This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.

From the compelling need of school to become more attractive to the students, it seeks to stimulate the practices that approach the school contents to the reality, as an alternative to innovate the learning. From the premise that the teaching of algorithm in high school in the traditional way is a hard task in schools, the present work aims to verify the efficiency of the insertion of arduino hardware prototyping platform as Information and Communication Technology to support the process of teaching and learning in the classroom. This work, proposed in the Postgraduate Program in Educational Technologies in Network, in particular in the research line of Development of Educational Technologies in Network, suggests the insertion in traditional methods of teaching of this programmable platform of hardware capable of becoming a support, school help, complementation of class, in order to involve the student, through the exploration of his or her curiosity, associated to the contact and handling of the equipment, in the longing that it substitutes the role of spectator by the leading role in the process of teaching and learning. The educational product described in this work is about five objects of learning constructed from the Arduino hardware, to assist in the comprehension of covered contents in the subject of Programming I in the Technical Computing Course in the campus of IF Farroupilha in Santo Augusto. Each one of the OL (objects of learning) was built to the light of Bloom Taxonomy, which standardizes the language in which the objectives of learning are presented. The other methods used are the ones of qualitative approach and case study. Each object was presented to the students in different pedagogical moments in order to, from each experiment, present one of the contents that introduces the teaching of algorithms. The instruments to conduct the search were based on ethnographic techniques of audio and video recording, besides textual summary, where there was the pedagogical intervention of the researcher, presenting the experiments to the students, which were distributed in pairs or trios. The systemization of data was performed observing the Discursive Textual Analysis, having in mind the need of comprehension of the process. It was possible to realize that the use of experiments in the classroom aroused the interest in the students, in addition to a bigger degree of compromise in the attempt of the students to comply with what was proposed and understand what was happening in each situation problem. The experiments served as a support tool in the learning because the students engaged themselves in the task of discovering in group the correct words to comprehend the meaning of each experiment and systematize it through a textual description and subsequently a pseudocode. It is believed that because of the popularity of Arduino, facility of construction of experiments and because of the fact of being a free technology it is possible to characterize the objects of learning as a viable alternative as a didactic resource to the teaching of algorithms, taking advantage of its potential in public schools, usually lacking in resources. / A partir da necessidade premente da escola tornar-se mais atrativa aos alunos, busca-se estimular as práticas que aproximam os conteúdos escolares da realidade, como alternativa para inovar a aprendizagem. Partindo da premissa de que o ensino de algoritmos no nível médio da maneira tradicional é tarefa árdua nas escolas, o presente trabalho tem como objetivo verificar a eficiência da inserção da plataforma de prototipação de hardware Arduino como Tecnologia de Informação e Comunicação para apoio ao processo de ensino e aprendizagem em sala de aula. Este trabalho, proposto no Programa de Pós Graduação em Tecnologias Educacionais em Rede, mais especificamente na linha de pesquisa Desenvolvimento de Tecnologias Educacionais em Rede, sugere a inserção nos métodos tradicionais de ensino desta plataforma de hardware programável capaz de tornar-se um suporte, reforço ou complementação da aula, para que envolva o aluno, através da exploração de sua curiosidade, aliada ao contato e manuseio do equipamento, no anseio que substitua o papel de expectador pelo de protagonista do processo de ensino e aprendizagem. O produto educacional descrito neste trabalho trata-se de cinco objetos de aprendizagem construídos a partir da ferramenta Arduino, para auxiliar na compreensão de conteúdos abordados na disciplina de Programação I do curso Técnico em Informática no Campus do IF Farroupilha de Santo Augusto. Cada um dos OA foram construídos à luz da Taxonomia de Bloom, que padroniza a linguagem em que os objetivos da aprendizagem são apresentados. Os demais métodos utilizados são o de abordagem qualitativa e estudo de caso. Cada objeto foi apresentado aos alunos, em diferentes momentos pedagógicos, com o intuito de, a partir de cada experimento, apresentar um dos conteúdos que introduz o ensino de algoritmos. Os instrumentos para realização da pesquisa foram baseados em técnicas etnográficas de gravação de áudio e vídeo, além de resumo textual, onde houve a intervenção pedagógica do pesquisador, apresentando os experimentos para os alunos, que estavam distribuídos em duplas ou trios. A sistematização dos dados foi realizada observando a Análise Textual Discursiva, tendo em vista a necessidade de compreender o processo. Foi possível perceber que o uso dos experimentos em sala de aula despertou interesse nos alunos, além de um grau de comprometimento maior na tentativa dos alunos de cumprir o que foi proposto e entender o que se passava em cada situação problema. Os experimentos serviram como ferramenta de auxílio na aprendizagem, pois os alunos empenharam-se na tarefa de descobrir em grupo as palavras corretas para compreender o significado de cada experimento e sistematizá-lo através de uma descrição textual e posteriormente um pseudocódigo. Acredita-se que pela popularidade do Arduino, facilidade de construção dos experimentos e pelo fato de ser uma tecnologia livre, é possível caracterizar os objetos de aprendizagem como uma alternativa viável como recurso didático para o ensino de algoritmos, aproveitando seu potencial em escolas públicas, usualmente carente de recursos.

This thesis reports on the development of a generic online system to support learning and teaching at the University of Melbourne. New online technologies, the fostering of innovation at national and university levels and my position within a central educational unit provided the opportunity in 1996 to adapt a previous software package for online use. My observations of the problematic nature of computer-facilitated learning (CFL) production led me to take an open approach to the development, seeking both a practical product and enhanced understanding. A series of formative questions defined the scope and goals of the study, which were to: *produce a generic online learning system; *increase understanding of the workplace experience of that development; and *develop an organisational model for the further development of generic CFL systems. Given this multi-disciplinary focus, many paradigms in the literature could potentially have guided the study. A number of these aligning with the research purposes, context and constructivist philosophy of the study, were reviewed from the perspectives of learning, CFL development and the organisation.

Mémoire (M.A.)-- Université du Québec à Chicoutimi, 1988. / Ce travail de recherche a été réalisé à l'Université du Québec à Chicoutimi dans le cadre du programme de maîtrise en arts plastiques extensionné de l'Université du Québec à Montréal à l'Université du Québec à Chicoutimi. CaQCU Bibliographie : p. 29-32. Document électronique également accessible en format PDF. CaQCU

Made available in DSpace on 2016-12-08T16:35:13Z (GMT). No. of bitstreams: 1 Elizane.pdf: 154828 bytes, checksum: c38b6a2cf8578e36df6eb1af6966e163 (MD5) Previous issue date: 2011-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research carried on a critical study of the pedagogical contents of sexual education in a television program that intentionally approached thematic of human sexuality in an open channel of the Brazilian television. The analyzed material is composed of the ten episodes of the Strip Quizz game, a scene of questions and answers with an actress and an actor invited for the program Love & Sex of Rede Globo channel. The support of direct disclosure was the television, where everybody had access every friday at 11.30 p.m. But it was in Internet that we retook this program, while it had been made available in the page of the broadcaster. For us, this way of accessing to the program characterized them as objects of learning, able to be used, reused, adapted or taken as a reference, being supported by the information and communication technologies. The research, based on the description-dialectic materialism, is methodologically characterized by understanding the sexuality as a result of the social construction of human praxis, as well as in the inference that television programs as a whole, perspire sexuality, because they are produced, presented, represented, by human beings that always are sexuado1. Our central questioning mentioned which pedagogical approaches of sexual education were implicit or explicit in the pedagogical contents of game of the Strip Quizz game. In the analysis methodology, we used Bardin (2009), in the light of theoretical referencial proposed by Nunes (1996) for an emancipating sexual education, from its characterization of Pedagogical Aspects of Sexual Education in Brazilian Education. These categories constitute the central theoretician-philosophical referencial for the analysis. The result points to the predominance of aspects aiming to the permanence of stereotyped standards, prepondering as result of an apparent liberation, that expresses strongly a covered standardisation of values based on the common sense, alienating still more the human being for the sexuality dimension, denying to it an education process for the emancipation. The results are indicators that strenghen the necessity for us to develop emancipating intentional practices of Sexual Education in the search of a fuller and happier life / A pesquisa realizou um estudo crítico sobre os conteúdos pedagógicos de educação sexual presentes em um programa televisivo que abordava intencionalmente a temática da sexualidade humana em um canal aberto da televisão brasileira. O material analisado é composto pelos dez episódios do jogo Strip Quizz um quadro de perguntas e respostas com uma atriz e um ator convidados para o programa Amor & Sexo da Rede Globo. O suporte de divulgação direta foi a televisão onde todos a ele tiveram acesso nas sextas feiras às 23h30min. Mas foi na internet que o retomamos, enquanto ficaram disponibilizados na página da emissora. Para nós essa forma de acesso ao programa os caracterizou como objetos de aprendizagem, podendo ser utilizados, reutilizados, adaptados ou referenciados, tendo como suporte as tecnologias da informação e comunicação. A investigação, pautada no materialismo histórico-dialético, caracteriza-se metodologicamente por entender a sexualidade como decorrência da construção social da práxis humana, assim como na inferência de que os programas de TV como um todo, transpiram sexualidade, pois são produzidos, apresentados, representados, por seres humanos sempre sexuados. Nosso questionamento central referiu-se a quais vertentes pedagógicas de educação sexual estavam implícitas ou explícitas nos conteúdos pedagógicos do jogo do Strip Quizz. Na metodologia de análise utilizamos Bardin (2009), a luz do referencial teórico proposto por Nunes (1996) para uma educação sexual emancipatória, a partir de sua tipificação de Vertentes Pedagógicas de Educação Sexual na Educação Brasileira. Estas categorias constituem o referencial teórico-filosófico central para a análise. O resultado aponta para a predominância de vertentes que visam à permanência de padrões estereotipados, preponderando como resultado uma aparente liberação, que expressa fortemente uma normatização velada de valores pautados no senso comum, alienando ainda mais o ser humano quanto à dimensão da sexualidade, negando-lhe um processo de educação para a emancipação. Os resultados são indicadores para fortalecer a necessidade de desenvolvermos práticas emancipatórias intencionais de Educação Sexual na busca de uma vida mais plena e mais feliz

Made available in DSpace on 2015-04-11T14:03:03Z (GMT). No. of bitstreams: 1 Vanessa Maria Mota Feitosa.pdf: 1862092 bytes, checksum: 485ab290ac9da13daf2a7db005b38dc9 (MD5) Previous issue date: 2006-03-13 / This work reports an investigation on how Digital Contents with video as main catalizer can be organized and used. After a characterization of a specific scenario for contents production, we present a representation based on Learning Objects, suitable to agregate different elements to the video. A derivation of Learning Object Metadata (LOM-RDC), was defined and used to develop a prototype of a wrap and rewrap Web-based tool that allowed us to verify our proposal feasibility as well as to infer ways of integration with existing virtual environments. / Esse trabalho relata uma investigação em como o Conteúdo Digital que tem o vídeo como elemento agregador, pode ser organizado e utilizado. Após a caracterização de um cenário diferenciado de produção de material, propõe-se uma representação baseada em Objetos de Aprendizagem adequada á integração de diferentes elementos ao vídeo. Uma extensão do Learning Object Metadata (LOM-RDC) foi definida e utilizada no desenvolvimento do protótipo de uma ferramenta de empacotamento e esempacotamento baseada na Web, a qual permitiu verificar a factibilidade da proposta e inferir formas de integração a ambientes virtuais já existentes.

In today´s Swedish preschools, there are numbers of products in daily use that carry hazard warnings. Some of these products are more accessible than others to pupils. From a safety standpoint, it is important that children understand these hazard pictograms and what they stand for. The aim of this study is to make visible different understandings that children have of hazard pictograms based on their knowledge and individual experience. Within the framework of variation theory, the study surveys variations in five-year-olds´ perceptions and understandings of hazardous chemicals based on their understanding of hazard pictograms. An interview-activity was undertaken among five-year-olds in all the preschools of one selected Swedish municipality. In the interview-activity, four hazard pictograms were selected as the objects of learning. Interviews were conducted with the five-year-olds in order to gain insight into their perceptions and understandings of these pictograms. An analysis of the empirical data allowed for these perceptions and understandings to be distinguished, identified and categorized.  In the result, a total of 19 categories emerged. Only one category specifically emerged as common to all four hazard pictograms. The result also showed that the majority of the five-year-olds were able to relate all four hazard pictograms to warnings of various kinds. What the five-year-olds had previously experienced influenced on how they perceived the hazard pictograms in this study.  From a safety standpoint, it is vital that preschool teachers are aware that children perceive hazard pictograms in various individual ways. Teaching the actual meaning of hazard pictograms is therefore a necessary part of preschool education. / I Sveriges förskoleverksamheter finns ofta produkter märkta med farosymboler av olika slag. Några är mer lättillgängliga än andra i förskolans verksamhet. Det blir därför viktigt att barn har kunskap om faropiktogram och dess betydelse, sett ur en säkerhetssynpunkt. Det är ett problemområde som studien valt att lyfta fram och undersöka, då barns olika uppfattningar implicerar individuell kunskap utifrån vad de tidigare fått erfara. Syftet med föreliggande studie är att bidra med kunskap om olika sätt på vilka femåringar kan uppfatta kemikalier utifrån fyra hälsofarligt klassade faropiktogram. Det variationsteoretiska perspektivet har setts som ett ramverk vilket hela studien grundas utifrån. Frågeställningar har kunnat besvarats genom en intervjuaktivitet, vilket genomförts på alla förskolor i en och samma kommun någonstans i Sverige och berört endast dess femåringar. Faropiktogram är det lärandeobjekt som specifikt använts i intervjuaktiviteten som stöd för att synliggöra hur femåringen uppfattar och därmed erfar de fyra olika faropiktogrammen. Analys av empiri har möjliggjort en urskiljning och därmed en identifiering genom att kategorisera femåringars olika sätt att uppfatta kemikalier, sett utifrån de fyra hälsofarligt klassade faropiktogrammen. Totalt kunde 19 kategorier av uppfattningar genom studien synliggöras, men endast en kategori var återkommande för alla fyra faropiktogrammen. Sammantaget visar resultatet att femåringar i den här studien, övervägande relaterar alla fyra faropiktogrammen till varningar av olika slag. Vad femåringarna tidigare fått erfara påverkade hur de uppfattade symboliseringen av de fyra faropiktogrammen i studien. Barns olika uppfattningar innehåller viktig kunskap som det i förskolans verksamhet blir nödvändigt att se till. Ett faropiktogram kan bli den enda varning ett barn får för att själv kunna avvärja en eventuell fara.