Este trabalho tem como objetivo identificar os Fatores CrÃticos de Sucesso (FCS) da gestÃo da aprendizagem dos cursos de graduaÃÃo a distÃncia da UFC Virtual na visÃo de seus principais atores e sujeitos, ou seja, gestores acadÃmicos, alunos e professores/tutores. Aborda como fundamentaÃÃo teÃrica aspectos conceituais sobre gestÃo da aprendizagem, como tambÃm apresenta o cenÃrio do EaD no Brasil e as polÃticas publicas da educaÃÃo dando Ãnfase ao programa da Universidade Aberta do Brasil (UAB). Caracteriza-se como uma pesquisa quantitativa que se centra na objetividade. Recorre à linguagem matemÃtica para descrever as causas de um fenÃmeno, utilizando procedimentos estruturados e instrumentos formais para coleta de dado. O lÃcus da pesquisa foram os pÃlos do Instituto UFCVirtual. Foi realizado um levantamento tendo como a principal caracterÃstica a aplicaÃÃo de um questionamento online com perguntas fechadas, direto com as pessoas relevantes para a pesquisa. O universo foi composto por gestores de cursos, tutores e alunos dos pÃlos (Fortaleza, Caucaia, Russas e QuixadÃ) matriculados nos Ãltimos semestres dos cursos. Estas perguntas estÃo distribuÃdas nas dimensÃes da gestÃo da aprendizagem de curso superior em EaD, conforme modelo de Roesler e Sartori (2005), que sÃo: Desenho pedagÃgico, produÃÃo de material didÃtico, sistema tutoria e secretaria acadÃmica Os dados foram analisados utilizando o mÃtodo de escala ordinal atravÃs de dados estatÃsticos. Foram identificados 10 itens como FCS apÃs o levantamento criterioso das respostas. A partir da consulta entre gestores acadÃmicos, tutores e alunos extraÃram-se os itens de cada dimensÃo do modelo de Sartori e Roseler (2005) sobre a estrutura da gestÃo da aprendizagem que se destacaram como os FCS com base na porcentagem da freqÃÃncia relativa (Fr) considerados como sendo os de maior importÃncia para manter o bom Ãxito nos cursos, sÃo: (1) PÃlo dispÃe de biblioteca de apoio com material do curso, (2) Salas para os encontros estÃo sempre limpas, iluminadas e climatizadas, (3) Equipamentos se encontram em condiÃÃo de uso durante a disciplina, (4)A Presencialidade virtual, (5) CoerÃncia da teoria e da prÃtica do curso escolhido, (6) Aula totalmente à distÃncia, (7) AceitaÃÃo da universidade pelo mercado de trabalho, (8) PÃlo fornece e possibilita o acesso a internet, (9) A forma de avaliaÃÃo no EaD, (10) OrganizaÃÃo do sistema de tutoria com o curso e os alunos para atender o processo de aprendizagem. Conclui-se, portanto que a coordenaÃÃo geral dos cursos em EaD precisa melhorar as condiÃÃes de trabalho nos pÃlos e buscar meios de integraÃÃo com os principais sujeitos da metodologia em EaD. / This work aims to identify the Critical Success Factors (FCS) of the learning management of undergraduate distance courses of UFC Virtual in the view of its main actors and subjects, that is, academic managers, students and teachers / tutors. It covers as theoretical foundation conceptual aspects about learning management, but also presents the scenario of EaD in Brazil and the public policies of education emphasizing the program of the Open University of Brazil (UAB). It is characterized as a quantitative research that focuses on objectivity. It uses mathematical language to describe the causes of a phenomenon, using structured procedures and formal instruments for data collection. The locus of the research was the poles of the Instituto UFCVirtual. A survey was carried out with the main characteristic being the application of an online questioning with closed questions, direct with the people relevant to the research. The universe was composed by managers of courses, tutors and students of the poles (Fortaleza, Caucaia, Russas and QuixadÃ) enrolled in the last semesters of the courses. These questions are distributed in the dimensions of upper level learning management in distance learning, according to Roesler and Sartori (2005) model, which are: Pedagogical design, production of didactic material, tutoring system and academic secretariat The data were analyzed using the method of Ordinal scale through statistical data. Ten items were identified as FCS after a careful survey of the responses. From the consultation between academic managers, tutors and students, the items of each dimension of the Sartori and Roseler model (2005) on the structure of learning management were extracted, which stood out as the FCS based on the percentage of the relative frequency (Fr ) Are considered to be the most important to maintain success in the courses: (1) Campus has a support library with course material, (2) Meeting rooms are always clean, light and air-conditioned, (3) Equipment is in use condition during the course, (4) Virtual presence, (5) Coherence of theory and practice of the course chosen, (6) Distance learning class, (7) Acceptance of university by the job market, (8) Pole provides and enables access to the internet, (9) The form of assessment in the EaD, (10) Organization of the mentoring system with the course and the students to attend the learning process. It is concluded, therefore, that the general coordination of the courses in EaD needs to improve the conditions of work in the poles and to seek means of integration with the main subjects of the methodology in EaD.

(in English): The main aim of this diploma thesis is to chart the cooperation of the assistant of pedagogue and the teacher in the management of a pupil's learning activities from the point of view of both the assistant of pedagogue and the teacher. In the theoretical part, attention is paid to the very definition of the position of the assistant of pedagogue and the learning activities of the pupil in the educational process. It also specifies the cooperation of the assistant of pedagogue with the teacher, in particular their teamwork and preparation for learning, including joint planning, implementation and evaluation. The empirical part is based on quantitative research in the form of online questionnaire survey which was prepared in two versions for the assistants of pedagogue and the teachers. Based on the results, the most important conditions and specifics of the cooperation between assistants of pedagogue and teachers in the management of pupil's learning activities within inclusive education are identified

Der Einsatz digitaler Medien hat in der nationalen Hochschullehre Tradition. Lernmanagementsysteme (LMS), E-Learning, Blended Learning, etc. sind Schlagwörter im Hochschulalltag. Allerdings stellt sich die Frage, was LMS und Blended Learning im Zeitalter digitaler Vernetzung und der herangewachsenen Generation der “Digital Natives” leisten (können bzw. sollen)? Die Verbreitung neuer Technologien im Zusammenhang mit neuen Lehr- und Lernkonzepten wie OER, MOOCS, etc. macht zudem die Entwicklung von Analytics-Instrumenten erforderlich. Das ist auch im nationalen Diskurs von großem Interesse und legt neue Handlungsfelder für Hochschulen offen. Doch es stellt sich die Frage, warum Learning Analytics (LA) bzw. Academic Analytics (AA) bisher nur in einem geringfügigen Maße an deutschen Hochschulen erfolgreich zum Einsatz kommen und warum eine Nutzung insbesondere in LMS, wie zum Beispiel OPAL, nicht ohne Weiteres realisierbar erscheint. Hierzu sollen Einflussfaktoren, die die Implementierung von LA- und AA-Instrumenten hemmen, identifiziert und diskutiert werden. Aufbauend darauf werden erste Handlungsfelder vorgestellt, deren Beachtung eine verstärkte Einbettung von LA- und AA Instrumenten in LMS möglich machen soll.

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Denna uppsats utgår från att förändring är kopplad till lärande, vilket i sin tur sker i relationer genom kommunikation. Studien bidrar till kunskap om organisatoriskt lärande och digitalisering inom socialtjänsten. Digitalisering är en förändring men kommer också att initiera förändring och skapa lärande i en organisation. Syftet med studien är att ta reda på hur ett digitalt verktyg kan användas som stöd i en lärande organisation. Metoden som används är semistrukturerade intervjuer och insamling av data med hjälp av ett digitalt verktyg. Studien visar att ett digitalt verktyg kan användas för att samla in den kunskap och de erfarenheter som gjorts i en organisation inom socialtjänsten. Den teoretiska ram som används är Scheins förändringsteori och en analysmodell som bygger på teman som förändring, lärande, drivkraft och digitalisering. Resultaten visar att för att få bästa effekt och ha möjlighet att skapa organisatoriskt lärande måste införandet av ett digitalt verktyg planeras och vara väl genomtänkt. Införandet måste förankras hos medarbetarna och medarbetarna måste få stöd under hela införandet och ges möjlighet att förstå varför verktyget ska användas och hur. Det är viktigt att den person som ställer frågor i ett digitalt verktyg också ger feedback till respondenterna och tydligt visar vilket värde svaren har för hela organisationen. Begränsningarna med studien är att den endast genomfördes i en organisation under speciella förutsättningar. / This essay assumes that change is linked to learning, which in turn takes place in relationships through communication. The study contributes to knowledge about organizational learning and digitalization in social services. Digitalisation is a change but will also initialize change and create learning in an organisation. The purpose of the study is to find out how a digital tool can be used for support in a learning organisation. The method used are semi-structured interviews and collection of data by a digital tool. The research indicates that a digital tool can be used to collect the knowledge and experiences made in an social service organisation. The theoretical frame that are used is Schein's theory of change and an analytical model based on the themes of change, learning, drive and digitalisation. The results indicate that in order to have the best effect and have the opportunity to create organisational learning, the introduction of a digital tool must be planned and well thought out. The introduction needs to be anchored in the employees and the employees need to be supported throughout the introduction and given the opportunity to understand why the tool should be used and how. It is important that the person who asks questions in a digital tool also provides feedback to the respondents and clearly shows the value of the answers for the entire organisation. The limitations of the study are that it was only conducted in one organisation with special conditions.

This study examines and aims to disclose the current policies and practices of Training and Development (T&D) within Kuwaiti government and private/joint-venture organisations. The literature review indicates that although much attention has been devoted in studying Training and Development practices, a very few focus on T&D related factors on organisation performance in developing countries. The literature also indicates the need for considering these factors in order to have a better T&D effectiveness, and hence organisation overall performance. In this study the Training for Impact model was adopted and tested within Kuwaiti context in terms of training needs assessment and evaluation and follow-up. This research uses data collected from 100 organisations in Kuwait. 50 of these were government and 50 private /joint venture listed in Kuwait Stock Exchange. Therefore, all managers (100 training personnel) who are in charge of T&D function/programmes, were samples of the respondents of the present study. The main data collection methods adopted by this study were interviews (semi-structured) and "drop-in and pick-up" self-completion questionnaires. The data were quantitatively analysed and triangulation of quantitative findings was carried out in order to find out the difference between the two sectors in Kuwait in terms of T&D practices and related factors. To establish a causal connection between related factors and identified dimensions (T&D effectiveness, organisational rating, and satisfaction with evaluation process), a multiple regression technique was employed. The major findings of this study are noted below: Results indicate that the majority of the investigated organisations do not have a formal T&D system. T&D programmes are still carried out on a piecemeal basis rather than a systematic long-term policy. Findings which were common among the majority of the approached organisations were absence of a systematic organisational training needs analysis, use of conventional training methods, lack of effective procedures for T&D evaluation. The study explores the training personnel's way of thinking towards their T&D function and to the proposed T&D dimensions framework (integrated HRD strategy, top and line management commitment, a supportive formal system, T&D mechanism, organisational culture, and training budget). The findings indicate that most of the training personnel perceived these dimensions as providing motivation, commitment and support to their T&D function. Six main factors were found to influence T&D practices in government and private/joint venture organisations. These factors are: top management commitment, mutual support between organisational philosophy and T&D activities, line management support T&D involvement in organisation strategy, T&D policies and plans, and T&D effects on employees self-development. The study also identifies T&D effects on organisation performance in Kuwaiti organisations in terms of eliminating problems; increasing commitment and motivation; fulfilling individual needs and personal objectives, improving interpersonal and interdepartmental relations, improving quality of goods and services; and leading to effective utilisation and investment in human resources. In addition the study establishes a causal connection of T&D related factors with performance dimensions, organisation rating, and satisfaction of T&D evaluation. The author recommends that for the T&D function to be treated as seriously as other organisational functions, then Kuwaiti training personnel, as well as top and line management, need to be more willing to play proactive and strategic organisational roles in T&D activities.

This interpretive research study examines peer leadership in a distributed online MBA community of practice at New States University (NSU pseudonym, based in USA). It explores ways in which faculty members in a global business course, NMBA616 (pseudonym), negotiate relationships, meaning and identity in their efforts to be effective teachers and address their own needs for professional growth and development. The research participants provide insights about community formation and function in a virtual domain where they work together at a distance without meeting face-to-face. The study appears to be a new application of culture code methodology, symbolic interactionism and social learning theory as they conjoin on social, psychological and organizational levels. To my knowledge it is the first study of an MBA virtual community of practice. Research interviews were conducted primarily by distance using web-based technology, teleconferences and email, as well as some face to face discussion. The central questions are: 1) To what extent does a distributed faculty team in an online global business management course constitute a community of practice? 2) What is the nature of faculty relationships in the online global business management course? and 3) What are the leadership issues in a virtual practice setting? Findings reveal that online community practitioners are resourceful in creating peer leadership that is embedded within the group and its relationships. The study is motivated by my personal interests and professional experience, as well as by the quest of online colleagues for ways to assess, support and improve themselves and their practice. Building on personal experience as an online business communications instructor, the thesis presents an example of peer leadership in a virtual global business community of practice and in its completion stands as a case study.

Submitted by Claudia Rocha (claudia.rocha@udesc.br) on 2017-12-07T12:49:04Z No. of bitstreams: 1 PGEF16MA053.pdf: 1576798 bytes, checksum: 649706432937dc5a8116984a2bb20aa7 (MD5) / Made available in DSpace on 2017-12-07T12:49:04Z (GMT). No. of bitstreams: 1 PGEF16MA053.pdf: 1576798 bytes, checksum: 649706432937dc5a8116984a2bb20aa7 (MD5) Previous issue date: 2016-02-15 / FAPESC / The future behavior estimate of minimum, medium and maximum discharges of a watershed is essential to elaborate themanagement plan of its water resources.There are two modelling approaches to generate predictions series: models that consider the physical processes occurring in the basin and data-oriented models.This work aims to evaluate dataoriented models, among which the most popular are the Artificial Neural Networks (ANN). The Regression Trees (RT) also have great potential for this kind of application, but they are not so widespread in Hydrology, which is why they were included in this work. These models were evaluated in the Upper Canoas basin, whose outlet coincides with Rio Bonito Station. In the first chapter, the objective was to evaluate the performance of an ANN method called Multi Layer Perceptron (MLP) in closed-loop mode to estimate daily discharge, considering different input vectors in order to assess the most appropriate combinations. The input vectors data series were composed of observed precipitation, evapotranspiration and discharge of the previous day. The training was held in open-loop mode, where all model input treatments were constituted of observed flow rate of the previous day (t-1) among other variables. To simulate the flow in the test period was the MLP used for open-loop and closed-loop mode, the latter being composed of a simulated flow of entries in t-1. The combination of input vectors with the best performance constituted of daily rainfall of the four rainfall stations, rainfall with t-2 days delay of the same four stations and discharge with t-1 day delay. The second chapter presents an evaluation of modeling performance in the monthly scale comparing some RTs (M5P, REP Tree and Decision Stump) and the MLP ANN. The experiment was set up with one period for training and two periods for testing. Among the RTs, the M5P produced the best results. In one of the test periods, M5P presented similar performance to the MLP, being considered an interesting alternative to using ANNs / A estimativa do comportamento futuro das vazões mínimas, médias e máximas de uma bacia hidrográfica é fundamental para a elaboração do plano de gerenciamento dos seus recursos hídricos. Existem duas abordagens de modelos que possibilitam gerar séries de previsões: a abordagem dos modelos baseados nos processos físicos que ocorrem na bacia e a abordagem dos modelos orientados a dados. Esta dissertação se propõe a avaliar modelos orientados a dados, dentre os quais, os mais populares são as Redes Neurais Artificiais (RNAs). As Árvores de Regressão (RT) também apresentam grande potencial de aplicação, embora pouco difundidas na Hidrologia, motivo pelo qual estão incluídas neste trabalho. Estes modelos foram avaliados na bacia hidrográfica do Alto Canoas, cujo exutório coincide com a Estação Rio Bonito. No capitulo 1, o objetivo foi avaliar o desempenho de uma RNA do tipo Multi Layer Perceptron (MLP), em modo closed-loop, tratandose diferentes combinações de vetores de entrada, visando determinar o mais adequado para estimar as vazões diárias. Os vetores de entrada foram constituídos de séries observadas de precipitação, evapotranspiração e da vazão do dia anterior. O treinamento foi realizado em modo open-loop, em que todos os tratamentos de entrada do modelo foram constituídos pela vazão observada do dia anterior (t-1) entre outras. Para a simulação da vazão no período de teste foi utilizada a MLP em modo open-loop e closed-loop, sendo a última composta por uma das entradas a vazão simulada em t-1. A combinação de vetores de entrada que apresentou melhor desempenho foi constituído pelo registro da precipitação diária nas quatro estações pluviométricas, precipitação com atraso de t-2 dias para as mesmas quatro estações e vazão em t-1. O capitulo 2 apresenta a avaliação do desempenho, na escala mensal, de algumas RTs (M5P, REP Tree e Decision Stump) frente ao desempenho de uma RNA do tipo MLP. O experimento foi configurado com um período para treinamento e dois períodos para teste. Entre as RTs, a M5P produziu os melhores resultados. Em um dos períodos de teste, a M5P apresentou desempenho semelhante ao da MLP, sendo considerada uma alternativa interessante ao uso de RNAs

Learning Content Management Systeme (LCMS) unterstützen die professionelle Erstellung, Verwaltung und Auslieferung von Lernmaterialien [BHMH02]. Die Speicherung der hierfür verarbeiteten Lerninhalte in einem zentralen Repository ermöglicht neben deren Wiederverwendung auch den Zugriff für mehrere Nutzer und somit das Zusammenführen der verschiedenen Kompetenzen, die während der Erstellung benötigt werden: Die mithilfe der Lernmaterialien zu vermittelnden Inhalte müssen nicht nur fachlich richtig, sondern auch didaktisch, gestalterisch und technisch für ein oder mehrere Zielgruppen individuell aufbereitet worden sein. Dabei reichen die Zielgruppen von verschiedenen Abteilungen bis hin zu Lernern mit verschiedenen Muttersprachen und Kulturen in international agierenden Unternehmen und Bildungseinrichtungen. Die Arbeit der Nutzer mit dem LCMS wird durch verschiedene Mechanismen und Funktionalitäten erheblich vereinfacht, ihre Zusammenarbeit untereinander blieb bisher aber weitestgehend unbeachtet. Das Promotionsvorhaben, das in Kooperation mit der chemmedia AG erfolgt, setzt an diesem Punkt an. Als Vorbild und somit zur Identifikation von Kommunikations- und Kooperationskonzepten werden Social- Software-Anwendungen herangezogen, bei denen die gemeinsame Content-Erstellung scheinbar unproblematisch stattfindet. Als methodische Klammer wird die DIN EN ISO/IEC 19796 [Deu09] herangezogen. Sie gibt einerseits die für die Analyse nötige Strukturierung der Prozesse bei der Lernangebotserstellung vor und liefert außerdem die für die Evaluation benötigten Qualitätskriterien.

Die Erstellung von Lerninhalten ist einer der wichtigsten Prozesse im E-Learning. Die vorliegende Arbeit zeigt einen Ansatz zur Wiederverwendung von Lerninhalten der zum einen die Kosten des Erstellungsprozesses verringern kann und zum anderen effektive Methoden zur Verwaltung aufzeigt. Basis des Ansatzes ist ein vierstufiges Content-Modell (Assets, Lernmaterialien, Lernmodule und Veranstaltungen), welches die Lerninhalte anhand der Granularität aufteilt. Dieses Modell berücksichtigt dabei aktuelle E-Learning-Standards bezüglich der Inhalte und der Metadaten, wodurch eine systemunabhängige Wiederverwendung möglich ist. Zur Verarbeitung von generischen Repräsentationen, wie Materialien im XML-Format, wurde das Konzept der Templates aufgegriffen und um die so genannten Content-Varianten erweitert. Diese ermöglichen die Präsentation von verschiedenen Ausprägungen der Materialien, beispielsweise bezüglich des Ausgabeformates, der Sprache, des Schwierigkeitsgrades von Aufgaben oder der Version. In der Arbeit wird weiterhin ein entsprechendes Konzept zur Systementwicklung einer Lernplattform aufgezeigt. Dieses ist insbesondere durch die Aufteilung in verschiedene Teilsysteme gekennzeichnet, welche eine flexible Konfiguration und Platzierung anhand der Anforderungen an die Wiederverwendung ermöglicht. / The preparation of learning content is one of the most important process in E-Learning. This thesis shows an approach to reuse learning content. On the one hand the costs of the creation process can be reduced and on the other hand effective methods for administration are pointed out. Starting point of the approach is a four-level content model (assets, learning materials, learning modules and seminars), which divides learning contents on the basis of granularity. This model considers thereby current E-Learning-standards concerning content and metadata, whereby an open reuse is possible. For the processing of generic representations, like materials in the XML format, the concept of the Templates was taken up and extended by the content variants. These make the presentation of different developments of the materials possible, for example concerning the output format, the language, the degree of difficulty of tasks or the version. Further this thesis pointed out an appropriate concept for the system development of a learning platform. This is in particular characterized by the partitioning into different subsystems, which makes possible a flexible configuration and placement concerning to the requirements to the reuse.