS Teknik 4-6 were the most commonly used teaching materials according to the respondents. Images from the books were analyzed using a semiotic analysis framework, which divides the analysis into four categories that concern internal and external contexts and denotative and connotative levels.      The results show that images in teaching materials in middle school technology have both norm breaking and norm detaining signs. They vary in extent from showing active, independent girls to all-knowing mansplaining men. The connotations that could arise from these goes from those that girls could identify with technology to technology as a historical male domain.

The aim of this study is to investigate and compare two textbooks used in social studies teaching when it comes to the use of subject concepts. The questions to be answered are: • What subject concepts can be found in each learning material? How many different subject concepts are present and how often are they used? • What is done to explain these subject concepts for the reader? How many of the total amount of subject concepts are explained? The methods used to answer these questions where both quantitative content analysis and qualitative text analysis. The results showed that the two textbooks had some subject concepts in common and other subject concepts that separated the textbooks. Textbook 1 contained a few more subject concepts than textbook 2 but used less times than textbook 2. To explain the subject concepts the textbooks used different methods which in this study have been divided into five categories. The result also showed that both textbooks contained equal amounts of subject concepts that were not explained to the reader.