Cette thèse modélise l’activité d’apprentissage dans les plateformes LMS (Learning Management System) en vue d’optimiser l’efficacité des utilisateurs. Ce projet est né d’une préoccupation pratique, à savoir comment faciliter l’utilisation des plateformes LMS chez les enseignants et apprenants des pays en voie de développement qui font face à la fracture numérique et éducative. Cette recherche aborde le problème de l’adaptabilité des LMS et suppose deux niveaux de modélisation : l’outil d’apprentissage et le contexte d’utilisation projeté. Pour traiter cette question d’adaptabilité, nous procédons par une double approche : l’analyse fonctionnelle des outils LMS et la réingénierie des interfaces utilisateurs. La première consiste à définir une approche d’analyse de l’activité d’enseignement-apprentissage dans les plateformes LMS. Ceci passe par une modélisation des situations courantes d’apprentissage et un croisement avec les fonctionnalités offertes dans les solutions LMS existantes. Ce travail préliminaire a permis de construire et proposer un modèle d’analyse utilisationnelle des plateformes que nous désignons méthode OCAPI fondé sur cinq catégories fonctionnelles : Organiser-Collaborer-Accompagner-Produire-Informer. La seconde approche s’inspire de la recherche fondamentale menée en amont et propose une réingénierie adaptative des LMS basée sur le contexte d’utilisation. Il s’agit d’un configurateur automatique embarqué qui adapte l’environnement de travail pour chaque usage et usager. Le prototype est articulé dans l’intention manifeste d’assurer une prise en main rapide des novices et se veut le moins contraignant possible du point de vue technologique. / The present research aims to model learning processes on Learning ManagementSystems (LMS) in a bid to maximize users’ efficiency. We came about this idea whilethinking over the possible ways of facilitating the use of LMS for teachers and learnersin countries affected by the digital divide. Drawing from that, the following question hasbeen stated: in a given learning context, how can we insert a Learning ManagementSystem that provides users with both easy handling and optimal using conditions? Thisissue raises the problem of LMS adaptability and suggests two levels of modeling: thelearning tool on one hand and the planned context of use on the other. To address thisissue of adaptability, we adopt a two-pronged approach including the functionalanalysis of LMS tools and the reengineering of user interfaces. The first step is todevelop an approach for the analysis of teaching and learning processes on LMS. Thisentails modeling common learning situations and cross-checking them with thefeatures available in LMS solutions. This preliminary work enabled to build a formalismfor LMS analysis which is referred to as the OCGPI approach (Organize-Collaborate-Guide-Produce-Inform). The second step proposes an adaptive reengineering of LMSbased on the context of use. This is namely an embedded configurator which adaptsthe working environment according to each use and each user. This tool aims at givingbeginners the possibility of acquainting themselves quickly with the virtual platform.

Στο πλαίσιο της διά βίου μάθησης στο χώρο της εκπαίδευσης και πιο συγκεκριμένα στα ολιγοθέσια σχολεία δημιουργήσαμε δύο διδακτικά σενάρια (διδακτικό υλικό και δράσεις βασισμένα κυρίως στις τεχνολογίες) στο μάθημα της Γλώσσας για τις τάξεις Γ΄- Δ΄ και Ε΄- Στ΄. Σε ένα ολιγοθέσιο σχολείο το πρόβλημα διαχείρισης της διδακτέας ύλης, η περιορισμένη θεματολογία των σχολικών εγχειριδίων σχετικά με τα ενδιαφέροντα των μαθητών, η ελλιπής υλικοτεχνική υποδομή, η δυσκολία πρόσβασης εξαιτίας των καιρικών συνθηκών δυσχεραίνουν τις συνθήκες διδασκαλίας για τον εκπαιδευτικό και τους μαθητές. Η δημιουργία διδακτικών σεναρίων συνοδεύτηκε από εφαρμογή σε ολιγοθέσιο σχολείο, προκειμένου να σχολιαστούν τα αποτελέσματα (παραγωγή προφορικού και γραπτού λόγου) σύμφωνα με τους τιθέμενους στόχους. Τα συμπεράσματα της εφαρμογής συνδυάστηκαν με υλικό προϋπάρχουσας δοκιμαστικής εφαρμογής διδακτικού σεναρίου σε διαφορετικό ολιγοθέσιο δημοτικό σχολείο. / In the context of lifelong learning in education and more specifically in small primary schools we created two learning scenarios (teaching material and activities based mainly on technologies) in the subject of language for the 3rd- 4th and 5th - 6th grades of primary school. In a small primary school the management problem of the curriculum, the limited themes of textbooks on students' interests, the lack of logistical infrastructure, the difficulty in accessing due to weather conditions hinder the teaching conditions for the teachers and the students. The creation of learning scenarios was accompanied by implementation in small primary school, in order to comment on the results (spoken and written word) according to the defined goals. The conclusions of the implementation were combined with preexisting material of pilot learning scenario in different small primary school.

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No. of bitstreams: 1 toledo_ldl_me_sjrp.pdf: 2270514 bytes, checksum: 564ee2f75603507e914c127ed1286837 (MD5) Previous issue date: 2017-09-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O projeto Teletandem Brasil (TELLES, 2006) é um projeto pedagógico e de pesquisa, que se apresenta como uma opção de prática telecolaborativa (O‟DOWD, 2013), e tem como um de seus objetivos proporcionar a aprendizagem de línguas estrangeiras e a aproximação de pessoas que estão distantes geograficamente dentro das instituições de ensino usando, principalmente, ferramentas de videoconferência. O projeto Teletandem tem hoje diferentes modalidades, conforme as oportunidades e necessidades das universidades envolvidas. Nesse contexto, investigamos o uso de vocabulário rico (MALVERN; RICHARDS, 2012) na produção oral de dois aprendizes brasileiros de inglês como língua estrangeira que participaram das sessões de teletandem (TTD) na modalidade institucional integrada (ARANHA; CAVALARI, 2014) em parceria com aprendizes norte-americanos de português. Nosso objetivo é caracterizar as sessões orais de teletandem (SOT) em relação ao uso de vocabulário rico (VR), e descobrir quais características do cenário de aprendizagem (FOUCHER, 2010) mostram-se mais relevantes ao uso de VR nas SOTs. Nosso estudo se caracteriza como uma pesquisa de métodos mistos (DÖRNYEI, 2007), e nosso principal instrumento de coleta de dados é um programa de computador usado para registrar as interações em áudio e vídeo, o Evaer®. Para proceder à análise quantitativa dos dados, transcrevemos as sete SOTs de dois interagentes e submetemos os textos ao programa computacional RANGE, que traça o LFP, ou perfil lexical (LAUFER; NATION, 1995) dos interagentes. O perfil lexical é uma medida de qualidade da linguagem que mostra o percentual de utilização de VR, bem como percentual utilizado de vocabulário básico e intermediário. Os resultados nos apontaram as SOTs que se destacaram quanto à utilização de VR, bem como as ocorrências específicas. Esses dados foram usados na análise qualitativa, em que identificamos as características do cenário de aprendizagem (CA) que se mostraram mais relevantes à produção oral de VR. Para a análise qualitativa, examinamos cada ocorrência de VR e identificamos o tipo de discurso do CA que era predominante no momento de sua ocorrência. Nossos resultados mostraram que as características do CA que foram mais relevantes ao uso de VR foram aquelas relacionadas ao tipo de discurso predominante na SOT, mais especificamente quando havia direcionamento através da tarefa em língua estrangeira. / Teletandem Brasil (TELLES, 2006) is a pedagogical and research project that is an option in telecollaborative practice (O'Dowd, 2013). One of its objectives is to provide foreign language learning, and the approximation of people who are geographically distant within the educational institutions, using mainly videoconferencing tools. The Teletandem project has different modalities, according to the opportunities and needs of the universities involved. In this context, we investigated the use of rich vocabulary (MALVERN; RICHARDS, 2012) in the oral production of two Brazilian learners of English as a foreign language who participated in the teletandem (TTD) sessions in the integrated institutional modality (ARANHA; CAVALARI, 2014). The Brazilians were working in partnership with North American learners of Portuguese. Our goal with this study is to characterize oral teletandem sessions (OTS) regarding the use of rich vocabulary (RV), and to discover which characteristics of the learning scenario (FOUCHER, 2010) are more relevant to the use of RV in the OTS. Our study is characterized as a mixed methods research (DÖRNYEI, 2007), and our main data collection tool is a computer program used to record the audio and video interactions: Evaer®. In order to quantitatively analyze data, we transcribed the seven OTS of the two students and submitted the texts to the computer program RANGE, which shows the lexical frequency profile (LFP) (LAUFER; NATION, 1995) of the students. The LFP is a measure of language quality that shows the percentage of RV use as well as the percentage of basic and intermediate vocabulary used. The results showed us the OTS that stood out regarding the use of RV, as well as the specific occurrences. These data were used in the qualitative analysis, in which we identified the characteristics of the learning scenario (LS) that were most relevant to oral RV production. For the qualitative analysis, we examined each occurrence of RV and identified the type of discourse of the LS that was predominant at the time of its occurrence. Our results showed that the characteristics of the LS that were most relevant to the use of RV were those related to the type of discourse that was predominant in the OTS, more specifically when the students were carrying out a task in the foreign language. / CAPES: 33004153069P-5