This doctoral dissertation provides conceptual contributions to understanding and analysing transboundary river basin management practices and processes. The conceptual framework of this thesis is embedded in the social learning literature. This thesis builds on prior efforts by scholars (see Keen et al., 2005; Muro & Jeffrey, 2008; Newig et al., 2010; Pahl-Wostl, 2009; Reed et al., 2010; Schusler et al., 2003) to evaluate and analyze social learning processes. In particular, the concept of learning space as used in this thesis contributes to a deeper understanding of the context in which social learning occurs by combining an analysis of interactions, deliberations and reframing processes. Three research gaps are identified and addressed in this dissertation. First, conceptualisation and evaluation of social learning in emergent processes. Second, an analysis of how relational features (such as trust and shared identities) impact on social learning outcomes. Third, the lack in understanding of how contextual features (such as frames) shape social learning processes and influence transboundary river basin management practices. To address these gaps, this thesis employed case study approach of two transboundary river basins; the Omo-Turkana and Zambezi river basins in Africa. The two case studies fit a better understanding of transboundary river basin management processes and practices as both river basins are shared by different riparian states with competing interests. This thesis explores the general research question: How do learning spaces shape transboundary river basin management practices and processes? This thesis found that the success of transboundary basin cooperation lies not only in actors solving technical problems but also hugely relates to how actors interact with one another to build the needed capacity to address technical issues. As such, creating trust and shared identities, as well as paying attention to problem framing plays a considerable role in defining how actors learn. Overall, by incorporating concepts such as trust, shared identity and frames into the concept of learning space, this thesis was able to provide a better understanding of transboundary river basin management practices. Such a perspective could provide a deeper understanding of how management practices and institutions can be better designed.

Cities worldwide need to become healthier, both physically and mentally. While Sweden ranks highly on a global scale of sustainable urban development, the country is facing issues with the declining mental health of its citizens, notably affecting the younger population. To sustainably develop our cities, possible negative impacts on the people must be recognised and avoided. Situated in the interdisciplinary field of Urban Studies, this research combines environmental psychology, architecture, and urban planning, while also considering the political aspects of city development. This thesis aims to study the concept of restorative environments, spaces which positively influence well-being and restore mental fatigue caused by external and internal stressors. Previous studies on restorativeness have focused on outdoor natural environments, considered to encompass the highest levels of restorative qualities. However, to develop mentally healthy cities, the restorativeness of built environments must be considered, which is especially important as we spend most of our lives indoors. This thesis analyses cafés used as informal learning spaces by university students in Malmö through the main research question: ‘What restorative qualities exist in the indoor built environment of cafés utilised as informal learning spaces (ILS) by students in Malmö, Sweden?’. Collected data through document analysis, quantitative survey and qualitative follow-up sessions are analysed through the theories of Attention Restoration Theory and concepts of third place and thirdspace. Whereas previously published research suggests that built environments lack restorative qualities, findings in this research provide not only the identification of such qualities but a preference for them. Both concepts of third places and thirdspaces are especially relevant for students at Malmö University, in which the city becomes the campus. However, there is a disconnect between the policy-making level and the students where current urban development laws fail to recognise restorative qualities. Subsequently, this research will provide results to a gap in existing research and hopefully encourage future studies on similar topics.

No description available.

121 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-07T15:38:39Z No. of bitstreams: 1 Dissertacao - Silvio Conceicao.pdf: 412145 bytes, checksum: 06fbcee55973ddd90ef91ad9a43fd793 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-20T17:57:13Z (GMT) No. of bitstreams: 1 Dissertacao - Silvio Conceicao.pdf: 412145 bytes, checksum: 06fbcee55973ddd90ef91ad9a43fd793 (MD5) / Made available in DSpace on 2013-05-20T17:57:13Z (GMT). No. of bitstreams: 1 Dissertacao - Silvio Conceicao.pdf: 412145 bytes, checksum: 06fbcee55973ddd90ef91ad9a43fd793 (MD5) Previous issue date: 2006 / Esta dissertação trata da cidade, da escola e dos espaços de aprendizagem. A cidade, entendida em suas várias dimensões e referências – enquanto construção da vida contemporânea; a escola como o lugar formal para as aprendizagens, lugar esse, inserido na cidade, parte dela, constituinte do ‘todo’ cidade; aprendizagens, como apreensão humana do seu contexto, de suas realidades, de seus movimentos. A escola é discutida e apresentada como lugar plural das aprendizagens, como possibilitadora dessas aprendizagens, que aponta para a cidade que a abriga. É, pois, a cidade, a casa do urbano, o lugar de vivências e passagens, dos encontros e caminhos, é nela que a vida urbana se dá e nela também está a escola. Cidade, que permite a construção do conhecimento, escola que atende pelo viés da transformação do cidadão. Escola que se pretende cidade, e cidade que se pretende escola. Tentamos, aqui, trabalhar a cidade e a escola através de diversas abordagens - a literatura da cidade e na cidade, a vida na escola; as vivências na cidade, as experiências na escola; as memórias da cidade, as aprendizagens na escola. Escola e cidade como espaços de aprendizagem, numa perspectiva de múltiplos olhares sobre a temática proposta. Foram realizadas leituras da escola e da cidade a partir de diálogos e entrevistas com alunos da Rede Pública de Ensino Médio e com Teresinha Fróes; a partir de narrativas e análises de práticas educativas, que tiveram a cidade como protagonista –memórias, diálogos e projeto da escola na cidade; e através da leitura de alguns autores que versam sobre a cidade, suas redes e sistemas, da escola e da construção do conhecimento na complexidade, e das abordagens urbanas e pedagógicas na cidade e da cidade. / Salvador

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Classrooms, libraries, student unions, and university campuses shape students’ learning experiences. These physical learning spaces set the stage for college student engagement and academic performance. Most of the research about the role of physical spaces in learning lacks the student perspective. The goal of this study was to offer a student-centered vision of ideal learning spaces. Students are the learners for whom learning spaces are designed, and this thesis examines the way students of one summer class at Oklahoma Baptist University conceptualized and interacted with their learning spaces. Data collection included surveys of the students, a focus group with members of the class, participant observation in the classroom, and interviews with students and the professor. Students viewed physical spaces as the backdrop for human action and chose spaces that supported their learning styles and goals. Students described supportive spaces as warm, purposefully crafted spaces, and full of other people who were seriously pursuing the same goals. This thesis explores the ways students conceptualized and interacted with learning spaces as a network of support for their learning and provides recommendations for the design of learning spaces that facilitate this support.

A adequação dos espaços de ensino-aprendizagem que incentivem a formação de profissionais com habilidades em criatividade e inovação e o desenvolvimento de trabalho colaborativo é cada vez mais constatada em conceituadas instituições de ensino e corporações nos país e no exterior. São ambientes concebidos ou adaptados para auxiliar a realização de atividades em equipes utilizando diferentes estratégias de ensinoaprendizagem com participação ativa e colaborativa dos alunos; ambientes equipados com recursos tecnológicos e mobiliários especiais, utilizados segundo dinâmicas que valorizem sua eficácia e vida útil. No entanto, há pouco conhecimento desenvolvido e informação consolidada sobre como conceber, projetar e operar estes espaços, de modo a potencializar a aprendizagem. O objetivo principal dessa pesquisa é o desenvolvimento de uma ferramenta para levantamento de exigências e requisitos para definição de diretrizes norteadoras para intervenções, sejam elas projetos de novos espaços ou adaptações em ambientes construídos já existentes, e para operação dos mesmos. Essa ferramenta não prescreve soluções, mas auxilia as partes interessadas nos diferentes processos envolvidos, ao tratar de assuntos como categorização de tipologia de espaços, aspectos físicos, mobiliário, equipamentos, entre vários fatores associados a concepção e funcionamento (operação e uso). Seu foco são as instituições de ensino e cursos de engenharia. A pesquisa utiliza como métodos de pesquisa revisão bibliográfica, estudos de espaços, acompanhamento de disciplinas, entrevistas e visitas técnicas, e sondagem nãoprobabilística (survey) com docentes, funcionários e alunos dos cursos de Engenharia Civil e Ambiental da Escola Politécnica da Universidade de São Paulo. Como referenciais para o desenvolvimento dessas ferramentas são apresentados espaços desse tipo em instituições norte-americanas e iniciativas em instituições brasileiras, voltadas principalmente para o ensino de engenharia, e também alguns casos de ambientes corporativos e makerspaces. Como resultados obtidos, além da ferramenta, a pesquisa levanta informações sobre as características e a utilização de ambientes adequados às novas estratégias de ensino aprendizagem e testa a ferramenta elaborada em espaços das edificações que abrigam cursos de engenharia da Universidade de São Paulo. / The adequacy of teaching and learning spaces that encourage the development of professionals with skills in creativity and innovation and the development of collaborative work is increasingly found in reputable educational institutions and corporations in the country and abroad. They are environments designed or adapted to assist in the realization of activities in teams using different teaching-learning strategies with active and collaborative participation of students; environments equipped with technology and special furniture, used in accordance with dynamics that enhance the effectiveness and usefulness. However, there is little consolidated knowledge on how to conceive, design and operate these spaces in order to enhance learning. The main objective of this research is to develop a tool to determine the requirements and needs for setting guidelines for interventions, whether they are projects of new spaces or adaptations in existing built environments, and the operation thereof. This tool does not prescribe solutions, but helps stakeholders involved in the different processes to address issues such as categorization of spaces typology, physical, furniture, and equipment among several other factors associated with design and operation. The tool is directed at educational institutions and engineering courses. The research methods includes literature review, research in the use of space, course observation, interviews and technical visits, and a non-probabilistic survey, with faculty, staff and students of civil and environmental engineering courses at the Polytechnic School of the University of Sao Paulo. As a reference for the development of these tools similar spaces are presented from American institutions and initiatives in Brazilian institutions, primarily focused on engineering education, and also some cases of corporate environments and makerspaces. In addition to the tool, the research results in information on the characteristics and the use of appropriate environments to new teaching and learning strategies and tests the tool within spaces in the buildings that house engineering courses at the University of São Paulo.

Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves. / La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.

129 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T17:23:29Z No. of bitstreams: 1 Dissertacao_Eliene Barbosa.pdf: 992514 bytes, checksum: de4ea3cf3f71f81cb6dae331a7f7cc9a (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T17:06:25Z (GMT) No. of bitstreams: 1 Dissertacao_Eliene Barbosa.pdf: 992514 bytes, checksum: de4ea3cf3f71f81cb6dae331a7f7cc9a (MD5) / Made available in DSpace on 2013-05-17T17:06:26Z (GMT). No. of bitstreams: 1 Dissertacao_Eliene Barbosa.pdf: 992514 bytes, checksum: de4ea3cf3f71f81cb6dae331a7f7cc9a (MD5) Previous issue date: 2007 / O presente estudo buscou compreender como os professores constróem seus etnométodos nos processos itinerantes de aprendizagem docente. Mediante o argumento de que a aprendizagem é um fenômeno itinerante e nômade, o estudo evidencia os diferentes modos/formas de aprendência docente bem como os espaços multirreferenciais em que ela acontece, os tempos de aprendizagem dos professores e como estes elementos se relacionam com a construção/reconstrução da ação docente. A pesquisa teve como lócus o Programa de Formação de Professores do Estado - PROESP/Licenciatura em Letras do Pólo de Jacobina-BA. A metodologia adotada baseou-se na pesquisa qualitativa do tipo etnográfica ancorada na Antropologia, utilizando os seguintes instrumentos de coleta e análise de dados: entrevistas semi-estruturadas, observação-participante, memoriais e grupo focal. As diferentes e singulares narrativas, emergidas na pesquisa através dos instrumentos de coleta, foram analisadas pelo olhar interpretativo da Análise do Conteúdo. O resultado do trabalho traz as histórias de aprendizagem dos professores, tecidas em tramas individuais e coletivas. / Salvador

A relatively new academic field, a highly increasing phenomenon: the recruitment of children in armed groups. Previous research has highlighted the importance of education in the prevention of child recruitment. However, I argue that the already established negative relationship between education and child recruitment is incomplete as education can also positively affect child recruitment. Therefore, it is important to look under which circumstances education decreases the likelihood of child recruitment. No previous research has systematically introduced a theory of the security field into the educational research field while explaining the phenomena of child recruitment. This thesis argues that the security provision in an educational institution is of importance, as a safe learning space can prevent child recruitment through deterrence and empowerment. Using data on Colombian municipalities in 2016, this research aims to statistically investigate the role of security in an educational institution in decreasing the likelihood of child recruitment. This thesis finds that when controlling for displacement, presence of armed groups, poverty, population and rurality, the unexpected outcome that the presence of safe learning spaces, measured through boarding schools, is positively correlated with child recruitment.