políticos em muitos países do mundo e, em tais contextos, a competência intercultural é tida como uma característica desejável para todos aqueles que, cada vez mais, cruzam as fronteiras entre culturas. A partir da nossa experiência pessoal em nível linguístico-identitário e profissional, enquanto professora de Italiano como Língua Estrangeira, entendemos que a reflexão explícita sobre a comunicação intercultural mereça um lugar na sala de aula de Língua Estrangeira. Com base nesses pressupostos, é objetivo da nossa pesquisa salientar a vertente intercultural do ensino-aprendizagem na sala de aula de Italiano como Língua Estrangeira e, especificamente, verificar se uma atividade didática, construída a partir dos pressupostos do Modelo de Desenvolvimento de Sensibilidade Intercultural MDSI (BENNETT, 1993) e de outros modelos interculturais, pode, de fato, estimular a sensibilidade ou a competência intercultural não apenas em nível cognitivo, mas também perceptivo. Deseja-se, ademais, verificar se o exercício \"Descrição, Interpretação e Avaliação\" (Description, Interpretation and Evaluation Exercise DIE) (BENNETT; BENNETT, 1988), que visa a promover a compreensão e a diferenciação entre os três conceitos citados, incentiva a tomada de consciência dos juízos de valor dos sujeitos da pesquisa, fazendo vir à tona sua relatividade pessoal e cultural. Em um plano mais geral, almeja-se registrar efeitos e reações dos aprendizes em contato com tal atividade didática. Em nível metodológico optamos pelo método qualitativo que, de acordo com Donna Mertens (1998), pertence ao paradigma de pesquisa interpretativo/construtivista (interpretive/constructivist) e que remete, portanto, à mesma teoria epistemológica que fundamenta o MDSI. A atividade didática criada foi experimentada junto a duas turmas de alunos de Italiano como Língua Estrangeira no âmbito da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. Os dados recolhidos na experimentação parecem demonstrar que o exercício DIE permitiu alcançar os propósitos da pesquisa, pois os alunos, em linhas gerais, conseguiram: (a) captar e diferenciar os elementos descritivos, interpretativos e avaliativos nos textos propostos na atividade didática; (b) entender sua natureza ao mesmo tempo pessoal e cultural; (c) em parte, aplicar e interpretar de forma pessoal e criativa o exercício DIE ao tema proposto na atividade didática elaborada para a realização da parte empírica da pesquisa. Em nível mais geral, os alunos compreenderam que o principal foco da atividade didática (não explicitado antecipadamente) foi tentar apreender elementos da cultura subjetiva italiana e que os procedimentos por meio dos quais isso ocorreu (o DIE e a empatia) são ferramentas que podem ser utilizadas em diferentes contextos culturais. / The concepts of \"difference\" and \"identity\" are now a leitmotif in social and political debates in many countries worldwide. In this context, the intercultural competence is considered to be a desirable feature for those who, more and more frequently, are crossing borders between cultures. From my personal both in terms of language and self-identity and from the professional experience, as teacher of Italian as a Foreign Language, I understand that the explicit reflection on intercultural communication deserves a place in the foreign language classroom. Based on such assumptions, the main goal of this research is to highlight the intercultural dimension of teaching and learning in the Italian language classes, and more specificically to verify if a teaching activity, inspired by the Developmental Model of Intercultural Sensitivity DMIS (BENNETT, 1993), and other intercultural models, can indeed stimulate the sensitivity and the intercultural competence, not only at a cognitive level, but also at a perceptual level. In addition, we would like to check whether the exercise called the Description, Interpretation, and Evaluation Exercise - DIE (BENNETT, BENNETT, 1988), which aims at fostering the understanding and the differentiation the three concepts mentioned, encourages awareness of the judgments of value in the subjects in this research, highlighting their personal and cultural identity. More generally, we aim at registering the effects and reactions of the learners in contact with such an activity. At a methodological level, we chose the qualitative method that according to Donna Mertens (1998) belongs to the interpretive/constructivist research paradigm and, therefore, refers to the same epistemological theory behind DMIS. The teaching activity developed during this research was applied to the two different groups of students of Italian as a Foreign Language in the Faculty of Philosophy, Letters and Human Sciences of the University of São Paulo. The data collected in the trial seems to show that the exercise DIE allowed us to achieve the purposes of the research, once the students, in general, had success in: (a) understanding and being able to distinguish the descriptive, interpretive and evaluative elements in the proposed texts during the teaching activities; (b) understanding their own nature as being \"personal\" and \"cultural\" at the same time; (c) in part, to applying and interpreting in a personal and creative way the DIE exercise, which was proposed as an activity designed to carry out the empirical part of this research. On a broader sense, the students were also able to understand that the main focus of the activity (which was not explicit beforehand) was to attempt to grasp elements of the Italian subjective culture. It is noteworthy that the procedures by which this occurred (the DIE and \"the empathy\") are tools that can be used in different cultural contexts.

Made available in DSpace on 2016-04-27T17:12:58Z (GMT). No. of bitstreams: 1 Claudimar Abadio dos Santos.pdf: 561352 bytes, checksum: b8d9fd787c2181a8288888ff4af47ba2 (MD5) Previous issue date: 2007-05-18 / Made available in DSpace on 2016-08-25T17:25:39Z (GMT). No. of bitstreams: 2 Claudimar Abadio dos Santos.pdf.jpg: 3904 bytes, checksum: e3874f522dfe248456cc038304b8f416 (MD5) Claudimar Abadio dos Santos.pdf: 561352 bytes, checksum: b8d9fd787c2181a8288888ff4af47ba2 (MD5) Previous issue date: 2007-05-18 / Secretaria da Educação do Estado de São Paulo / The objective of this assignment is to display the possibilities to use the Mathematics History in classrooms, as a tool to motivate and support the process of teaching-learning this subject. In a order to this, some researches have been performed in books, thesis, dissertations and articles over this subject, and also an investigation on how professors deal with the possibility to use the Mathematics History in grades and courses that they work with. Some concepts will be analyzed in order to prove the importance of Mathematics contextualization aiming towards an efficient and significant teaching for the scholar. We will also express specifically the use of the Mathematics History as a factor of motivation an contextualization in the Math study, as well as some correct or incorrect ways to apply this History. Positive an negative aspects of the use of Mathematics History will be observed, under different angles, in order to measure the pertinence or disuse of the Mathematics History in classes / O objetivo desse trabalho é mostrar as possibilidades do uso da História da Matemática em salas de aula, como instrumento motivador e auxiliar no processo ensino-aprendizagem de Matemática. Para isso, foram feitas algumas pesquisas em livros, teses, dissertações e artigos que falam sobre o tema, além de ser feita uma pesquisa que mostrasse como os professores vêem essa possibilidade de se usar a História da Matemática nas séries e cursos em que atuam. Serão analisados alguns conceitos que nos levam a acreditar na importância da contextualização da Matemática a fim de que seu ensino seja eficaz e significativo para o educando. Trataremos também especificamente do uso da História da Matemática como fator de motivação e contextualização no estudo da Matemática, bem como de algumas maneiras adequadas ou inadequadas de se fazer uso desta História. Alguns aspectos negativos e outros positivos quanto ao uso da História da Matemática serão contemplados, sob vários ângulos, afim de se fazer uma comparação sobre a pertinência ou não uso da História da Matemática em aulas de Matemática

O trabalho tem por objetivos estudar os modos de representação do papel do professor de Língua Portuguesa construídos por acadêmicos do curso de Letras e fornecer elementos para propostas de intervenção no ensino superior, especialmente na formação do professor de Língua Portuguesa. Foram analisados 75 textos produzidos por formandos em Letras de Instituições de Ensino Superior, públicas e privadas, do Estado de Mato Grosso do Sul. Os textos foram produzidos como resposta a uma questão discursiva que avaliava os conhecimentos de Linguística e de Língua Portuguesa no Exame Nacional de Cursos em 2001 e correspondem ao total de textos desse Estado disponibilizados em amostra cedida pelo INEP-MEC. Por meio de uma abordagem qualitativa dos dados lingüísticos, numa perspectiva sociocultural e discursiva, o caminho percorrido para investigar indícios dessa representação fundamentou-se nos aportes oferecidos pelo chamado paradigma indiciário. Tomando o texto como registro do processo de sua produção, procuramos descrever e explicitar as representações que os concluintes do curso de Letras fazem do professor de Língua Portuguesa. Os resultados evidenciaram que, em seus textos, os formandos alternam os papéis de professor-repassador de conteúdos (papel predominante) e de professor-investigador, oscilação que, ao definir as representações sobre o professor de língua materna como heterogêneas e instáveis, revela que elas estão em constante processo de construção e que, por essa razão, são, também, suscetíveis de alguma intervenção. Defendemos, portanto, que a explicitação dessas representações pode contribuir para uma intervenção crítica nas práticas didático-pedagógicas que assumem como pressuposto a apropriação da persona do sujeito conhecedor da língua, apropriação ora feita pelo recurso à metalinguagem técnica (normativa ou descritiva) ora ensejada pela didática do seu ensino, ambas sob a luz da concepção de língua como semióforo. / This research has the objective to study means of representation of Portuguese Language teachers role construed by Language and Linguistics undergraduate students, and give elements for intervention proposals, mainly along their graduation program as Portuguese Language teachers. 75 texts produced by those students from Graduation Institutions, public and private, from the state of Mato Grosso do Sul- Brazil, were analyzed. The texts were produced as a reply from a reasoning question which evaluated the knowledge of Portuguese Language and Linguistic in the 2001 Exame Nacional de Cursos and correspond to the total texts from this State given by INEP-MEC. By a qualitative approach of linguistic data, through a socio-cultural and discursive perspective, the way to investigate this representation was based on data offered by the indicting paradigm. Taking the text as a registration process of its production, there was an attempt to describe and make clear the representations that the undergraduate students of Language and Linguistics effectuate of the Portuguese Language teacher. Results in the texts, produced by the undergraduate students, showed that the students shift the roles of a content-repassing teacher (predominant role) and an investigative-teacher, oscillation, which when defining the representations made of the mother tongue teacher as heterogeneous and unstable, disclose they are in a constant process of being built and, for this reason, are also susceptible of some intervention. Thus, it is supported that the explicitness of these representations may contribute to a critical intervention in the pedagogic-didactical practices that assume as a presumption of the persona appropriation of someone who knows the language, appropriation which is either by using the metalanguage technique (normative or descriptive) or by the didactic of teaching, both in the light of the language conception as semeiophoros.

Made available in DSpace on 2016-04-28T18:22:39Z (GMT). No. of bitstreams: 1 Silvia Christina Monteiro de Oliveira.pdf: 892644 bytes, checksum: 28878daed70753fe1d4d80f79e194877 (MD5) Previous issue date: 2013-02-25 / The present dissertation aims at questioning how teachers and students construct their ethnic/racial issues in the classroom through reading. The thesis focuses on the study of reading and interpretation of the rap in the form of Caetano Veloso poem, Slave Ship, and aims to contribute to the development of text reading and understanding. Moreover, it reflects on the situation of the students of African descent, seeking to reflect on the importance of the enforcement of law number 10.639.909/ 2003 at schools. As the type of text worked out in the research is literary and has many metaphors, and a large fraction of the public schools do not prepare their students for the skills and competencies needed in this kind of reading, I support the Cultural-Historical Theory (Vygotsky, 1934) and point out the importance of this support when it comes to reading as a social practice. Regarding methodological procedures, action research (Thiollent, 1982) was developed under a qualitative approach and was aimed at analyzing the actions of a teacher of Portuguese and her students over three reading classes. The instrument used for data generation was the recording of classes in which there was the "thinking together" process (Pontecorvo, 2005). The categories of linguistic analysis are proposed by Orsolini (2005), Pontecorvo (2005) and Kebrat Orechioni (2006). In data analysis I sought to discuss the pedagogical actions in the classroom in order to understand how teachers and students construct their ethnic/racial issues in reading lessons. The survey results allow to say that the actions of the researcher teacher - the practice of mediation and reading interaction- enabled the development of students as critical and reflective readers, and there was an appreciation of Afro-Brazilian Culture and History. Finally, this research allowed the researcher teacher to think about possible affirmative pedagogic action around the blackness in order to propose a school prepared to recognize and assimilate the diversity in school life and to provide students the opportunity to reflect critically on the ethnic/racial issues in the classroom / Este trabalho tem por objetivo questionar como professor e aluno constroem as questões étnico-raciais em sala de aula por meio da leitura. A tese está centrada no estudo de leitura e interpretação do rap em forma de poema, O Navio Negreiro, de Caetano Veloso, e tem como objetivos contribuir para o desenvolvimento da leitura e compreensão de texto, além de refletir acerca da situação do aluno afrodescendente visando à importância da aplicação da Lei 10.639 909/ 2003 nas unidades escolares. Como o texto trabalhado na pesquisa é de caráter literário e apresenta muitas metáforas e, grande parte das escolas públicas não prepara seus alunos para as habilidades e competências de leitura desse tipo de texto, me apoio na teoria sócio-histórico cultural (Vigotsky, 1934) e aponto a importância desse suporte no que tange à leitura como prática social. Com relação aos procedimentos metodológicos, a pesquisa ação (Thiollent ,1982) foi desenvolvida sob um enfoque qualitativo e teve como meta analisar as ações de uma professora de Língua Portuguesa e de seus alunos no decorrer de três aulas de leitura. O instrumento utilizado para a geração de dados foi a gravação de aulas nas quais houve o pensar em conjunto (Pontecorvo, 2005). As categorias de análise linguística são propostas por Orsolini (2005), Pontecorvo (2005) e Kebrat Orechioni (2006). Na análise de dados procurei discutir as ações pedagógicas em sala de aula a fim de entender como professor e aluno constroem as questões étnico-raciais nas aulas de leitura. Os resultados da pesquisa permitem dizer que as ações da professora pesquisadora na prática de mediação e interação de leitura possibilitaram a formação dos alunos como leitores crítico e reflexivos e, houve uma valorização da Cultura e da História Afro- brasileira. Por fim, esta pesquisa permitiu ao professor pesquisador pensar em possíveis ações afirmativas e pedagógicas em torno da negritude com o intuito de propor uma escola preparada para reconhecer e assimilar a diversidade no cotidiano escolar além de oferecer aos alunos a oportunidade de refletirem criticamente sobre nas questões étnico-raciais em sala de aula

Made available in DSpace on 2016-04-27T16:58:54Z (GMT). No. of bitstreams: 1 Milton Cassiano.pdf: 2491618 bytes, checksum: 95c55c98dce7f49e53273451d23ec0ec (MD5) Previous issue date: 2009-05-15 / Secretaria da Educação do Estado de São Paulo / Games have always been a part of the daily life from children since the first years of age. Thus, when they play, they question, ask questions, focus, abstract, use their imagination and spend hours playing. This way, the purpose of this study was to verify how the NIM game can help the construction or improvement of the division algorithm. A qualitative research was done with the application of a prior test and some students were selected to participate in the workshops that involved the NIM game. This study was based on Brouseau s Theory of Didactic Situations (1996) and the methodological choice was based on the theory of Didactic Engineering from Artigue (1996) that contributed to the achievement of our goals. Facing the results presented in the prior test and even in the after test, the difficulties presented by the students were clear, regarding the division algorithm and that can be of great value for future studies about the theme / O jogo sempre fez parte do dia a dia das crianças desde os primeiros anos de idade. Assim, quando jogam elas questionam, fazem perguntas, concentram-se, abstraem, usam a imaginação e ficam horas a fio brincando. Desse modo, este estudo teve como objetivo verificar como o jogo do NIM pode auxiliar na construção ou aprimoramento do Algoritmo da Divisão. Foi realizada uma pesquisa qualitativa, com aplicação de um pré-teste para que alguns alunos fossem selecionados para participarem das oficinas que envolviam o jogo do NIM. O presente estudo baseou-se na Teoria das Situações Didáticas de Brousseau (1996) e a escolha metodológica apoiou-se nos pressupostos da Engenharia Didática de Artigue (1996) que contribuíram para o alcance de nossos objetivos. Diante dos resultados apresentados no pré-teste e mesmo no pós-teste, as dificuldades apresentadas pelos estudantes, perante o Algoritmo da Divisão, ficaram claras, o que pode ser de grande valia para estudos futuros a respeito do tema

Les outils de simulation sont des moyens pour faciliter la mise en place d'une production sur les Machines Outil à Commande Numérique, ces outils sont devenus très courants dans l'industrie et, par conséquent, dans l'éducation. Plusieurs problèmes importants émergent, telles que des questions d’ordre pédagogique, des aspects liés à l’ergonomie des interfaces, le coût d'acquisition de l'équipement et d'adaptabilité des étudiants aux multitudes de logiciels de fabrication assistée par ordinateur, de ce fait le problème de la sélection du logiciel est soulevé dans l'éducation afin d'assurer une efficacité des processus d'enseignement et d'apprentissage des étudiants.Cette thèse est conduite dans l’objectif d’étudier une méthodologie pour sélectionner un logiciel de FAO qui pourrait être efficace en tant que support d’apprentissage de la FAO en premier cycle des universités techniques, des écoles d’ingénieurs et autres établissements similaires. Les facteurs déterminants l’efficacité des étudiants utilisant un logiciel dans leurs apprentissages de la FAO ont été déduits du cadre théorique de la thèse qui s’est basé sur la théorie de l’activité. Cette théorie prend en considération le contexte global de cette activité d’enseignement-apprentissage de la FAO à savoir l’étudiant, l’artefact, le professeur, l’établissement et la communauté des éditeurs de logiciels.Le traitement statistique des données recueillies à travers les réponses d’un échantillon de 50 étudiants ont été élaboré dans le but de confirmer nos hypothèses sur les principaux critères d'évaluation de logiciel de simulation en éducation. / Simulation tools as means to facilitate setting up a production have become very common in industry and, therefore, in education. Among several significant problems, like pedagogical issues, the cost of equipment acquisition and the adaptability of students to the multitude of Computer-Aided Manufacturing, it is raise in education the problem of selecting software in order to ensure maximum effectiveness of teaching process and students learning.This research study was designed to investigate a methodology to select CAM software that could be effective as a support of CAM learning in university, taking into account different features of CAM learning. We determine the student effectiveness in learning factors of CAM software and further, determine the relationship between the different main factors. The research was conducted using a questionnaire submitted to 50 students attending the second academic year of Mechanical Design and Production. The study provides results from empirical test of these relationships and provides criteria for evaluation simulation of software in education.

Η παρούσα εργασία, απαρτίζεται από τρία μέρη. Τα δυο πρώτα μέρη αποτελούν το θεωρητικό πλαίσιο και την εγκυκλοπαιδική εξέταση του θέματος και το τρίτο περιλαμβάνει το ερευνητικό κομμάτι της δουλειάς μας. Σε αυτό το σημείο, καλό θα ήταν να γίνει μια σύντομη παρουσίαση του καθενός ξεχωριστά. Στο θεωρητικό πλαίσιο, λοιπόν, εξετάζονται δύο θέματα. Αρχικά γίνεται μια σύντομη παρουσίαση αφενός της επιστήμης της Ανθρωπολογίας και αφετέρου της επιστήμης της Λαογραφίας, έτσι ώστε ο αναγνώστης να μπορεί να κατανοήσει τις γενικές αρχές και τους κανόνες που χαρακτηρίζουν τις δυο αυτές συναφείς επιστήμες. Επίσης, ιδιαίτερα μας απασχολούν έννοιες όπως “πολιτισμός”, “παραδοσιακός πολιτισμός”, “σύμβολα” και “έθιμα” και προσπαθούμε να δούμε πως οι παραπάνω έννοιες συνδέονται με τις επιστήμες της Ανθρωπολογίας και της Λαογραφίας. Στο δεύτερο μέρος του θεωρητικού πλαισίου, γίνεται αναφορά στις μεθόδους έρευνας που χρησιμοποιούν τόσο η Ανθρωπολογία όσο και η Λαογραφία για να μελετήσουν, παραδείγματος χάριν, μια πληθυσμιακή ομάδα, μια πτυχή ενός πολιτισμού ή ακόμα και έναν ολόκληρο πολιτισμό. Συγκεκριμένα, ερχόμαστε σε μια πρώτη επαφή με μεθόδους έρευνας όπως είναι η επιτόπια έρευνα, η συμμετοχική παρατήρηση και η συνέντευξη, τονίζοντας τα βήματα που ακολουθούνται, όπως επίσης και τα ιδιαίτερα χαρακτηριστικά μιας ανθρωπολογικής μελέτης. Στο τρίτο και τελευταίο τώρα μέρος, όπως αναφέρθηκε και παραπάνω, γίνεται μια παρουσίαση της μελέτης μας πάνω στο συγκεκριμένο έθιμο με το οποίο ασχοληθήκαμε. Αναλυτικότερα, με την μελέτη του εθίμου της “φρούτουλας” και του τρόπου με τον οποίο το έθιμο αυτό μαθαίνεται και περνάει από γενιά σε γενιά, ευελπιστούμε να δώσουμε στον αναγνώστη μία συστηματική περιγραφή όλης αυτής της εθιμικής διεργασίας που είναι ακόμα ζωντανή στην Μαλεσίνα. / This dissertation consists of three parts. In the first two parts the theoretical framework and encyclopaedic aspects of our theme are exposed, while the third part presents our research and its results. These three parts are briefly presented here. In regards to the theoretical framework, it deals with two issues. In the first part, it will be briefly presented on the one hand, the science of Anthropology and on the other hand the science of Laography, so that the reader can understand the general principles and rules that characterize these two related sciences. Also, concepts such as "culture", "traditional culture", "symbols" and "customs" will concern us and we will try to understand how the above concepts are related to the sciences of Anthropology and Laography. In the second part of the theoretical framework, we will refer to the survey methods used by both Anthropology and Laography to study, for instance, one ethnic group, one aspect of a culture or even an entire culture. Specifically, we will have a first contact with research methods such as fieldwork, participant observation and interview, highlighting the steps to be followed, as well as the specifics of anthropological study. In the third and last part, as mentioned above, we present our study on this particular custom which we dealt with. More specifically, by referring to the purpose of our work, the reasons for choosing the topic, the methodology, the first contact with the research, but also to the themes-categories that arise and characterize all the interviews, we hope to offer the reader a holistic view of all our research effort.

This study investigated the implications that the scheduling of a block module for a computer competency course over two weeks, has had on the curriculum. The block module was presented at the start of the first semester, 2001 at the Vaal Triangle Technikon. The objectives were to: develop a flexible, outcomes-based curriculum in which the learners had to demonstrate capability and employability by integrating computer competencies in other modules; design and implement an effective learning and teaching strategy in order to ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the learning of hands-on skills that can be integrated in the learners' academic programmes. The researcher followed an action research approach, in order to assess the improvement of current educational practices. A target group of first-year learners was divided into a block module-group and a semester-group. The researcher made use of data triangulation, by collecting qualitative and quantitative data comprising structured interviews and open-ended and structured questionnaires completed at different stages of the project. This research report comprises three articles. The first article reports on the high success rate of the block module-group and reveal that these learners could retain. and utilise the computer competencies that they had to utilise for completing assignments, to a larger degree than the semester-group. The second article reports that experiential learning, as an outcomes-based strategy, fosters learning in accelerated learning contexts. The third article concludes that the continuous integrative approach to assessment fosters w-operation, feedback through self-assessment and the ability of learners to apply computer competencies in new situations. It is recommended that lecturers in all the associated departments should collaboratively assign and assess tasks in progressive advanced modules. It concludes that, in order to utilise resources optimally when scheduling block modules, ail associated departments would have to be fully modularised. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

This study investigated the implications that the scheduling of a block module for a computer competency course over two weeks, has had on the curriculum. The block module was presented at the start of the first semester, 2001 at the Vaal Triangle Technikon. The objectives were to: develop a flexible, outcomes-based curriculum in which the learners had to demonstrate capability and employability by integrating computer competencies in other modules; design and implement an effective learning and teaching strategy in order to ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the learning of hands-on skills that can be integrated in the learners' academic programmes. The researcher followed an action research approach, in order to assess the improvement of current educational practices. A target group of first-year learners was divided into a block module-group and a semester-group. The researcher made use of data triangulation, by collecting qualitative and quantitative data comprising structured interviews and open-ended and structured questionnaires completed at different stages of the project. This research report comprises three articles. The first article reports on the high success rate of the block module-group and reveal that these learners could retain. and utilise the computer competencies that they had to utilise for completing assignments, to a larger degree than the semester-group. The second article reports that experiential learning, as an outcomes-based strategy, fosters learning in accelerated learning contexts. The third article concludes that the continuous integrative approach to assessment fosters w-operation, feedback through self-assessment and the ability of learners to apply computer competencies in new situations. It is recommended that lecturers in all the associated departments should collaboratively assign and assess tasks in progressive advanced modules. It concludes that, in order to utilise resources optimally when scheduling block modules, ail associated departments would have to be fully modularised. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.