Submitted by Marta Toyoda (1144061@mackenzie.br) on 2018-02-09T19:36:53Z No. of bitstreams: 2 RENÊ DE ÁVILA MENDES.pdf: 2131022 bytes, checksum: 371eff9a643c4104cbd7ced2b556bab5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2018-02-22T13:28:09Z (GMT) No. of bitstreams: 2 RENÊ DE ÁVILA MENDES.pdf: 2131022 bytes, checksum: 371eff9a643c4104cbd7ced2b556bab5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-22T13:28:09Z (GMT). No. of bitstreams: 2 RENÊ DE ÁVILA MENDES.pdf: 2131022 bytes, checksum: 371eff9a643c4104cbd7ced2b556bab5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-09 / To properly deal with volume, velocity and variety data dimensions in educational contexts is a major concern for Educational Institutions and both Educational Data Mining and Learning Analytics Researchers have cooperated to properly address this challenge which is popularly called Big Data. Hardware developments have been made to increase computing power, storage capacity and efficiency in energy use. New technologies in databases, file systems and distributed systems, as well as developments in data transmission techniques, data management, data analysis and visualization have been trying to overcome the challenge of processing, storing and analyzing large volumes of data and the inability to meet simultaneously the requirements of consistency, availability and tolerance of partitions. Although the architecture definition is the main task in a Big Data system design, objective guidelines for the selection of the architecture and the tools for the implementation of Big Data systems were not found in the literature. The present research aims to analyze the main architectures for both batch and stream processing and to use one of them in the construction of a Big Data environment, providing important orientations to Researchers, Technicians and Managers. Academic data and logs of the Virtual Learning Environment Moodle of an Academic Unit of a Higher Education Institution are used. / Lidar adequadamente com as dimensões de volume, velocidade e variedade dos dados no contexto educacional é um importante desafio para as Instituições de Ensino, e Pesquisadores das áreas de Mineração de Dados Educacionais e Learning Analytics têm cooperado para tratar adequadamente este desafio, popularmente chamado de Big Data. Desenvolvimentos em hardware têm sido feitos para aumentar o poder computacional, a capacidade de armazenamento e a eficiência no uso de energia. Novas tecnologias de bancos de dados, sistemas de arquivos e sistemas distribuídos, além do desenvolvimento de técnicas de transmissão, administração, análise e visualização de dados têm tentado vencer o desafio de processar, armazenar e analisar grandes volumes de dados e a impossibilidade de atender simultaneamente os requisitos de consistência, disponibilidade e tolerância a partições. Embora a definição da arquitetura seja a principal tarefa em um projeto de sistema Big Data, não foram encontradas na literatura orientações objetivas para a seleção da arquitetura e das ferramentas para a implementação de aplicações Big Data. A presente pesquisa tem por objetivo analisar as principais arquiteturas para processamento em lote e em fluxo e utilizar uma delas na construção de um ambiente Big Data, fornecendo importantes orientações a Pesquisadores, Técnicos e Gestores. São utilizados dados acadêmicos e logs do Ambiente Virtual de Aprendizagem Moodle de uma Unidade Acadêmica de uma Instituição de Ensino Superior.

Learning Management Systems (LMSs) have become a larger part of teaching and learning in the modern world. Therefore has Moodle, a free and open source e-learning tool surfaced and gained a lot of attraction and downloads. A purpose of this study has been to develop a new local plugin in Moodle with guidelines from Magnus Eriksson and Tsedey Terefe. A purpose for this project has also been to build a plugin which has the functions Date rollover and Individual date adjustment. Mid Sweden University (Miun) stated that WebCT/Blackboard was in use before Moodle and some other LMSs and the dissatisfaction with WebCT/Blackboard was rife, however some teachers liked it. Therefore WebCT/Blackboard was abandoned and Moodle was embraced. The methods of gaining information has generally been web based sources and three interviews, likewise called user tests. Programs and other aids that have been used include but are not limited to: Google Drive, LTI Provider, Moodle, Moodle documentation, Notepad++, PHP and XAMPP. The plugin has been implemented as a local plugin. The result has shown that the coded plugin, Date adjustment tools could be improved and that it was changed. In the plugin, support for old American English dates were added and the code for using the two functions “Date rollover” and “Individual date adjustment” were rewritten to not interfere with one another. A conclusion to draw from the result is that the plugin has been improved from Terefe’s implementation, although more work can be made with the plugin Date adjustment tools.

Umeå University currently uses two Course Management System, Moodle and Sakai (Cambro). Both Moodle and Sakai are based on open source code and are today the two more popular choices among Swedish Universities. They both have different strengths and weaknesses both from a technical perspective and a user perspective. This can create problems for a course responsible/teacher when it comes to planning the course structure at a distance course but also when planning the course structure on a campus course that uses a Course Management System. With this as my starting point my formulations of questions become: How do the Course Management Systems that Umeå University uses differs, both from a technical perspective and user perspective? What possibilities is there in the Course Management Systems to use a different Course Structure? Is there a noticeable difference on the view of Course Management System of teachers and students at different departments? The purpose with my essay is to create a basis that course responsible/teacher can use to plan the course structure. For those teachers with a choice in which Course Management System they use, this essay can be used to see what Course Management System fits them the best. I have in my essay done a case study over the two Course Management System that are being used at Umeå University currently, Moodle and Sakai. The essay focuses on a technical perspective through a technical comparison of the systems that has been done with EduTools. The user perspective consists of interviews done with teachers and a survey done among students. The teachers and students are chosen through a theoretical selection. The conclusions that I have been able to draw is that through a technical perspective Sakai is to be preferred, it has tools and functions that Moodle is missing. From a user point of view there is no big difference between Moodle and Sakai. Although Moodle has a bigger share of users that leaves the Course Management System with a good general impression, than Sakai has. The research findings has also attracted attention to some problems in Moodle and Sakai that are in need of improvement, these are problems that both the teachers that have been interview and the students taking part of the survey have pointed out. The research findings has also attracted attention to some problems from the technical comparison and review done by The National Agency for Special Needs Education and Schools.

Nowadays many universities in the world apply technology enhanced learning in order to help students. Due to potentials that technology enhanced learning offers, nowadays education in all contexts is using it and universities in particular are trying to apply it. One such case is the University of Prishtina in Kosova that is subject of this thesis. University of Prishtina as the only public university in Kosova faces challenges when it comes to introduction of technology enhanced learning. Such a case is an initiative of one of the teachers that is called eMesimi. eMesimi is an e-learning system based on Moodle software that is used for offering courses for students in University of Prishtina since 2005. The idea of this research is to investigate students’ experiences using this system, combined with teachers’ opinion regarding the implementation of full scale e-learning system. For this purpose the research was led using the octagonal theoretical model for e-learning. The eight factors in this model have then been grouped in three major domains: educational, technological and organizational. This theoretical model was followed with empirical study using a questionnaire and mail interviews as data collection techniques. The questionnaire data have been collected from 60 students and have targeted issues regarding the educational and technology domain. The mail interviews where conducted with two teachers and addressed all domains, but the technological domain was addressed more from an attitude and requirements perspective. This approach was needed because none of the interviewed teachers have had previous experience with an e-learning system. The analysis of the data shows generally positive attitude among students for an e-learning system, while teachers’ answers raise some important issues that should be taken into consideration while implementing e-learning system.

La investigación surge como respuesta a la preocupación por las actitudes de rechazo y desinterés de los estudiantes frente a las asignaturas de teología, específicamente cristología; así mismo a la exigencia de la incorporación de la tecnología de la información y comunicación (TIC) en el proceso de enseñanza aprendizaje, potenciando así, la construcción del aprendizaje. Se propone la implementación del aula CristoAct, en la plataforma Moodle, como medio de apoyo a las sesiones presenciales de la asignatura de cristología; teniendo como objetivo demostrar que el uso del aula virtual CristoAct, mejora la actitud de los estudiantes frente a la asignatura de cristología de la Universidad Católica Santo Toribio de Mogrovejo. La metodología aplicada fue de tipo experimental, con diseño cuasi experimental de un sólo grupo, con pretest y postest. Teniendo como población, estudiantes matriculados en la asignatura de cristología distribuidos en 7 secciones; y como muestra a los estudiantes de la sección “G”. El grupo en estudio mejoró el nivel de actitud frente a la asignatura de cristología demostrando que la utilización del aula CristoAct ha facilitado espacios para compartir, interactuar y realizar la extensión de la temática en estudio, reflejándose los resultados en su rendimiento académico. La actitud positiva de los estudiantes se debió al uso del entorno virtual como elemento didáctico, ya que motivó a los estudiantes y acrecentó una actitud favorable frente a la asignatura; siendo reutilizables los recursos multimedia diseñados e implementados por el autor en cualquier plataforma y/o servidores de la web. / Tesis

The distribution and access to information by a much larger number of people on the Internet has grown in a exponential, way has been hard the which control of the originality of the information and facilitating the work of plagiarists users who make use of such information inappropriately. It is in this context that stands the importance of evalute the texts produced in the post-graduate and graduate courses in the classroom and distance modalities, that this paper proposes a new method to detect signs of plagiarism in academic work, which performs to searche similar fragments with web documents. The method developed analyzes the mosaic plagiarism, where the author shares copies of a work by changing only a few words without giving credit to the original work, and the bilingual plagiarism, where the contents of a document in English is translated for Portuguese without reference the original work. In addition, the method was implemented in an integrated tool and to the sending task module of the Moodle platform for access by desktop and by the mobile device aiming to empower the teachers the benefits of its utilization in the posting of work in a AVA, and implemented as a desktop computer system to allow users the access also outside theAVA Moodle. The results showed that the developed method reached satisfactory results in relation to other techniques found in literature, getting over a collection of 14 documents indexs of similarities ranging from 30.07% to 40% and with a precision in the returned results between 71.42 % and 96.15%. The experimental results of a translated document from English to Portuguese had a 100% accuracy in the returned results. / A distribuição e o acesso a informações por um número muito maior de pessoas na internet tem crescido de forma exponencial, o que vem dificultando o controle da originalidade de tais informações e facilitando o trabalho dos usuários plagiadores que fazem uso de tais informações de forma inadequada. Neste contexto que se destaca a importância de avaliar os textos produzidos nos cursos de pós-graduação e graduação, nas modalidades à distância e presenciais, que esta dissertação propõe um novo método para detecção de índicios de plágio em trabalhos acadêmicos, o qual realiza buscas por fragmentos similares com documentos da web. O método desenvolvido analisa o plágio mosaico, onde o autor copia partes de uma obra trocando somente algumas palavras sem dar crédito ao autor da obra original; e o plágio bilíngue, onde o conteúdo de um documento no idioma inglês é traduzido para o idioma português sem fazer referência à obra original. Além disso, o método foi implementado em uma ferramenta e integrada ao módulo de envio de tarefas da plataforma Moodle para acesso via desktop e pelo dispositivo móvel, visando potencializar aos professores os benefícios de sua utilização, já na postagem dos trabalhos no AVA; e implementada como um sistema computacional desktop para permitir aos usuários seu acesso também fora do AVA Moodle. Os resultados obtidos mostram que o método desenvolvido alcançou resultados satisfatórios em relação a outras técnicas encontrados na literatura, obtendo sobre uma coleção de 14 documentos índices de similaridades variando de 30,07% a 40% e com uma precisão nos resultados retornados entre 71,42% e 96,15%. Os resultados do experimento de um documento traduzido do inglês para o português teve uma precisão de 100% nos resultados retornados.

The goal of my master's thesis is a description of the Moodle learning management system, and demonstration of its usability in human resources supporting the whole process of systematical approach in training and further development of employees. In order to confirm its applicability I describe the real system implementation. My master's thesis also includes supporting objectives to support the main objectives. The purpose of their use is to introduce the reader to the problematic of training and further development. Supporting objectives are: to introduce the issue of training and further development of employees in organizations, introduction of systematical approach to training of employees in organizations, introduction of methods and forms of education with a focus on e-learning and blended learning and introduction of learning management systems and learning content management systems.

The thesis discusses the problems of e-learning for handicapped. It concerns creation of electronic courses for visually and hearing-impaired students. The main target is to create and publish a sample course for this groups of students. The course shows practical employment of methods and recommendations for creating study materials easily accessible for handicapped. Those methods and recommendations are described in the theoretical part of the thesis. The creation and publication of the sample course is completely carried out using freely available software applications and services. The operating procedure, advantages and limits of this approach are described as well as further possible development of the courses for handicapped. The thesis could then serve as one of the first theoretical and practical handbook for creating this type of courses. The first part sketches out the specifics of visually and hearing-impaired and various types of teaching these handicapped. In the second part of the thesis the rules and recommendations for a correct creation of an e-learning course for handicapped are explained. Principally the technical rules but also some pedagogical suggestions are focused. The last part of the thesis shows the method of creating an e-learning course for handicapped in the e-learning system Moodle using freely available audio-visual applications and publication services.

This thesis deals with the creation of an electronic course, designation of a reliable support system for testing and also with the preparation and suggestion of testing questions for a Computer hardware subject. Another part of the thesis is the appending Graphical User Interface (GUI) for generation of questions of type “Cloze”. It means “Embedded answer” in Moodle. Nonetheless, the significant part of the thesis is the designation of its own E-learning information system. This system enables the students to have the opportunity to educate themselves and also to get prepared for the successful completion by passing the electronic exam.

La investigación está encaminada a indagar el estado de uso de las tecnologías de la información y comunicación -TIC- con respecto a las plataformas virtuales por parte de los docentes y estudiantes en la Universidad Central del Ecuador, concretamente en el período que va desde marzo a diciembre del año 2014. La motivación para realizar esta investigación nace de la reflexión de la experiencia propia en el uso de tecnologías aplicadas a la educación y en el entorno donde nos desempeñamos. Se nos plantearon algunas interrogantes a partir de la aparición acelerada de entornos de aprendizaje con respecto a la educación y las herramientas de la web 2.0, las misma que se desarrollan de una manera sumamente vertiginosa; en algunos momentos nos encontramos excedidos, conscientes a la vez que esto genera una necesidad significativa en cualquiera que sea el contexto de formación. Desde el habitual texto hasta llegar a las novedosas redes de comunicación nos encontramos con una variedad de herramientas tecnológicas, como no había ocurrido anteriormente a lo largo de la historia de la educación. Las redes de comunicación y la información han marcado un punto importante en el avance del conocimiento científico, tecnológico, económico social y cultural, esto se ha sustentado en el uso de nuevas tecnologías que conllevan a un cambio significativo en el aprendizaje y todas las actividades humanas. Esta nueva realidad exige a los Estados un mayor compromiso y esfuerzo para elegir estrategias innovadoras para la construcción de una nueva sociedad; y, particularmente a la educación superior. El objetivo principal de la investigación fue: evaluar la plataforma virtual como recurso para el trabajo autónomo en la enseñanza de la universidad central del ecuador, determinando las competencias, importancia, frecuencias de uso y satisfacción. Para la fase de recogida de datos, se empleó dos cuestionarios para docentes los mismos que estaban orientados a indagar el nivel de habilidades digitales y el otro para ver satisfacción, ética y uso de la web 2.0. un cuestionario para estudiantes que media la satisfacción, ética y uso de la web 2.0. Entre las conclusiones más importantes de los análisis realizados podemos determinar que los docentes de la Universidad Central del Ecuador presentan porcentajes de conocimiento medianamente altos (43,10%Con respecto a procesos áulicos los docentes de la Universidad Central del Ecuador reportan un porcentaje alto de aplicación (43,10%) con respecto al (INDICADOR DE GESTIÓN ÁULICA) y de acuerdo a datos estadísticos obtenidos del artículo “La Integración de las TIC en la escuela realizado por la OEI, 2011”donde se evidencia que los docentes utilizan los recursos tecnológicos educativos (sitios, software y programas multimedia) en un 41,5%, aplican estrategias de uso de computadoras e internet con alumnos (secuencias didácticas, proyectos, etc.) en un 30,0%, producen contenidos y publicación en internet (sitios, blogs y otros) en un 11,3%, utilizan ambientes colaborativos en internet en un 8,9%. En base a estos resultados, es necesario propender a potenciar la utilización de recursos digitales dentro del aula, por lo tanto, es necesario que los docentes incorporen estos recursos a fin de fortalecer los procesos de enseñanza – aprendizaje para mejorar la calidad de educación superior.