Made available in DSpace on 2018-08-01T23:37:04Z (GMT). No. of bitstreams: 1 tese_10328_Dissertação Jhamille Roberts Tyler - Versão Final.pdf: 376468 bytes, checksum: 15a6d978ba80197dd461bbacd9a61191 (MD5) Previous issue date: 2016-12-15 / Este estudo visa refletir sobre a interligação do papel da língua inglesa e da tecnologia digital no processo de internacionalização do ensino superior e a construção de capital social (WARSCHAUER, 2003), por meio do acesso à informação e educação on-line. O estudo é baseado no pressuposto de que tanto a internet quanto o inglês são veículos para a inclusão social e acesso à informação (por exemplo, FINARDI; PREBIANCA; MOMM, 2013) e educação on-line (por exemplo, FINARDI; TYLER, 2015) e que o acesso à informação pode ser usado para fomentar o desenvolvimento de uma cidadania global e do capital social (WARSCHAUER, 2003). Finardi e Tyler (2015) analisaram o papel do inglês nos Cursos On-line Abertos Dirigidos a um Público Amplo (em inglês: Massive Open Online Courses MOOCs) concluindo que os MOOCs representam uma ferramenta importante para a socialização da educação, promovendo o desenvolvimento social e impulsionando a internacionalização da educação, ainda que a grande parte desses cursos esteja disponível apenas em inglês. Partindo das conclusões de Finardi e Tyler (2015), esta pesquisa entende que em países como o Brasil, o conhecimento do inglês é necessário para ampliar o acesso à maior parte das vantagens proporcionadas pelos MOOCs. Assim, com base na teoria Sociocultural de Vygotsky, no uso de abordagens híbridas (por exemplo FINARDI, 2015; FINARDI; PREBIANCA; SCHMITT, 2016), na teoria da Interação Humano-Computador e da Modificabilidade Cognitiva Estrutural que embasaram estudos que propuseram matrizes de avaliação de softwares educacionais para o ensino/aprendizado de inglês levando em consideração as características ergonômicas e pedagógicas dos mesmos (por exemplo, PREBIANCA; SANTOS JÚNIOR; FINARDI, 2014; PREBIANCA; VIEIRA; FINARDI, 2014; FINARDI et al., 2014) esta dissertação tem como objetivo elaborar uma matriz de avaliação do potencial de adaptabilidade dos MOOCs em inglês para usuários que são falantes não nativos desse idioma. A metodologia de pesquisa é de cunho qualitativo e também se insere na perspectiva da metodologia de desenvolvimento (COUTINHO; CHAVES, 2001), e se apresenta em duas fases: a análise de necessidades que se caracteriza pela revisão de literatura com dados coletados a partir de um levantamento bibliográfico para formação do corpus, e a elaboração de uma matriz para avaliar o potencial de adaptabilidade de MOOCs com base em critérios pedagógicos, ergonômicos e de usabilidade.

In massive open online courses (MOOCs), a pressing need for an efficient automated approach of identifying keyphrases from MOOC video lectures has emerged. Because of the linear structure of MOOCs and the linear way in navigating the content of MOOCs, learners have difficulty to know the main knowledge addressed in MOOC video lectures and spend too much time navigating among to find the right content matching their learning goals. A feasible solution is automatic provision of keyphrases associated with MOOC video lectures that can help learners quickly identify a suitable knowledge and efficiently navigate to desired parts of MOOC video lectures without spending too much time to expedite their learning process. Keyphrases in MOOCs demonstrate three unique features: (1) low-frequency occurrence, (2) advanced scientific or technical concepts, and (3) late occurrence. Existing approaches to automatic keyphrases extraction (either supervised or unsupervised) do not consider these unique features, causing them to produce unsatisfactory performance when utilized to extract keyphrases from MOOC video lectures. In this dissertation, we propose $SemKeyphrase$, an unsupervised cluster-based approach for keyphrase extraction from MOOC video lectures. $SemKeyphrase$ incorporates a new semantic relatedness method and ranking algorithm, called $PhraseRank$. The proposed semantic relatedness method incorporates a novel metric that combines two scores ($WSem$ and $CSem$) to efficiently compute the semantic relatedness between candidate keyphrases in MOOCs. The $PhraseRank$ algorithm involves two phases when ranking candidate keyphrases: ranking clusters and reranking top candidate keyphrases. The first phase of $PhraseRank$ leverages the semantic relatedness of candidate keyphrases with regard to the subtopics of a MOOC video lecture to measure the importance of candidate keyphrases, which are further used to rank clusters of candidate keyphrases. Top candidate keyphrases from top-ranked clusters are then determined by a proposed selection strategy. The second phase of $PhraseRank$ reranks the top candidate keyphrases using a new ranking criterion and generates ranked top-K keyphrases as the final output. Experiment results on a real-world dataset of MOOC video lectures show that $SemKeyphrase$ outperforms other state-of-the-art methods.

Thesis advisor: Matthias von Davier / Massive Open Online Courses (MOOCs) are used by many educators for professional development (PD). However, only a few studies explored what educators’ goals in PD-MOOCs are and whether educators with different goals interact with MOOCs in different ways. These issues are addressed in three related studies described in this work. First, I conducted a literature review on MOOCs for educators and identified underexplored topics and underutilized data collection and analysis methods. I found that a few studies looked at educators’ learning motivations and none linked them to complex engagement patterns as measured using log data. In the second study, I used natural language processing (NLP) to identify teachers’ motivations in four MOOCs (n = 3,212) based on their responses to open-ended and Likert-style survey items. I also examined the association between these motivations, participants’ intention to complete the course, and actual completion. Three motivation groups were identified: Intrinsic, Professional, and Prosocial (i.e., taking the course to help students or improve the educational system). Participants with intrinsic motivations were less likely and those with prosocial motivations were more likely to plan to complete the course or to complete it even after accounting for initial intentions. In the third study, I compared the engagement processes of the three motivation groups in one course (n = 969). I found that the intrinsic motivation group was the most engaged during the course, but the prosocial group was the most engaged by its end. The prosocial participants were also the most interested in the course’s forum. These findings have theoretical and practical implications for the study of MOOCs and educators’ PD in general. They can, for example, be used to enhance PD design in a way that helps educators meet their individual goals. Rethinking the design of educators’ PD courses this way can potentially affect their teaching practice and thus, improve education for their students, as well. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Measurement, Evaluation, Statistics & Assessment.

A educação ambiental (EA) foi reconhecida como um elemento importante para combater a crise socioambiental global, devendo estar presente em todos os níveis de ensino brasileiro desde 1981. Sua inserção na formação inicial dos professores, porém, parece estar ainda pouco consolidada e sua abordagem pela formação continuada está circundada de problemas. Assim, este trabalho partiu da hipótese de que os MOOCs (massive open online courses) - uma recente modalidade de educação a distância - de modo geral, podem ser considerados como uma alternativa viável para a realização da formação continuada em EA pelos docentes e que muitos dos MOOCs relacionados com a temática socioambiental já existentes possuem potencial para tal tipo de formação, mesmo que apenas em caráter complementar. Nesse sentido, o presente estudo objetiva: (1) identificar os assuntos relacionados à temática socioambiental que estão sendo abordados pelos MOOCs disponíveis em diferentes plataformas online e, também, a maneira como estes cursos estão estruturados; (2) analisar se estes cursos possuem potencial (ou não) para a formação continuada de professores na área de educação ambiental; e (3) investigar junto aos professores as possibilidades, limitações e perspectivas acerca da utilização dos MOOCs para a formação continuada em EA. Trata-se de um estudo descritivo-exploratório de abordagem quanti e qualitativa, com coleta de dados por meio de levantamentos, questionário e formação de um grupo focal com professores da E. E. \"Professor Hélio Nehring\" do município de Piracicaba/SP. A análise de resultados se deu através de estabelecimento de categorias e tabulação dos dados, análise documental e análise de conteúdo. Dos 161 MOOCs analisados, 4% apresentaram seus títulos e descrições (e/ou vídeos introdutórios, quando estes estavam disponíveis) relacionados com a temática socioambiental. Apesar da variação dos assuntos tratados nesses cursos, o enfoque parece tender levemente às ideias de sustentável e sustentabilidade. Apenas três cursos relacionados com a temática socioambiental apresentaram características favoráveis a formação continuada na área de EA, como forma de ampliação e aprofundamento de saberes socioambientais, e foram selecionados para serem utilizados nos encontros com o grupo focal de professores: As Alterações Climáticas nas Mídias Escolares, da plataforma Miríada X; Liderando o Desenvolvimento Sustentável das Cidades, da plataforma edX; e Introdução à Sustentabilidade, da plataforma Coursera. Das falas dos professores participantes desta pesquisa, emergiram 48 categorias iniciais, 14 intermediárias e quatro finais. Como principais resultados, evidenciou-se que os professores acreditam que os MOOCs poderiam ser utilizados para a formação continuada em EA (e para a formação continuada de modo geral) como forma de enriquecimento da formação, mas fazem considerações quanto aos meios de valorização profissional e sobre a estrutura dos MOOCs, que na opinião dos docentes deveria sofrer alguns ajustes para um melhor aproveitamento do curso, e ressalvas quanto essa utilização pelo medo da substituição do professor e da massificação da formação continuada. A relevância deste estudo é justificada pela rápida e crescente popularização dos MOOCs e pela necessidade de novos modelos para a formação continuada de professores em EA, visto a carência dessa temática na formação inicial dos educadores, as dificuldades encontradas para supri-la na formação continuada e sobretudo, dada sua importância para contornar a crise socioambiental global. Espera-se que a presente pesquisa introduza perspectivas no campo da formação continuada de professores em EA pelo ensino a distância, ao reconhecer MOOCs já existentes que poderiam ser utilizados nesse tipo de formação e ao mostrar a opinião dos professores acerca dessa alternativa. Espera-se também que os resultados obtidos neste estudo possam contribuir com futuros trabalhos que objetivem a criação de MOOCs direcionados, especificamente, para a formação continuada de professores em EA. / Environmental education (EE) has been recognized as an important element when seeking solutions to the global socio-environmental crisis, having been present in all levels of the Brazilian education since 1981. Its insertion in the initial formation of teachers, however, still seems to be not consolidated, while its approach to continuing education is also surrounded by problems. Thus, this work was based on the hypothesis that MOOCs (massive open online courses) - a new modality of distance education - can generally be used as a viable alternative for the continuing education of teachers in EE, and that many of the existing MOOCs related to socio-environmental issues have the potential for such education modality, even if only in a complementary way. Therefore, the present study aims to: (1) identify the subjects related to the socio-environmental theme that are being addressed by the MOOCs available in different online platforms and also the way these courses are structured; (2) analyze whether these courses have the potential (or not) for the continuing education of teachers in the area of environmental education; and (3) investigate together with teachers the possibilities, limitations and perspectives about the use of MOOCs for the continuing education in EE. This is a descriptive-exploratory study of both quantitative and qualitative approach, with data collection through surveys, questionnaire and formation of a focus group with teachers from the E. E. \"Professor Hélio Nehring\" school in the city of Piracicaba/SP. The results analysis was done through the establishment of categories and data tabulation, document analysis and content analysis. Of the 161 MOOCs analyzed, 4% presented their titles and descriptions (and / or introductory videos, when they were available) related to the socio-environmental theme. Despite the variation of the subjects dealt within these courses, the approach seems to tend to the ideas of sustainability. Only three courses related to the socio-environmental theme presented characteristics favorable to continuing education in the area of EE, as a way of amplifying and deepening socio-environmental knowledge, and were selected to be used in meetings with the teachers\' focal group: Climate Change in School Media, of the Miríada X platform; Leading the Sustainable Development of Cities, of the edX platform; and Introduction to Sustainability, of the Coursera platform. From the statements of the teachers participating in this research, 48 initial categories emerged, 14 intermediate and four final. The main results showed that teachers believe that MOOCs could be used for continuing education in EE (and for continuing education in general) as a way of enriching the education, but they make considerations as to the means of professional appreciation and the structure of MOOCs, which in their opinion should be adjusted for a better use of the course, and stresses such use because of the fear of the replacement of teacher and the massification of continuing education. The relevance of this study is justified by the rapid and growing popularization of MOOCs and the need for new models for the continuing education of teachers in EE, given the lack of this theme in the initial formation of educators, the difficulties encountered in providing it in continuing education, and especially given its importance in circumventing the global socio-environmental crisis. It is hoped that the present research will introduce perspectives in the field of continuing education of teachers in EE by distance learning, by recognizing existing MOOCs that could be used in this type of training and by showing teachers\' opinions about this alternative. It is also hoped that the results obtained in this study may contribute to future work that could target the creation of MOOCs with a focus on the continuing education of teachers in EE.

La denominada "web 2.0", distinguida por sus herramientas como blog, wikis y redes sociales, facilita desarrollar conocimiento a partir de encontrarse con otras personas, compartir ideas y colaborar en resolver un desafío compartido. Esto también hace que cada vez más se habla no de "aprendizaje a distancia" o inclusive de "aprendizaje en línea" sino de "aprendizaje conectado" ("connected learning"), ya que la geografía y el medio no son lo que define de esta nueva forma de aprendizaje. Entonces ¿qué es el aprendizaje conectado y que implica para el aprendizaje superior en el futuro? Para contestar esta pregunta, este artículo analizala evolución entrelazada dela teoría y práctica del aprendizaje conectado para evaluar el potencial, implementación y desafíos a futurodel aprendizaje conectado en el contexto de la educación superior.

Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The development of technology and scale of online education considerably outpace efforts to evaluate and understand how well it is succeeding at improving outcomes. As a response and after reviewing current literature and relevant theories, in this dissertation, three research directions have been identified, as critical steps toward better understanding MOOC success: 1.How does a learner’s motivation influence their outcomes? 2. How does a learner’s motivation influence their performance and engagement within a MOOC? 3. How does a learner’s performance and engagement within the course influence their outcomes? Given these three research questions, three studies have been conducted to analyze both MOOC learner motivation and learning activities via taking into account learner data before, during, and after taking a MOOC. This research considers success at two stages: during the course itself (course completion), and the student’s post-course career development. The results of Study 1 showed that course completers tend to be more interested in the course content, whereas non-completers tend to be more interested in MOOCs as a type of learning experience. Learners who complete the course tend to have more self-efficacy for their ability to complete the course, from the beginning. Grit and goal orientation are associated with course completion, with grit predicting course completion independently from intention to complete, and with comparable strength. Study 2 investigated 5 behavioral thresholds in addition to just looking at course completion alone and looked into how each of the 5 types may link to the different motivational aspects included in the pre-course survey. The results indicated that emerging patterns unique to the MOOC environment could be related to various learning needs that require engagement with the course materials on varied levels. For example, skipping introductory videos might relate to learners intention of focusing on a sub-set of the course materials. Results of Study 3 showed that career advancers earn better scores and are more likely to complete the course. Career advancers also engaged more frequently with all key course components such as course pages, lecture videos, assignment submissions, and discussion forums. However, when further examining interaction behaviors within discussion forums, advancers tend to be forum lurkers who frequently read the forums but were less likely to post, comment, or vote. The results of these studies can increase our understanding of MOOC learner success and help inform a framework that evaluates a MOOC learner’s success in a comprehensive way.

abstract: The concept of Linked Data is gaining widespread popularity and importance. The method of publishing and linking structured data on the web is called Linked Data. Emergence of Linked Data has made it possible to make sense of huge data, which is scattered all over the web, and link multiple heterogeneous sources. This leads to the challenge of maintaining the quality of Linked Data, i.e., ensuring outdated data is removed and new data is included. The focus of this thesis is devising strategies to effectively integrate data from multiple sources, publish it as Linked Data, and maintain the quality of Linked Data. The domain used in the study is online education. With so many online courses offered by Massive Open Online Courses (MOOC), it is becoming increasingly difficult for an end user to gauge which course best fits his/her needs. Users are spoilt for choices. It would be very helpful for them to make a choice if there is a single place where they can visually compare the offerings of various MOOC providers for the course they are interested in. Previous work has been done in this area through the MOOCLink project that involved integrating data from Coursera, EdX, and Udacity and generation of linked data, i.e. Resource Description Framework (RDF) triples. The research objective of this thesis is to determine a methodology by which the quality of data available through the MOOCLink application is maintained, as there are lots of new courses being constantly added and old courses being removed by data providers. This thesis presents the integration of data from various MOOC providers and algorithms for incrementally updating linked data to maintain their quality and compare it against a naïve approach in order to constantly keep the users engaged with up-to-date data. A master threshold value was determined through experiments and analysis that quantifies one algorithm being better than the other in terms of time efficiency. An evaluation of the tool shows the effectiveness of the algorithms presented in this thesis. / Dissertation/Thesis / Masters Thesis Computer Science 2016

Context. SE is a growing field in both academia and industry, online SE education becomes more and more prevalent recent years. Massive Open Online Courses, as an emerging type of open educational resource, provide SE courses a much wider development space. But on the other hand, MOOCs limit SE courses because its low completion rate. Game elements are used to address this issue, but the impact of game elements on completion rate of specific MOOCs and SE courses in MOOCs are not clear. It is necessary to find whether and how game elements could help students finish SE courses. Explore the method and idea of improving SE courses in MOOCs through game elements. Objectives. In this study authors investigate what game elements are applied in SE courses in MOOCs platforms, evaluate the impact of MOOCs game elements on SE courses completion situation. Based on the analysis and summary of the data and result, propose suggestion to improve SE courses. Methods. Authors conduct a systematic literature to find the game elements used in SE courses in MOOCs. Conducting the survey to get the data of the MOOCs game elements on completion situation in general and data of survey is analyzed by mathematical statistics. The interview is used to find how the game elements of MOOC and SE education simulation impact on learning SE courses on MOOCs by inductive content analysis. Results. In systematic literature review, 23 studies are selected from 358 papers of six databases. Forty-one responses of questionnaires are received and twenty interviewees take part in this study. Authors find that game elements have been applied in MOOCs in various ways and research results about effort of game elements are positive. In this study, the results of analyzing the received data in survey show that there is no significant impact of game elements on course completion rate. The interview shows that specific game element is necessary for students finishing their courses and some game elements are not well designed in students’ perspective. Two specific suggestions to improve SE courses are proposed according to survey and interview result. Conclusions. This research collects data through SLR, survey and interview, and evaluates the impact of game elements on SE course completion situation through analysis, comparison and summary. The result is helpful to people who design and develop the game elements in MOOCs platform. Focusing on the character of SE education and SE courses, some suggestion of designing and modifying the game elements are provided. This enables the game elements designer to target designing and arranging game elements better.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第22576号 / 情博第713号 / 新制||情||122(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 吉川 正俊, 教授 鹿島 久嗣, 教授 田島 敬史 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

Although MOOCs have not lived up to previously breathless predictions of disruption, they have had an outsized influence on university administrators who see online learning as a “savior solution” for ever-shrinking budgets. Despite lower student persistent rates, faculty skepticism, and burdensome faculty workloads, the general public and administrative embrace of online learning has been enthusiastic, which may be explained in part using Foucault’s concept of the episteme to view the convergence of the parallel tracks of educational and technological development--the idea of a kind of mechanism for learning. While MOOCs once promised “best professors,” other institutions now promise the “best designed” mechanisms for learning, certified through corporatized quality assurance programs and learning management systems. While this may be appropriate for shopping educational products in a neoliberal marketplace, it seldom addresses human needs. Moreover, the temporal and human constraints that online promises to banish, in fact, continue to exist. Therefore, a more realistic examination of psychological and social factors, pedagogical tools, and the nature of online communication, is needed in order to create a more humane way of teaching, and learning.