O objetivo central desta pesquisa foi investigar os impactos do curso de especialização em Ética, Valores e Cidadania (EVC3), oferecido na modalidade semipresencial pela Universidade Virtual do Estado de São Paulo (Univesp), nas concepções e na prática profissional dos professores. O referencial teórico apoiou-se nos trabalhos dos pesquisadores da Universidade de Stanford sobre a utilização da metodologia voltada para a Aprendizagem Baseada em Problemas e Projetos com a aplicação dos procedimentos do Design Thinking e os princípios pedagógicos para o uso de tecnologias informatizadas e interativas em todos os níveis de ensino. Também foram decisivos os estudos dos pesquisadores da Faculdade de Educação da Universidade de São Paulo sobre a transversalidade do tema Ética na educação escolar e sobre a possibilidade de aproximar metodologias de Pedagogia de Projetos e o Design Thinking para propor inovações aos temas da Educação em Valores. Este estudo descritivo exigiu a realização de pesquisa bibliográfica sobre os principais temas teóricos e fundamentos metodológicos do curso de especialização, foram coletados dados em um questionário (SurveyMonkey) enviado a todos os egressos para identificar concepções, percepções e práticas profissionais dos professores. Os resultados permitiram demonstrar que o EVC3 teve maior impacto nas concepções e percepções dos professores sobre Ética, Valores e Cidadania, do que na utilização das metodologias da Aprendizagem baseada em Problemas e Projetos e do Design Thinking em sua prática cotidiana de sala de aula / The main objective of this research was to investigate the impacts of the principles and methodology of a specialization course in Ethics, Values and Citizenship (EVC3) in the concepts and professional practice of teachers to develop and implement educational projects. The theoretical framework builds on the work of researchers at Stanford University on the use of a methodology for Based Learning Problems and Projects with the application of the Design Thinking procedures and technologies of information and comunication in all education levels. Also were decisive the studies of researchers from the Faculty of Education, University of São Paulo about the Ethics theme on school education, and the possibility of approaching methodologies of Pedagogy with Projects and the Design thinking to propose innovations to education on values. This case study required to carry out bibliographic research on the main theoretical and methodological fundamentals themes of the specialization course, data was collected in a questionnaire (SurveyMonkey) sent to all graduates to identify conceptions, perceptions and practices of professional teachers. The results show that the greatest impact on EVC3 conceptions and perceptions of teachers about ethics, values and citizenship, than in the use of problem-based learning methodologies and projects and Design Thinking into their daily classroom practice.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-12T12:39:12Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao - Danilo Lima Dutra - CPF 00598295321.pdf: 2583713 bytes, checksum: bae65495d4d11b7b48af295372fc0f44 (MD5) / Made available in DSpace on 2016-07-12T12:39:12Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao - Danilo Lima Dutra - CPF 00598295321.pdf: 2583713 bytes, checksum: bae65495d4d11b7b48af295372fc0f44 (MD5) Previous issue date: 2015-08-17 / Em Gestão de Processos de Negócio (do inglês, Business Process Management ou BPM), a fase de mapeamento do processo As Is compreende o trabalho de identificação e modelagem do processo que realmente é executado. O mapeamento é crucial para entender como os processos da organização estão sendo conduzidos e possibilitar uma análise das possíveis melhorias. Em organizações com pouca ou nenhuma maturidade em BPM, a documentação sobre processos é escassa e normalmente o conhecimento sobre eles está concentrado nos especialistas do negócio (pessoas que participam do processo executando, gerenciando ou monitorando atividades específicas dentro dele). Neste cenário, o analista de processos tem o desafio de extrair dos especialistas o máximo de informações sobre o processo. Como forma de garantir um mapeamento de processos centrado no humano, foi proposta a construção de um Framework para Mapeamento de Processos As Is, com uma metodologia que oriente desde a escolha da equipe de mapeamento até o mapeamento do processo As Is. Este Framework faz uso de conceitos do Design Thinking (DT), para trabalhar a análise e solução de problemas de forma colaborativa, de modo a definir técnicas, ferramentas e artefatos mais adequados para mapeamento junto à equipe. Para avaliar o Framework proposto, um estudo de caso é discutido. Nesse estudo o Framework foi aplicado em sua completude dentro de uma organização, onde foi realizado o mapeamento de seus processos com o objetivo de analisar como estavam sendo conduzidos e identificar oportunidades de melhoria. O estudo de caso mostrou resultados importantes que apontam os benefícios da utilização do Framework para o cenário proposto. Por fim, é importante ressaltar que essa dissertação contribui com a proposta de um Framework que seja flexível e, portanto, deve ser considerado como um "cardápio" de alternativas para apoiar o analista de processos na etapa de mapeamento. / Business Process Management (BPM), the mapping phase of the As Is process includes the identification and modeling of the process that actually runs. Mapping is crucial to understand how the organization's processes are being conducted and enable an analysis of possible improvements. In organizations with few or none BPM maturity, documentation about processes is scarce and usually the knowledge of them is concentrated in the business experts (people who participate in the running process, managing or monitoring specific activities within it). In this scenario, the process analyst has the challenge of extracting from the experts as much information about the process as can get. In order to ensure a human centered process mapping, it was proposed the construction of a Framework for Process Mapping As Is, with a methodology that guides from the choice of the mapping team to the mapping process As Is. This Framework makes use of the Design Thinking concepts (DT), who works the analysis and troubleshooting collaboratively, to define best suited techniques, tools and artifacts with the team. To evaluate the proposed Framework, a case study is discussed. In this study the framework was entirely applied in an organization, which was carried out mapping of its processes in order to analyze how they were being conducted and identify opportunities for improvement. The case study showed significant results that link the benefits of using the Framework to the proposed scenario. Finally, it is important to note that this dissertation contributes to the proposal for a framework that is flexible and therefore should be considered a "menu" of alternatives to support the process analyst on the mapping phase.

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-05-04T18:50:45Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação - Marcello.pdf: 3678946 bytes, checksum: 257c255d9fcd97bd9f9631b0200bad58 (MD5) / Made available in DSpace on 2017-05-04T18:50:45Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação - Marcello.pdf: 3678946 bytes, checksum: 257c255d9fcd97bd9f9631b0200bad58 (MD5) Previous issue date: 2016-06-10 / As soluções de Tecnologia da Informação vêm se tornando cada vez mais parte da vida cotidiana das pessoas, e com isso as exigências sobre a utilidade e a usabilidade têm crescido continuamente. Os problemas a serem resolvidos estão cada vez mais complexos, e as técnicas tradicionais utilizadas pelos engenheiros de software para encontrar oportunidades e resolver problemas nem sempre conseguem atingir o seu objetivo e, quando o fazem, nem sempre chegam a produtos que satisfaçam os usuários e tragam vantagem competitiva para a empresa. A verdade é que os produtos de TI dependem, cada vez mais, da dinâmica da vida social, que não são primariamente a preocupação da engenharia, mas do design. Nesse contexto, o Design Thinking fornece uma metodologia para elicitar as necessidades dos usuários, produzindo uma série de protótipos rápidos e simples que eventualmente convergem para soluções inovadoras. Já as técnicas de criatividade possuem uma grande capacidade de geração de novas ideias, o que pode ajudar na elicitação de requisitos. Para integrar a filosofia do Design Thinking e as técnicas de criatividade, unindo assim os conceitos do design com a exploração de novas ideias, um processo estruturado foi proposto. Este trabalho descreve esse processo, chamado de Creadtivity, que integra a metodologia do Design Thinking com técnicas de criatividade para elicitação de requisitos de software, visando promover a inovação. Espera-se que este processo possa ser utilizado para ampliar as habilidades das equipes de TI para resolver problemas de forma criativa. Uma primeira avaliação do processo foi realizada através da aplicação do processo em uma empresa de desenvolvimento de software e da utilização de um questionário para coletar os dados. Uma segunda avaliação foi feita através de um experimento para a utilização do processo por alunos de mestrado e posterior comparação dos protótipos gerados, realizada pelos stakeholders e especialistas em design. Como resultado das duas avaliações, o Creadtivity se mostrou fácil de ser aprendido e utilizado, sistemático e possível de ser integrado com outros processos e técnicas. Já o resultado da comparação dos protótipos mostrou que o protótipo gerado pela equipe que utilizou o Creadtivity possui indícios de inovação. / IT solutions are becoming more and more part of people’s everyday life, and with that the demands on usefulness and usability have been growing continuously. The problems to be solved are increasingly complex, and traditional techniques used by software engineers to find opportunities and solve problems do not always manage to achieve their goals and, when they do, the result is not always a product that satisfies users and brings competitive advantage to the company. The truth is that IT products deeply depend on social life dynamics, which are primarily not the concern of engineering but of design. In this context, Design Thinking provides a methodology to elicit user needs, producing a series of quick and simple prototypes that eventually converge to innovative solutions. In addition, creativity techniques have a great capacity to generate new ideas, which can help in the requirements elicitation. To integrate the philosophy of design thinking with creativity techniques, thus uniting concepts of design with the exploitation of new ideas, a structured process was proposed. This paper describes this process, called Creadtivity, which integrates the Design Thinking methodology with creativity techniques for software requirements elicitation, in order to reach innovation. The aim is that this process can be used to expand the skills of IT teams to solve problems creatively. A first evaluation of the process was carried out by applying the process in a software development company and by using a questionnaire to collect data. A second evaluation was performed through an experiment for the use of the process by master's students and subsequent comparison of the prototypes generated, getting the opinion of stakeholders and experts in design. As a result of the two assessments, Creadtivity proved to be easy to be learned and used, systematic and possible to be integrated with other processes and techniques. In addition, the result of the comparison of the prototypes showed that the prototype generated by the team using Creadtivity has indication of innovation.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

Doctor Educationis / The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the ‘Cape Flats’, an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. This quantitative, quasi-experimental, non-equivalent comparison group design study was implemented with learners who were equally assigned to an Experimental group (N=54) or Comparison group (N=55). English home-language and Bilingual (English and Afrikaans) learners made up a majority of the study sample. The study was conducted in English. Extensive pre-test and post-test batteries consisting of cognitive (information-processing), cognitive modifiability (dynamic assessment), and scholastic tests were used to collect data. A number of structured interview schedules including post-intervention teacher rating scales were also used for the purpose of data gathering. The results from the parametric and non-parametric methods of data analysis selected, revealed a pattern of significant pre- to post-study cognitive and scholastic gains in scores for learners in both the Experimental and Comparison groups (p<0.05). In addition, it was found that the study participants, irrespective of their designation to the Experimental or Comparison group became more modifiable and demonstrated enhanced information-processing abilities at the end of the study. Significantly greater gains were, however, attained by learners in the Experimental group in a majority of the areas assessed (7 out of 12) (p<0.05). Learners in the Experimental group were also found to be more responsive to instruction and modifiable than learners in the Comparison group. Learners who participated in the BCMLP were found to benefit with respect to their knowledge of basic concepts, cognitive and scholastic functioning. However, it was not possible to infer from the current study that findings were attributable to any one specific procedure (mediational teaching, concept teaching, vocabulary teaching and teaching to enhance information-processing) or process (Basic Concept Teaching Model) of this metacognitive programme. Furthermore, the study had a number of limitations and findings should be regarded with some caution until replication studies can be completed and the long-term effects of the study can be evaluated. The study provides some evidence for the efficacy of short-term, small group intervention programmes implemented by Learning Support Teachers within disadvantaged communities. The study also provides some initial evidence for the efficacy of the BCMLP (a specially designed metacognitive programme). The BCMLP was found to be both appropriate and manageable for Learning Support Teachers to implement in the South African context / South Africa

Magister Psychologiae - MPsych / This study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context. / South Africa

The background of this examination is that we live in a dynamic and complex global business environment which requires entrepreneurial thinking and action in organisations (intrapreneurship) if they are to secure viability. Companies in dynamic environments have to deal efficiently with operational tasks in existing businesses and at the same time achieve innovation in existing and new business with a medium to long term focus. This requires flexibility and adaptability to be able to use the opportunities and threats arising from changes in the business environment. The research work in this thesis clarifies the role of intrapreneurship and develops the design concept for holistic intrapreneurship. In the research process a frame of reference with five central findings on the role of intrapreneurship in a dynamic business environment is firstly introduced. In this process, the idea is that holistic and economic thinking together with management oriented theoretical concepts form a fruitful basis for the examination of intrapreneurship. Subsequently in the literature study there follows a synoptic illustration of the individual theoretical concepts on the role of intrapreneurship, the business environment and systems theory concepts. In a further literature analysis, the tasks identified for holistic intrapreneurship are examined and conveyed as a design concept in the synthesis. Three empirical studies reflect the theoretical findings in practical situations. Taking into account the results of the survey, the design concept is extended by elements for the development of a vital, entrepreneurial learning organisation. Entrepreneurial organisations have equally to understand the role of intrapreneurship as a concept for shaping the future as the external environments and the interaction between the organisation and its environment. This complex of themes is worked on in chapter 3 and nine design elements for the specification of the role of intrapreneurship are derived. On the basis of this, entrepreneurial information gathering, shaping of the future and organisation design are derived as central tasks of the entrepreneurial organisation and are analysed in chapter 4. A design concept for holistic intrapreneurship with a role model for the organisation, a conceptual framework for the understanding and analysis of the global business environment as well as a qualitative systems model for the interaction of the entrepreneurial organisation with the business environment is introduced in chapter 5 to aid with implementation of the entrepreneurial tasks. The role of intrapreneurship and the implementation of the role model in practice are examined in chapter 6. In this process, implementation of the role model based on the division of labour is recorded and condensed across all firms. In chapter 6.4, learning areas for the development of an entrepreneurial orientation and for a context-related strengthening of the five entrepreneurial roles in a vital entrepreneurial learning organisation are outlined. The novel contribution of the thesis is to present an integrated concept of holistic intrapreneurship derived from theory-based exploration which thus focuses on the entrepreneurial action of the organisation as a whole and the achievement of viability in a global and dynamic environment. This concept contains learning by the entrepreneurial actors, the entrepreneurial teams and the whole entrepreneurial organisation and defines the building blocks of a vital, entrepreneurial learning organisation. / Thesis (PhD)--University of Pretoria, 2012. / Graduate School of Technology Management (GSTM) / unrestricted

While the challenge of improving young North Americans’ civic engagement seems to lie in the hands of schools, studying alternative ways of teaching citizenship education could benefit the current educational system. In this context, free schools (i.e., schools run democratically by students and teachers), guided by a philosophy that aims at engaging students civically through the democratic activities that they support, offer a relatively unexplored ground for research. The present inquiry is a case study using tools of ethnography and drawing upon some principles of complexity thinking. It aims at understanding students’ citizenship education experiences during democratic activities in a Canadian free school. It describes many experiences that can arise from these activities. They occurred within a school that operated democratically based on a consensus-model. More precisely, they took place during two kinds of democratic activities: class meetings, which regulated the social life of the school, and judicial committees, whose function was to solve conflicts at the school. During these activities, students mostly experienced a combination of feelings of appreciation, concernment and empowerment. While experiencing these feelings, they predominantly engaged in decision-making and conflict resolution processes. During these processes, students modified their conflict resolutions skills, various conceptions, and their participation in democratic activities and in the school. Based on these findings, the study concludes that students can develop certain skills and attitude associated to citizenship education during these activities and become active from a citizenship perspective. Hence, these democratic activities represent alternative strategies that can assist educators in teaching about citizenship.

The subject of this thesis is an innovation process using design thinking approach and resulting in a potentially successful new product, a board game. The first part reflects the theoretical approaches to innovation in general, the division innovation by various aspects and the models of the innovation process. Further is presented approach design thinking in more details, because this approach will be applied of the specific case of new product development in the practical part. The theoretical part is closed by methods financial evaluation of investments, which will help to evaluate a new product economically. The practical part begins with a description of the object of the innovation process and introduction of market of board games. This is followed by development a new product by design thinking approach, which is divided into phases inspiration, ideation and implementation. The result of the innovation process is a board game, that reacts and responds to the needs and wishes of potential customers, because of the empathy in the initial phase. Its economic viability was confirmed through the application of some methods of financial evaluation of investments.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-09-13T20:14:52Z No. of bitstreams: 1 Andre Luis Missano.pdf: 1770513 bytes, checksum: cf4109c35937e79fa0277ca6e1ce3c1f (MD5) / Made available in DSpace on 2017-09-13T20:14:52Z (GMT). No. of bitstreams: 1 Andre Luis Missano.pdf: 1770513 bytes, checksum: cf4109c35937e79fa0277ca6e1ce3c1f (MD5) Previous issue date: 2017-05-30 / The Design Thinking approach has been used in some organizations, seeking to generate innovation in their projects, by identifying the need of end customers, always focused on solving their problems. This new approach must be integrated with the project management methods already used by these organizations. Thus, this study aims to verify how Design Thinking can contribute to project management in a telecommunications company. For that, a case study was elaborated with four large projects within a large organization of this sector, 9 (nine) professionals were interviewed who are directly connected to Design Thinking and project management, through scripts with 17 questions. The results showed that the DT was implemented mainly to understand the needs of the clients, be they internal or external and, in a second moment, to generate innovations and to encourage the creativity of those involved. The main barrier to implementation was changing people's mental models, not the costs involved in implementing or changing the organizational structure. One of the main facilitators was the use of the multidisciplinary team, which contributed to properly identify the scope of the projects. Finally, it is noticed that the DT contributed not only to the understanding of the needs of the clients, but also in the engagement of the people to the projects. There were also some negative aspects, although not mentioned at all, such as the expectation generated by the client and the tendentious way that some participants used to benefit their own interests. It is suggested that in future studies, the client's view of the results should be obtained, as well as increasing the scope of the study, with other organizations and other sectors, to identify other motivating, facilitating and blocking factors as well as other aspects positive and negative effects of implementing this approach. / A abordagem do Design Thinking tem sido utilizada em algumas organizações, na busca de gerar inovação em seus projetos, pela identificação da necessidade dos clientes finais, sempre focado na resolução de seus problemas. Essa nova abordagem deve ser integrada aos métodos de gerenciamento de projetos já utilizados por essas organizações. Assim, este estudo tem como objetivo verificar como o Design Thinking pode contribuir na gestão de projetos numa empresa do setor de telecomunicações. Para isso foi elaborado um estudo de caso com quatro grandes projetos dentro de uma grande organização desse setor, foram entrevistados 9 (nove) profissionais que estão diretamente ligados ao Design Thinking e gerenciamentos de projetos, por meio de um roteiro com 17 questões. Os resultados mostraram que o DT foi implementado principalmente para entender as necessidades dos clientes, sejam eles internos ou externos e, em um segundo momento, para gerar inovações e incentivar a criatividade dos envolvidos. A principal barreira para a implementação foi mudar o modelo mental das pessoas, não os custos envolvidos na implementação ou na mudança da estrutura organizacional. Um dos principais facilitadores foi o uso da equipe multidisciplinar, que contribuiu para identificar adequadamente o escopo dos projetos. Finalizando, percebe-se que o DT contribuiu não só para o entendimento das necessidades dos clientes, mas também no engajamento das pessoas aos projetos. Houve também alguns aspectos negativos, apesar de pouco citados, como a expectativa gerada junto ao cliente e a forma tendenciosa que alguns envolvidos utilizaram para beneficiar seus próprios interesses. Sugere-se que em estudos futuros, obtenha-se também a visão dos clientes sobre os resultados, além de aumentar a abrangência do estudo, com outras organizações e de outros setores, para identificar outros fatores motivadores, facilitadores e bloqueadores, assim como outros aspectos positivos e negativos da implementação dessa abordagem.