Submitted by Leonardo Lima (leonardoperlim@gmail.com) on 2016-04-11T14:16:58Z No. of bitstreams: 2 Instagram - produção de imagens, cultura mobile e seus possíveis reflexos nas práticas educativas.pdf: 3431182 bytes, checksum: 7b4f232a8e837f55396552d890cd362e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T14:53:44Z (GMT) No. of bitstreams: 2 Instagram - produção de imagens, cultura mobile e seus possíveis reflexos nas práticas educativas.pdf: 3431182 bytes, checksum: 7b4f232a8e837f55396552d890cd362e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-04-11T14:57:14Z (GMT) No. of bitstreams: 2 Instagram - produção de imagens, cultura mobile e seus possíveis reflexos nas práticas educativas.pdf: 3431182 bytes, checksum: 7b4f232a8e837f55396552d890cd362e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-04-11T14:57:40Z (GMT). No. of bitstreams: 2 Instagram - produção de imagens, cultura mobile e seus possíveis reflexos nas práticas educativas.pdf: 3431182 bytes, checksum: 7b4f232a8e837f55396552d890cd362e (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-21 / Sem bolsa / O Instagram impulsionou o surgimento de outras formas de fotografar, possibilitando uma conversação imagética que se torna, a cada dia, mais fluente. Neste contexto, o presente trabalho apresenta uma análise de campo, visando problematizar as práticas educativas e as potencialidades de produção de sentido nos espaços escolares, através do uso deste aplicativo. Os sujeitos investigados se originaram, inicialmente, de três diferentes grupos: jovens matriculados no nível de Ensino Médio, em duas escolas de Pelotas (Rio Grande do Sul, Brasil), sendo uma da rede pública estadual e outra da rede privada; bem como estudantes universitários dos cursos de licenciaturas da Universidade Federal de Pelotas. Buscou-se ancoragem teórica no método netnográfico e em pressupostos dos Estudos de Redes Sociais. Os procedimentos metodológicos dividiram-se, basicamente, em quatro etapas: 1) primeiro contato com os alunos, 2) seleção dos sujeitos usuários do Instagram, 3) imersão no corpus de pesquisa para coleta de dados e, por fim, 4) análise dos dados encontrados. Foram observadas, ao todo, 4.441 imagens postadas nos perfis dos sujeitos. Os alunos indicam o “interesse” como ponto de partida para curtir uma imagem, mesmo sem saber indicar o que lhes chama a atenção. Não foi encontrada nenhuma proposta de atividade pedagógica com o uso do Instagram, bem como pouca interação entre professores e alunos. Além das imagens, a legenda tornou-se referência na produção de sentido desejada pelos sujeitos produtores das fotografias. As propostas que parecem destoar de práticas educativas tradicionais, inicialmente, não foram bem aceitas. Com isso, observa-se que ainda existe uma linha de separação entre as apropriações menos formais, de uma mídia social, das suas potencialidades enquanto ferramenta educativa. Tornou-se sólida a necessidade de novas apropriações dos dispositivos presentes na cultura mobile por parte das instituições escolares, visando, com esta ação, alcançar o interesse dos jovens e, assim, contemplar o cotidiano e modos de ser desses em relação às atividades escolares. / The present work has been developed within the group of studies and research about Imaginary, Education and Memory (GEPIEM). It is situated in the Research Line Written Culture, Languages and Learning of Post-Graduate Program of the Federal University of Pelotas, and approaches the issue of institutionalization of children in Brazil, under the perspective of women who were in “Felisbina Leivas’ Asylum”, located in Jaguarão/RS. The research discusses the life history of the children’s egresses of institution, based on studies by JOSSO and the ‘Imaginary’, from the perspective of MACHADO DA SILVA. The objective of this work is to reconstruct, by imagination, narratives of women that spend parts of their childhood or youth in that religion asylum institution. The research seeks analyze and understand linked marks from the time that they have been stayed in the Home, taking as corpus analysis of their life histories. The biographical narratives were used as the main methodological tool to understand how the founding images, from the imagination, drive/influence living thing (a person who lives at the present time) of these women, besides to show the educational processes. The route methodological occurred in three instances: the first was operationalized by visits in the orphanage, with egresses, where have been recorded, photographic or not, images from a trigger question: 'Register images that marked you positively or negatively'. In the second, I change their biographical narratives in stories, what I call 'make history' (textualization). After transcription and textualization of narratives, I began a process of transcreation, with which I tried to bring the reader to the world of sensations caused by contact with the protagonists of the research. The third, and last, occurred so that verifies and checks two focuses: foundational images and educational practices. The empirical study showed that learning and incorporation of the rules was done by the interaction; work for maintenance and cleaning of the Home was part of the routine of girls; the school was present in their daily lives and is strongly valued; cope deal with the family’s absence is also need. The founding pictures identified in the three narratives are strongly associated with the role and image of mother, and the overvaluation of the presence of this figure, the perception of abandonment or the recognition of the importance to devote love to their sons and daughters. The fundamental appointed the empirical research, was that even with all the reverses of negative experiences at Home, this was established as a place of protection, which provided security for whom there had guarded his life.

Cette thèse s’inscrit dans une volonté de comprendre le cinéma mobile, fait avec un dispositif mobile, dans le paysage contemporain de la « culture mobile », entendue comme l’ensemble des usages sociaux associés aux appareils mobiles connectés à l’internet produisant et exploitant des textes et des images, l’organisation en réseaux, etc. Nous l’analysons en tant que phénomène artistique mais aussi comportemental et social, à travers les usages et les enjeux qui lui sont associés, en particulier ceux liés à l’innovation. Nous avons pour cela réalisé une série d’entretiens avec des professionnels en lien avec le cinéma de poche. Le cinéma de poche apparaît comme un mode d’expression cinématographique accessible à tout individu muni d’un dispositif mobile. Ce cinéma a bénéficié de nouveaux moyens de diffusion via Internet et s’est intégré à une tendance contemporaine de l’économie créative. Nous analysons la diffusion des films de poche sur les plateformes de vidéos sur le web et dans les festivals consacrés aux images mobiles entre 2005 et 2015. Les images mobiles se sont multipliées (selfies, vidéos), une grande partie exposant la sphère de l’intime. Nous réfléchissons sur la prolifération des images mobiles, la créativité, la pratique amateur et la position du cinéma de poche face au cinéma traditionnel. Avec la culture de la participation et de la collaboration, les médias traditionnels ont absorbé les images mobiles publiées sur les réseaux sociaux, nouvelle matière à collaboration journalistique. Finalement, la culture mobile évolue rapidement et suscite de nombreuses questions notamment sur la réalité virtuelle et l’usage de l’image comme langage de communication. / This thesis is part of a desire (intends) to understand mobile cinema, made with a mobile device, in the contemporary landscape of the "mobile culture", understood as the set of social uses associated with mobile devices connected to the Internet producing and exploring texts, images, social media publications, etc. We analyzed it as an artistic but also behavioral and social phenomenon, through the uses and the interests (betting, implications) associated with it, especially to those related to innovation. We have done a series of interviews with professionals connected with the pocket cinema. Pocket cinema appears as a cinematographic mode of expression accessible to any individual with a mobile device, who has widely used new resources of dissemination via the Internet and has become part of a contemporary trend of the creative economy. We analyze the distribution of pocket films on video platforms on the web and in festivals dedicated to mobile images between 2005 and 2015. Mobile images have multiplied (selfies, videos), exposing even in a more intimate context. We reflected on the proliferation of mobile images, creativity, amateur practice and the position of the pocket cinema in the face of traditional cinema. With the culture of participation and collaboration, mainstream media have absorbed mobile images published on social media, a new way of collaboration focused on journalism. Finally, the mobile culture evolves rapidly and raises many questions, in particular about virtual reality and the use of the image as a language of communication.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.