<p dir="ltr">This qualitative narrative inquiry studied the career journeys of five Black school principals from Indiana with five or more years of experience in their role. The purpose of this study was to understand the following: (a) the experiences of each participant including who influenced them to pursue the principal role, (b) their successful endeavors as principals, (c) the obstacles they have faced along the path to the principalship, and (d) their beliefs as to why they have persisted in the role for at least five years.</p><p dir="ltr">The data were collected through two rounds of individual semi-structured interviews with the participants. Each round was at least three weeks apart. This protocol sparked rich discussion from which five themes emerged: (1) relationships vs. results, (2) scholarship, (3) perseverance, (4) ongoing issues, and (5) mentorship. Each of these themes was revisited with each participant in the second round of interviews.</p><p dir="ltr">The analysis of the data from this study led to three specific assertions that are discussed in the final chapter. Assertion #1: Effective professional mentorship has a positive impact on Black principals’ ability to persevere. Assertion #2: Black principal perseverance is fueled by reflection and intrinsic sources of inspiration. Assertion #3: A disposition toward life-long learning has a positive impact on a Black principals’ ability to persevere. These assertions and the corresponding implications were developed after a careful examination of the current literature on school leadership and the Black principal experience. This study can be utilized as a purposeful tool to recruit, develop, and retain Black educators generally and Black school leaders specifically.</p>

Suaugusiųjų švietimas laikomas pagrindine sritimi įgyvendinant ES mokymosi visą gyvenimą (MVG) politiką. Grundtvig programa, Mokymosi visą gyvenimą programos sektorinė dalis, yra Europos Komisijos instrumentas, orientuotas į suaugusiųjų švietimo sektoriaus gerinimą, tačiau Grundtvig programos veiklų efektyvumas nėra nuodugniai ištyrinėtas. Šiame darbe tiriama vienos iš Grundtvig programos suaugusiųjų švietėjų profesionalizacijai skirtų veiklų - profesinio tobulinimosi kursų (IST) – mokymosi nauda asmeniniame, organizacijos, suaugusiųjų švietimo sektorių bei politiniame lygmenyje besimokančiųjų, t.y. suaugusiųjų švietėjų, vertinimu. Siekiant identifikuoti Grundtvig programos profesinio tobulinimosi kursų dalyvių mokymosi naudą ES MVG politikos kontekste, atlikta skerspjūvio tipo elektroninė apklausa 31 Europos Sąjungos šalyje. Apklausus 737 Grundtvig IST kursų dalyvius gauti rezultatai rodo, kad kursai andragogams yra naudingi kaupiant identiteto, žmogiškąjį ir socialinį kapitalą, taip pat prisideda prie jų organizacijų strategijų ir mokymo turinio tobulinimo, tarptautinio bendradarbiavimo. Mokymosi naudos mastas siekia net sektoriaus ir politinį lygmenį. Toks Grundtvig IST kursų poveikis liudija kursų naudingumą, įgyvendinant ES MVG politiką. Tai, kad mokymosi pasėkoje yra gerinama švietimo sistemų kokybė ir efektyvumas (tobulinant suaugusiųjų švietėjų kompetencijas, mokymo turinį, organizacijų strategijas), plėtojamas švietimo sistemų atvirumas, (stiprėjant tarptautiniam... [toliau žr. visą tekstą] / Adult education is considered to be the core area of the EU lifelong learning policy. Grundtvig Programme, a sectoral part of the Lifelong Learning Programme is a European Commission instrument aimed at the development of adult education sector. However, the effects of its actions haven’t been thoroughly examined. The learning benefits of Grundtvig in-service training (IST) courses are analysed in this article measuring the learning benefits at individual, organisation, sector and political level by the course beneficiaries - adult educators. A cross-sectional online survey has been conducted in 31 countries of the EU. The results show that the courses make the identity, human and social capital of the adult educators grow by strengthening the identity, self confidence and social interactions, strongly developing the professional competence and consciousness, widening the social network and inspiring to take action in individual, national or international level, yet the reported socioeconomic advantages at individual level are low. At organizational level the courses stimulate the development of curriculum, management strategies and international cooperation. Besides, one fifth of Grundtvig IST course beneficiaries report changes in adult education sector level as a result of the participation in the course and more than half of beneficiaries get involved in political processes. These effects of Grundtvig in-service training courses are in line with European strategic... [to full text]

Made available in DSpace on 2016-04-27T14:31:25Z (GMT). No. of bitstreams: 1 Kelly Szabo.pdf: 1599139 bytes, checksum: 5cc60d94d2aeed7714bb7aa174eb698a (MD5) Previous issue date: 2014-08-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this paper is to investigate the highlighted perceptions by the pedagogical coordinator related to his role as teacher trainer for the integration of Digital Technologies Information and Communication into curriculum. The bibliography about the theme was studied to understand how it could contribute to this paper. The increasing usage of technologies at schools is shown as the aim and importance of its integration to the schools curriculum. Besides, it was possible to confirm that the role played by the pedagogical coordinator as trainer, is also an increasing concern, as well as all its other functions. However, it is still possible to have advance and contribute to the studies related to this theme. The research was done with the collaboration of five pedagogical coordinators from municipal public schools, that also were part of Project Khan Academy in Schools, which was closely followed by the writer/researcher who worked as a trainer and followed these coordinators mentioned above. The research is qualitative and has as strategy the content analysis. Apart from the collected data through questionnaires, interviews, School Regulations, a bibliography research was also done aiming to reinforce the studies and researches already available. It is understood that teachers training must fulfilled through transformation, improvement and practices that will bring real changes to teaching and learning processes. Thus, pedagogical coordinators perceive their roles as major factor to the integration of Digital Technologies Information and Communication into curriculum, they also see they need to be with teachers, working as partners, changing experiences and thoughts about the practice and prioritizing at schools, the daily topics, as example, the pedagogical usage of technology as an irreversible factor. However, boundaries still exist and its overcoming requires a day by day working. Integration of Digital Technologies Information and Communication into curriculum is only started in the studied schools / A presente pesquisa tem como objetivo central investigar as percepções evidenciadas pelo coordenador pedagógico quanto a sua atuação como formador para a integração das Tecnologias Digitais da Informação e Comunicação (TDIC) ao currículo. Buscou-se conhecer o que já foi produzido sobre esse tema, de modo a entender os conhecimentos advindos da literatura disponível e de que forma os trabalhos identificados poderiam contribuir com o presente estudo. Apresenta como justificativa o crescimento do uso de tecnologias nas escolas e a importância da integração destas com o currículo escolar. Além disso, verificou-se que é crescente a preocupação quanto à atuação do coordenador pedagógico (CP) como formador, bem como às suas demais atribuições, e, embora existam contribuições substanciais a esse tema, ainda é possível avançar e contribuir com os estudos que se referem à atuação do CP como formador para o uso das TDIC integradas ao currículo. A pesquisa foi realizada com cinco coordenadoras pedagógicas de escolas públicas municipais participantes da versão piloto do projeto Khan Academy nas Escolas, no qual a pesquisadora atuava como formadora e acompanhava diretamente o trabalho de tais coordenadoras. A pesquisa é de natureza qualitativa e utiliza como estratégia a análise de conteúdo. Além de dados coletados por meio de questionários, entrevistas e do documento Regimento Escolar, também foi realizada uma pesquisa bibliográfica, com o objetivo de embasar a investigação em literatura e pesquisas já existentes. Compreende-se que as práticas de formação devem estar sempre em função da busca pela transformação, pela melhoria e por práticas cada vez mais aperfeiçoadas que tragam reais mudanças nos processos de ensino e de aprendizado. Dessa forma, foi possível verificar que as CP percebem sua atuação como fator preponderante para a integração das TDIC ao currículo, compreendem a necessidade de estar junto aos professores, atuando como parceiros de trabalho, de colaborar com as trocas de experiências e reflexões sobre as mesmas e de priorizar, na escola, as questões que emergem do cotidiano, como por exemplo o uso pedagógico das tecnologias como fator irreversível, parte da mudança, da geração da inovação nesse cenário tão complexo. Mas consideram que os limites ainda existem e que a superação das dificuldades demanda um trabalho diário. A integração das TDIC ao currículo está apenas começando nas escolas investigadas

As tecnologias digitais compõem um cenário de mudanças em diversas esferas da sociedade. O objetivo deste trabalho foi investigar a presença de tais tecnologias na EJA (educação de jovens e adultos), por meio dos usos que estudantes dizem fazer dessas tecnologias e as possíveis relações desses usos com o processo de escolarização e as aprendizagens que vivenciam. Foram aplicados trinta questionários a jovens e adultos matriculados em salas de EJA de escolas públicas da região da Freguesia do Ó e Brasilândia, na zona noroeste de São Paulo, e realizadas entrevistas de profundidade com cinco dos sujeitos que responderam aos questionários. Os resultados indicam que a maior parte dos sujeitos utiliza as tecnologias digitais fora das escolas para se comunicarem, para se divertirem e aprenderem sobre temas relacionados a projetos pessoais e conteúdos culturais de seu interesse. Também é possível afirmar que a apropriação das tecnologias, explorando suas diversas possibilidades para a realização de projetos individuais ou coletivos, depende de saberes prévios aprendidos na escola. Sem estarem alfabetizados, por exemplo, a capacidade de navegação pela rede fica comprometida, e quanto mais escolarizados, mais os sujeitos da EJA se apropriam das tecnologias digitais. A partir das análises destes resultados são desenhadas recomendações de como os projetos de EJA, as escolas e as políticas públicas podem contribuir para a ampliação dos usos das tecnologias digitais, e para que estes usos auxiliem nos processos de aprendizagem ao longo da vida dos sujeitos da educação de jovens e adultos. / Digital technologies form a scenario of changes in many spheres of society. The objective of this study is to investigate the existence of such technologies in youth and adult education, through the uses of technologies that students report and the relationship between these uses and the schooling process they experience. Thirty questionnaires were answered by young people and adults registered in adult education classrooms of public schools in the region of Freguesia do Ó and Brasilândia, in the northwest of São Paulo city, and five of these students were interviewed aftwerwards. The results indicate that most of the students uses digital technologies outside schools to communicate, have fun and to learn about topics related to their personal projects and cultural content of their interest. It is also possible to say that the appropriation of technologies, exploring its many possibilities for the implementation of individual and group projects, depends on prior knowledge learned at school. Without being literate, as an example, the ability to navigate through internet is compromised, and the more people are educated in school, more they appropriate the digital technologies. The analysis of these results bring some recommendations to adult education projects, schools and public policies, to try to expand the uses of digital technologies for life-long learning of brazilian youngsters and adults.

I orkestermiljön blir det livslånga lärandet konkretiserat då varje arbetsvecka innebär instudering av ett nytt konsertprogram med därpå följande konsert. Syftet med denna studie var att beskriva individuella instuderingsstrategier liksom det kollektiva, samtidiga, musikaliska lärandet hos erfarna orkestermusiker i ”den tredje åldern”; mellan 50 och 65 år. Sju orkestermusiker intervjuades. Alla respondenterna berättade om glädjen i att vara en del av det musikaliska sammanhanget. Det framkom att vissa arbetsmetoder förändrats över tid som ett resultat av erfarenhet, men också till följd av kroppsligt och mentalt slitage. Berättelserna klargjorde svårigheten att verbalt beskriva inlärningsprocessen liksom att särskilja ett individuellt lärande från ett kollektivt lärande. Individen är en del av kontextens ständigt ackumulerande kunskapstradition. Med hjälp av ett kulturpsykologiskt och ett sociokulturellt perspektiv som uppsatsens teoretiska ansats kunde den väv av interaktioner, samspel och lärande som pågår i den specifika kontexten tydliggöras. Studien innehöll även frågor om hur orkestermusikerna önskade upprätthålla bästa möjliga spelkondition under hela yrkeslivet. Respondenternas berättelser visade hur tankar om kollektivets utveckling helt dominerar över tankar om individens eget kompetensbevarande. Ett viktigt bidrag med denna uppsats blir därför att väcka diskussion om en plan för ”restaurering” av orkestermusiker i ”den tredje åldern”. / In the environment of the orchestra life-long learning is concretized when each working week means the study of a new concert program and the following concert. The purpose of this paper is to describe individual strategies for study as well as the collective, simultaneous, musical learning by experienced orchestra musicians in “the third age”; those between 50 and 65 years. Seven interviews with orchestra musicians were held. All respondents told about the joy of being part of the musical context. It was obvious that some working methods had changed over time as a result of experience, but also because of physical and mental wear. The narratives made clear the difficulty to verbally explain the learning process, and to differentiate between individual and collective learning. The individual is part of a process of a perpetually accumulating tradition of knowledge. Using a culture-psychological and a socio-cultural perspective as the theoretical approach of the paper, the web of interactions, ensemble, and learning which occurs in the specific context could be made visible. The study also included questions about how orchestra musicians tried to maintain the best possible competence during their entire careers. The respondents ́ stories clarified how thoughts about the development of the collective dominate over thoughts about maintaining the competence of the individual. An important contribution of this study is therefore to initiate a discussion about a plan for “restoring” orchestra musicians in “the third age”.

Visi piliečiai, nepriklausomai nuo jų socialinės padėties, gyvenamosios vietos ar amžiaus, turi galimybę mokytis jiems patogioje aplinkoje: švietimo institucijose, darbe, namuose. Toks pagrindinis Mokymosi visą gyvenimą strategijos siekis, kur švietimas įvardijamas kaip neatskiriamas žmogaus palydovas nuo jo gimimo iki gilios senatvės. Svarbiausi per paskutinius 10 metų atlikti tyrimai liudija apie didelį šalies visuomenės bei mokslininkų dėmesį vaikų išsilavinimui ir jį įtakojantiems vidiniams bei išoriniams veiksniams. Jau nuo XX amžiaus Lietuvos bei kitų šalių sociologai nuolat akcentavo, kad būtent tėvų išsilavinimo (ir bendras sociologinis-kultūrinis) lygis dažniausiai lemia jų norą bei pasirengimą suteikti vaikams aukštąjį išsilavinimą. Darbas reikšmingas teoriškai ir praktiškai, nes tėvų išsilavinimo, kaip vieno svarbiausių veiksnių, lemiančių mokinių mokymąsi, įtaka ( svarba, reikšmė?) Vilniaus miesto Užupio gimnazijoje netyrinėta. / All citizens independently from their social status, residential area or age have a possibility to study in comfortable surroundings: educational institution, work, home. This is the main objective of life-long learning where education must go along with a person from his/her birth to old age. The most important research done in ten years time shows our society and scientists’ great attention to children education and inner and outer factors which affect it. Since the 20th century Lithuanian and foreign sociologists have emphasized that parents’ education (and general socio-cultural) level often affects their wish and readiness to give their children higher education. The work is significant both theoretically and practically because the influence of the factors has not been studied in Vilnius Užupis high school.

Thesis (M.G.S.)--Miami University, Dept. of Sociology and Gerontology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 40-45).

Ο 20ος αιώνας θεωρείται ως ο αιώνας της ακμής αλλά και του τέλους της βιομηχανικής κοινωνίας, ενώ ο 21ος ως η απαρχή μιας καινούργιας εποχής η οποία κυριαρχείται από μια νέα μορφή οικονομικής και κοινωνικής οργάνωσης και λειτουργίας. Η νέα αυτή μορφή της κοινωνίας χαρακτηρίζεται ως Κοινωνία της Γνώσης. Το νόημα, όμως, που λαμβάνει το εκφώνημα Κοινωνία της Γνώσης δεν αφορά σε μία μορφωτική διαδικασία που απευθύνεται σε όλα τα μέλη της κοινωνίας και συνιστά συλλογική ευθύνη της κρατικά οργανωμένης κοινωνίας. Η ανάδυση αυτού του νέου τύπου κοινωνίας σχετίζεται άμεσα με το πέρασμα από τις βιομηχανικές κοινωνίες στις μεταβιομηχανικές και τις αλλαγές που εκτυλίσσονται όσον αφορά τις βασικές αξίες τους, την κοινωνική και πολιτική δομή τους καθώς και τους βασικούς θεσμούς τους. Η παρούσα Διπλωματική Εργασία έχει ως στόχο να διερευνήσει το ρόλο της γνώσης στις μεταβιομηχανικές κοινωνίες μέσα από τις απόψεις τόσο των υπέρμαχων της Κοινωνίας της Γνώσης όσο και των υπερασπιστών του προτάγματος του Διαφωτισμού ώστε να καταδειχθεί στο τέλος η ανάγκη για μια γενική παιδεία έναντι της απόλυτης εξειδίκευσης. / The 20th century is considered as the century of prosperity and the end of industrial society, and the 21st as the beginning of a new era dominated by a new form of economic and social organization and operation. This new form of society is characterized as a knowledge society. The point, however, received the Society of Knowledge broadcasters does not relate to a cultural process that appeals to all members of society and a collective responsibility of government organized society. The emergence of this new type of society is directly related to the transition from post-industrial societies and the changes taking place in basic values, social and political structure and the key institutions. The present thesis aims to investigate the role of knowledge in postindustrial societies through the views of proponents of the knowledge society and the defenders of the Enlightenment project to show in the end the need for a general education versus absolute specialization .

As tecnologias digitais compõem um cenário de mudanças em diversas esferas da sociedade. O objetivo deste trabalho foi investigar a presença de tais tecnologias na EJA (educação de jovens e adultos), por meio dos usos que estudantes dizem fazer dessas tecnologias e as possíveis relações desses usos com o processo de escolarização e as aprendizagens que vivenciam. Foram aplicados trinta questionários a jovens e adultos matriculados em salas de EJA de escolas públicas da região da Freguesia do Ó e Brasilândia, na zona noroeste de São Paulo, e realizadas entrevistas de profundidade com cinco dos sujeitos que responderam aos questionários. Os resultados indicam que a maior parte dos sujeitos utiliza as tecnologias digitais fora das escolas para se comunicarem, para se divertirem e aprenderem sobre temas relacionados a projetos pessoais e conteúdos culturais de seu interesse. Também é possível afirmar que a apropriação das tecnologias, explorando suas diversas possibilidades para a realização de projetos individuais ou coletivos, depende de saberes prévios aprendidos na escola. Sem estarem alfabetizados, por exemplo, a capacidade de navegação pela rede fica comprometida, e quanto mais escolarizados, mais os sujeitos da EJA se apropriam das tecnologias digitais. A partir das análises destes resultados são desenhadas recomendações de como os projetos de EJA, as escolas e as políticas públicas podem contribuir para a ampliação dos usos das tecnologias digitais, e para que estes usos auxiliem nos processos de aprendizagem ao longo da vida dos sujeitos da educação de jovens e adultos. / Digital technologies form a scenario of changes in many spheres of society. The objective of this study is to investigate the existence of such technologies in youth and adult education, through the uses of technologies that students report and the relationship between these uses and the schooling process they experience. Thirty questionnaires were answered by young people and adults registered in adult education classrooms of public schools in the region of Freguesia do Ó and Brasilândia, in the northwest of São Paulo city, and five of these students were interviewed aftwerwards. The results indicate that most of the students uses digital technologies outside schools to communicate, have fun and to learn about topics related to their personal projects and cultural content of their interest. It is also possible to say that the appropriation of technologies, exploring its many possibilities for the implementation of individual and group projects, depends on prior knowledge learned at school. Without being literate, as an example, the ability to navigate through internet is compromised, and the more people are educated in school, more they appropriate the digital technologies. The analysis of these results bring some recommendations to adult education projects, schools and public policies, to try to expand the uses of digital technologies for life-long learning of brazilian youngsters and adults.

Orientador: Sergio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T17:37:55Z (GMT). No. of bitstreams: 1 Soares_SuelydeBritoClemente_M.pdf: 3054401 bytes, checksum: cd2e0f99737bba659b02cd2888a23b3f (MD5) Previous issue date: 2006 / Resumo: O uso do ciberespaço para fins educacionais, no Brasil, ainda se encontra pouco explorado, para capacitação de profissionais da informação, através da educação continuada não presencial. A partir desse pressuposto, foi desenvolvida uma pesquisa na abordagem qualitativa, classificada na categoria de explicativa e no delineamento ¿quase-experimental¿. O objetivo do estudo foi criar, desenvolver e observar as interações de uma comunidade de aprendizagem colaborativa no ciberespaço, constituída por bibliotecários de referência, de bibliotecas universitárias, interessados na aplicação das TICs ao seu fazer diário, os quais foram convidados a participar como sujeitos dessa pesquisa, através de mensagens em listas de discussão da área. A proposta oferecida foi a participação espontânea e gratuita, durante o segundo semestre de 2003, em uma comunidade on-line intitulada ¿CiberEduc¿, construída no ambiente TelEduc da UNICAMP. Um vídeo de apresentação do CiberEduc ficou disponível aos interessados, no cameraweb da UNICAMP, para ser assistido via internet. Os 118 inscritos ativos, pesquisadora e orientador, formaram uma comunidade de 120 cibereducandos, oriundos de Brasília, DF e de 12 Estados brasileiros. O CiberEduc foi estruturado a partir de uma agenda que remetia a 14 diferentes atividades. Uma entrevista inicial e outra final foram, respectivamente, a primeira e a última atividade. Os dados coletados e analisados oferecem uma visão das interações das pessoas com o ambiente, das pessoas entre si, e das contribuições dadas ao CiberEduc, tais como: divulgação de arquivos pessoais, dúvidas, críticas, sugestões, questionamentos. O número de acessos ao CiberEduc foi 2.081. A somatória de freqüência a todas as funcionalidades do ambiente foi 13.140. Os capítulos descrevem a formatação das funcionalidades do ambiente, o desenvolvimento da comunidade CiberEduc e algumas contribuições para o conhecimento científico sobre comunidades on-line de aprendizagem colaborativa. Pela quantidade e qualidade das interações demonstradas nos resultados obtidos, as considerações finais comprovam que foi desenvolvida, de fato, uma comunidade virtual de aprendizagem colaborativa das TICs / Abstract: It's already unusual in Brazil the exploration of cyberspace for educational purposes, specially regarding to ability professionals of information through the remote long living education. After that presupposition this research was developed through qualitative approach. It can be classified at explicative level and labeled as almost experimental methodology. The purpose of this study was to build to develop and to observe the interactions at cyberspace a collaborative learning community with brazilian universities reference librarians self-interested in the ICT applied to their daily work, wich were invited to participate as subjects of this research by posted messages in their discussion lists. The proposal offered to them was spontaneous and free participation during the second semester of 2003 at a virtual community called ¿CyberEduc¿. It was built at UNICAMP's TelEduc virtual environment. A CyberEduc's presentation video was available UNICAMP's cameraweb to be watched via internet.The 118 active subscribers with the researcher and her adviser shaped a community of 120 cyberstudents who became from Brasilia, DF and 12 brazilian's states. The CyberEduc was structured around an agenda that pointed out to 14 different activities. An initial and another final interview was the first as well the last activity. The analyzed and caught data offered a vision over the subject's interactions with the environment and between themselves also the contributions gave to the CyberEduc like participating with their personal files, doubts, critics, suggestions and matters. The log number to the CyberEduc was 2081. The sum of all environment links access was 13140. It was described all discussed ICT. The chapters describe the environment tools configuration, the CyberEduc community developing and some additional contributions to the scientific knowledge about collaborative learning virtual communities. Because of quantity either quality of interactions happened, the final considerations witness that was developed, in fact, an online ICT's collaborative learning community / Resumen: En el Brasil aún no es muy usado el ciberespacio con fines educativos para la capacitación de los profesionales de la información, a través de la educación continua no presencial. Partiendo de este presupuesto, se desarrolló una investigación de tipo cualitativo, clasificada dentro de la categoría de explicativa y delineada como ¿casi experimental¿. El objetivo del estudio fue crear, desarrollar y observar las interacciones de una comunidad de aprendizaje cooperativa en el ciberespacio, constituida por bibliotecarios de referencia, de bibliotecas universitarias, interesados en la aplicación de las TICs en su trabajo diario. Ellos fueron invitados para participar como sujetos de la investigación, a través de mensajes en listas de discusión del área. La propuesta ofrecida fue la participación espontánea y gratuita, durante el segundo semestre de 2003, en una comunidad online llamada ¿CiberEduc¿, la cual fue construida en el ambiente TelEduc de la Unicamp. Un vídeo de presentación del CiberEduc quedó disponible para los interesados, en la cameraweb de la UNICAMP, para que pudiera ser visto vía Internet. Los 118 inscritos activos, la investigadora y su orientador formaron la comunidad de 120 cibereducados, originarios de Brasilia, DF y de 12 estados brasileños, El CiberEduc se estructuró a partir de una agenda que remitía a 14 actividades diferentes. Una entrevista inicial y otra al final fueron respectivamente, la primera y última actividad. Los datos colectados y analizados ofrecieron una visión de las interacciones de las personas con el ambiente, entre ellas mismas y de las contribuciones dadas al CiberEduc, tales como: divulgación de los archivos personales, dudas, críticas, sugestiones y cuestionamientos. EL número de accesos al CiberEduc fue de 2081. La suma de la frecuencia a todas las funciones dentro del ambiente fue de 13140. Los capítulos describen la formación de las funcionalidades y ambiente, el desarrollo de la comunidad CiberEduc y algunas contribuciones para el conocimiento científico sobre comunidades online de aprendizaje en colaboración. Por la cantidad y calidad de las interacciones demostradas en los resultados obtenidos, las consideraciones finales comprueban que fue desarrollada, de hecho, una comunidad de aprendizaje cooperativa online de las TICs / Mestrado / Educação, Ciencia e Tecnologia / Mestre em Educação