Made available in DSpace on 2016-06-02T20:23:13Z (GMT). No. of bitstreams: 1 4812.pdf: 2504388 bytes, checksum: 71712a2949dbd41eaa7c2bdeaba3375f (MD5) Previous issue date: 2010-11-19 / This survey aims to collect data on the production of audiovisual content intended for undergraduate courses in e-learning mode. Mapped Thus, each of the elements produced, their production system and the actors who work directly or indirectly in the construction of these materials. Therefore, we attempted to trace a brief history of the development of several other audiovisual productions over the years that have passed, so that they know the way political, aesthetic and linguistic achievements they had so far. Likewise, it also draws a picture on the understanding of the system applied in the university, through the project called Universidade Aberta do Brasil, known by the acronym UAB, as well as its structure around a specific department, the Secretaria Geral de Educação a Distância, or SEaD, within the Universidade Federal de São Carlos - UFSCar - which is also critical to understand that one can macroscopically pedagogical issues, techniques and systematic material produced there. Thus, the creation of an audiovisual team within the structure of this department is essential for the project shows that the process of teaching and learning for the proposed project, since the use of multiple media is the basic assumption in this system. The evolution of team formation, their training and the duties performed by each of its elements are extremely important for understanding the intentions of undergraduate courses created and there is part of this research, as well as developments in its production process, procedures and results. That said, means the audiovisual production focused on e-learning as part of a larger system and complex content and instructional materials were defined and delimited by the collaboration between the different actors involved in the process, as well as limitations and technical characteristics of the process, production time and internal policies of the political-pedagogical project of the institution and the course as a whole. / Esta pesquisa tem como objetivo o levantamento de dados sobre a produção de conteúdos audiovisuais destinados a disciplinas de graduação na modalidade de Educação a Distância. São mapeados, assim, cada um dos elementos produzidos, seu sistema de produção e os atores que trabalham, direta ou indiretamente, na construção destes materiais. Para tanto, buscou-se traçar um pequeno histórico acerca do desenvolvimento de diversas outras produções audiovisuais ao longo dos anos que se passaram, para que se conheça o caminho político, estético e linguístico que estas realizações tiveram até o presente momento. Da mesma forma, também é desenhado um panorama sobre o entendimento do sistema aplicado na universidade, por meio do projeto estatal chamado Universidade Aberta do Brasil (UAB), bem como a sua estruturação em torno de uma secretaria específica, a Secretaria Geral de Educação a Distância (SEaD), dentro da Universidade Federal de São Carlos (UFSCar) que também é fundamental para que se possa entender macroscopicamente questões pedagógicas, técnicas e sistemáticas do material ali produzido. Deste modo, a criação de uma equipe audiovisual dentro da estrutura desta secretaria se mostra essencial para o projeto de que o processo de ensino e aprendizagem proposto pelo projeto, visto que a utilização de diversas mídias é pressuposto básico neste sistema. É parte desta pesquisa a evolução da formação da equipe, sua formação e as funções desempenhadas por cada de seus elementos são de extrema importância para o entendimento das pretensões dos cursos de graduação ali criados e, também, a evolução em seu processo de produção, procedimentos e resultados. Isto posto, entende-se a produção audiovisual focada na Educação a Distância como parte de um sistema maior e complexo de conteúdos e materiais didáticos, sendo definidos e delimitados pela colaboração entre os diversos agentes envolvidos no processo, bem como limitações e características técnicas do ambiente, tempo de produção e políticas internas do projeto político-pedagógico da instituição e dos cursos como um todo.

The current movement towards multilingualism and multiculturalism in South Africa has placed language at the centre of all educational activity. With the implementation of the outcomes-based Curriculum 2005, the emphasis is on appropriate learning support material, and the learning programmes are seen as guides that allow teachers to be innovative and creative in designing instructional and learning material. The fact that Afrikaans was one of three compulsory language subjects at a school in the Soweto area motivated researchers of Technikon South Africa to embark upon an outreach project. The latter entailed a remedial programme to address the lack of Afrikaans language proficiency of the Grade 12 learners at this school. My role as the remedial teacher and my subsequent responsibility for the development of appropriate and relevant learning material for the intervention provided the impetus and motivation for this research. The aim of the study was to determine the criteria for developing materials, in order to develop the proficiency in Afrikaans of Grade 12 additional language learners. The intervention took the form of an ongoing action research cycle. The magnitude of the proficiency dilemma in this study was revealed by a pre-intervention assessment. Apart from the learners’ poor functional Afrikaans literacy, it also became apparent that the influence of affective variables in additional language learning should be considered. The literature survey undertaken to articulate the relevant information about Communicative Language teaching (CLT) emphasised the kind of teaching necessary to develop proficiency in an additional language. In addition, the exploration of the influence of affective factors on additional language teaching and learning allowed a better understanding of the learners’ needs and ensured a learning-centered approach. In the process of materials selection, adaptation and development, it was necessary to relate learning principles and procedure to theory, research methods and classroom practice. Reviewing the literature on issues such as designing and developing materials contributed to a pragmatic approach to materials development, and assisted in establishing the criteria for the development of appropriate materials. The study has attempted to show how to design appropriate and relevant teaching materials guided by a set of criteria. The implementation of the materials in the classroom integrated theory and practice. Thus in practice, through different action research cycles, the developed materials were shown to comply with the theoretical criteria to establish their effectiveness, and refined to suit the proficiency level of the particular learners. Finally, critical reflection resulted in a redesigned set of materials for Afrikaans as an additional language. The post-intervention assessment showed that there was indeed an improvement in the learners’ proficiency levels and that the average grade of their proficiency levels improved. Other findings suggested the probability of a positive attitude change in the learners. Thus, it can be concluded that the intervention may be judged as having been relatively successful. / Thesis (DPhil)--University of Pretoria, 2006. / Unit for Academic Literacy / DPhil / Unrestricted

Philosophiae Doctor - PhD / This study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of those students who for one reason or the other opt not to study in conventional institutions of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus. Specific focus is also placed on how the distance education context of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of students' experiences of learning calculus in the ZOU distance education environment. The study also describes the students' learning styles and relates these to their mathematical understanding of certain calculus concepts. The specific content topics of "limit of function" and "derivative of function" are used to view achievement and performance, thereby indicating the distance students' mathematical understanding. The information processing learning theory is used as the theoretical framework for this study. The constructs of learning styles and mathematical understanding are used to illuminate the student's learning processes. The study used the Felder-Silverman learning styles model and Hiebert and Carpenter's notion of mathematical understanding to expound these constructs. The distance education environment of the B.Sc. Mathematics and Statistics (BSMS) programme at the ZOU provided the context of the study and an interpretive case study approach was adopted. A group of students registered in a first year first semester calculus course were studied. Data were collected from students based in four ZOU regional centres; namely Harare, Mashonaland Central, Mashonaland West, and Masvingo. These regional centres were conveniently selected for the study on the basis of proximity and accessibility. A total sample of twenty six students was involved and data for the in-depth part of the study emanated from five students who were purposively selected to participate in interviews. The interviewees were selected on the basis of their performance in a written calculus test. Data for this study were collected through use of learning journals, learning styles preference questionnaires, calculus tests and interviews. The data on students' learning experiences were predominantly qualitative in nature though supported by some quantitative data. The data on learning styles and mathematical understanding were also qualitatively analysed and presented case by case for the five interviewees. The study established that in a distance education system, the type of learning environment has the potential to influence students' learning, both positively and negatively, of which the main contributing factor is the learning support system. The study found that the learning support system provided by the institution and distance educators can have an impact on student learning. With reference to the calculus course in the BSMS programme, the study identified specific aspects where the environment facilitated or deterred learning. The study also revealed that students have varied learning style preferences, and that the learning environment has the potential to impact on students' learning styles. Since learning styles occupy a central place when it comes to improving distance learning materials, the study further explored the relationship between the constructs of learning styles and mathematical understanding. The study revealed that students' learning styles can influence the students' mathematical understanding. Improving students' learning in a distance education environment rests mainly on improving the learning materials and the support systems. A carefully designed and well supported instructional distance learning package can facilitate learning. Implications of the findings point towards the improvement of the distance teaching processes through the improvement of learning materials and the learning support systems for the BSMS distance education programme.

Fonologisk medvetenhet krävs för en framgångsrik läsinlärning. Samtidigt digitaliseras skolan och digitala redskap blir allt vanligare. Syftet med denna studie är att undersöka om och hur digitala läromedel kan fungera som medierande verktyg för utveckling av läsinlärningen och mer specifikt av den fonologiska medvetenheten hos elever. Syftet uppfylls genom följande frågeställningar: Hur svarar digitala läromedel upp mot vad forskningen menar är framgångsfaktorer vid utveckling av elevens fonologiska medvetenhet? Behöver digitala läromedel kompletteras med annan undervisning och inom vilka områden behöver de i så fall kompletteras för att utveckla elevens fonologiska medvetenhet? Genom en kvalitativ innehållsanalys med en sociokulturell syn samlades data från fyra digitala läromedel in, kategoriserades och ett resultat togs fram. Samtliga analyserade läromedel innefattar övningar som tränar den fonologiska medvetenheten. Läromedlen svarar också upp mot flertalet av framgångsfaktorerna i fonologisk medvetenhetsträning, exempelvis genom en explicit undervisning. Dock är inget av de analyserade läromedlen utformade för att ge en komplett undervisning i fonologisk medvetenhet. Resultat pekar således mot att de analyserade läromedlen kan vara ett redskap som till viss del förändrar lärarens roll, men som inte ersätter läraren. / To successfully learn to read phonological awareness is required. At the same time, schools are being digitized and digital tools are becoming more common. The purpose of this study is to investigate whether and how digital learning materials can act as a mediation tool for the development of reading skills and more specifically of the phonological awareness of students. The aim is fulfilled by the following issues: How do digital learning materials respond to what research believes are success factors in the development of the student's phonological awareness? Do digital learning materials need to be complemented by other teaching form and in what areas do they need to be supplemented to develop the student’s phonological awareness? Through a qualitative content analysis with a sociocultural view, data from four digital learning materials was collected, categorized and a result was produced. All analyzed learning materials include exercises that train the phonological awareness. The learning materials also correspond to the majority of the success factors in phonological awareness training, for example through explicit teaching. However, none of the analyzed learning materials are designed to provide a complete teaching of phonological awareness. The result points out that the analyzed learning materials can be a tool and to some extent change the role of the teacher, but not replace the teacher.

Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

Forskning visar att bilder och bildstöd är fördelaktiga verktyg för att utveckla  språk- och läsförståelse. Syftet med detta arbete är att undersöka hur lärare  resonerar kring och reflekterar över bilder och bildstöd i läromedel och  material för läsutveckling. Genom en kvalitativ undersökning utvecklades en  tematisk analys som inspirerats av Carney och Levins (2002) tio riktlinjer  (bilaga 1) för hur lärare ska gå tillväga när de ska välja ut bilder för  undervisning. Resultatet visar att lärare i förskoleklass och årskurs ett inte  beskriver någon större betydelse av bilder vid val av läromedel, böcker och  annat material för läsutveckling i svenskämnet, bilder är lågt prioriterade. De  talar endast om tilltalande och tydliga bilder och det framkommer ingen tydlig  reflektion kring valen de gör. De få reflektioner som sker är mestadels om  läromedlets struktur och nivå samt om de anser att eleverna kan tycka om det  eller inte.

The purpose of this study is to increase the knowledge about how teachers work with digital learning material and high-achieving students in the subject of mathematics. The study is based on active teachers in grades two, three and four. We used semi-structured interviews to gain an understanding of what the teacher´s working method with high-achieving students looks like.  Digitization has brought about a major development in the school and based on our study, a clear use of digital resources can be seen in the classroom. The study shows that digital learning materials are being used by all teachers but to varying extents. The variation was largely due to different opportunities, limitations and the interest and knowledge of the teachers. However, most of the teachers were positive about the digital learning tool as the high-achieving students could easily receive tasks that were adapted to their level of knowledge. It also appeared that it was used to vary the teaching by offering different ways of working. Some teachers expressed difficulty in meeting the high-achieving students as they considered themselves to have a lack of knowledge in mathematics at a higher level. Furthermore, many teachers expressed that they have difficulties influencing digital teaching as it is characterized by several different factors. Through the interviews, it emerged that the teachers had different conditions depending on the organization, skill development and the school´s ability to purchase digital learning materials.

Studiens syfte är att kartlägga hur lärarhandledningar kan stödja lärares matematikundervisningmed digitala lärresurser, samt att belysa eventuella skillnader mellan olika lärarhandledningar med avseende på detta. Tre lärarhandledningari matematik för grundskolans årskurs tre undersöks med hjälp av riktad kvalitativ innehållsanalys och de valda lärarhandledningarna jämförs mot ett teoretiskt ramverk beståendes av Davis och Krajciks (2005) principer för hur läromedel bör utformas så att de stödjer lärares undervisning. Resultatet visar att lärarhandledningarna skiljer sig åt ifråga om vilka av Davis och Krajciks (2005) principer som finns representerade och hur detaljerat stödet gällande digitala lärresurser skrivs fram. / The aim of this study is to identify how teachers’ guides can support mathematics teaching with digital curriculum resources, and to highlight possible differences between teachers' guides in this regard. Three mathematics teachers' guides for grade three are examined by means of targeted qualitative content analysis and these chosen teachers’ guides are compared against a theoretical framework consisting of Davis and Krajcik's (2005) design heuristics for educative curriculum materials. The results show that the teachers' guides differ in terms of which of Davis and Krajcik's (2005) design heuristics are represented and how detailed the support regarding digital curriculum resources is.

The aim of this study is to examine the use of EFL learning materials, such as pre-constructed textbooks, workbooks and teachers guides, in a small group of teachers. The study set out to investigate how and in that case, why the teachers use the material and in addition their attitudes towards the materials advantages and disadvantages. Also, the study aimed to illustrate to what extent the teachers considered the material beneficial in terms of developing students' social interaction and oral skills in English. Finally, the study investigated if any additional activities were used by the EFL teachers. Data was collected through qualitative interviews conducted with eight certified English teachers that currently worked in Swedish middle school, years 4-6. The results showed a variety of usage where some teachers used learning materials a few times during a school year while others implemented the material practically every lesson. The teachers considered the most prominent advantage to be that the pre-constructed materials not only eased their workload by being timesaving but also served as a basis for their teaching. Furthermore, the teachers differed greatly in their opinions as to what the materials disadvantages were and also to what extent the material was regarded as beneficial in terms of enhancing students social interaction and developing oral skills. Finally, there appeared to be a conflict between the teachers’ didactical ambitions and their actual teaching.

A central aspect of Swedish history teaching is to develop one's ability to use history and to develop historical awareness. As a support for the teacher, there are several different textbooks, but the content may differ in terms of both factual knowledge and methods. With this as a starting point and with focus on using history, the purpose of this essay is to investigate how source management can be applied to different historical events and people, as well as how historical awareness can be developed with the help of different thinking tools. The questions that will be answered are which people and events the books cover withthe source management chapters that exist, how source management methods can be applied to this course of events and how historical awareness can be developed through these books.The method that will be used is a qualitative content analysis to analyze and interpret theteaching books. To examine these issues, Peter Seixa's thinking tool guide and Niklas Ammert's learning material theory will be used as the theoretical framework. With the help ofthese, the content must be assimilated to investigate how the development of historical thinking. Based on previous research, there are abilities and knowledge students must develop through history teaching, but how textbooks can be used is not presented to the same extent.