This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.

This research investigates the new psychological contract phenomenon in an organisational case study. The research question underpinning this study is - What are the core attributes of the new employment relationship? To investigate this research question, the researcher applied Noer's (1997) new employment relationship model to a disproportionate stratified sample of 19 participants from three organisational perspectives in an Australian-based international travel retail organisation, Flight Centre Limited, which specialises in the sale of discount international airfares. Data from a survey instrument were analysed using a "Multi-source Assessment" instrument. The data analysis method was used to create a schema to guide and inform a series of focus groups. The research findings validated Noer's five attributes of Flexible Employment, Customer-focus, Focus on Performance, Project-based Work and Human Spirit & Work. In addition, three other attributes of the new employment relationship emerged from the data, namely, Loyalty & Commitment, Learning & Development and Open Information. The research findings validate eight core attributes of the new employment relationship and therefore make a contribution to the expanding body of research in this field. The research approach also provides organisational practitioners with a unique consulting methodology to merge the changing needs and interests of individual and organisation.

Made available in DSpace on 2010-04-20T20:15:15Z (GMT). No. of bitstreams: 1 61070100611.pdf: 844754 bytes, checksum: 3b9f50710eaf7ac36ed163b18c947fba (MD5) Previous issue date: 2009-04-01T00:00:00Z / O distanciamento identificado entre as teorias do campo de estratégia e organização e a prática das empresas motivou o desenvolvimento de uma abordagem de pesquisa comumente denominada 'estratégia como prática'. Neste trabalho buscamos contribuir com essa nova abordagem explorando a prática de planejamento estratégico. A pesquisa se baseou num estudo de caso único exploratório em uma empresa organizada por projetos que identificou os processos de mudança na prática de planejamento estratégico do caso. Esses processos foram analisados por meio uma abordagem inspirada na teoria da estruturação de Giddens (1984), indicando que o nível adequado de formalização da prática de planejamento estratégico deve ser dado por sua estruturação na dinâmica social da organização que, por sua vez, é permeada por 'lutas' entre indivíduos pela definição da noção de planejamento estratégico na empresa e, no caso estudado, sofreu a influência de dois fatores principais: (i) adoção de um discurso da 'excelência', e (ii) o papel de práticas e procedimentos de planejamento em uso. / A gap identified between the theories created in field of strategy and organization and the practice of the enterprises motivated the development of a research approach commonly called 'strategy-as-practice'. The present work seeks to contribute with this new approach exploring the practice of strategic planning. Our research is based on an exploratory single case study in a project-based organization in which we identified the change processes in the practice of strategic planning. These processes were analyzed through an approach inspired by structuration theory (GIDDENS, 1984) which indicated that the adequate level of strategic planning formalization is given by the organizational social dynamics which is permeated by 'struggles' between the individuals for the organizational definition of strategic planning and was influenced in our case by two key factors: (i) the adoption of a discourse of 'excellence', and (ii) the role of planning practices and procedures in use.

The overall purpose of this licentiate thesis is to explore how different media is considered and valued by teachers in an interdisciplinary project in which the subjects of Art and Swedish are included. In the project, The Horror Genre in Literature and Film, a variety of mediations are represented: speech, writing, still- and moving images. The study focuses on the teaching strategies and approaches that participating teachers have in relation to the project's various mediations. My central concern is how the media of moving images is considered in the project. Of particular interest for my study is the question if teachers takes into account the media's special possibilities and limitations in their teaching. The theoretical framework is sociocultural theory, narrative theory and theories from the field of media and multimodality. The study was conducted in a Swedish primary school where three classes in 8th grade participated. The empirical material consists of interviews with three teachers in the subject Swedish and with one Art teacher. Also part of the empirical material, are the films produced by the pupils in the project. These films were analysed with the purpose of identifying to what degree the pupils used a narrative that is particular to the medium of moving image. The project in my study was carried out as an interdisciplinary project. Nonetheless, the results show that the teachers in the various subjects work toward the goals set in their own school subjects and that no common goals or overall objectives were formulated in the project. My study also shows that the mediations that are rewarded and have a superior role in the project are the spoken and the written word. The media of moving images has a marginalised place in the project and is regarded as less important. The main result of my study shows the problems that may arise when different forms of mediation co-exist in project-based learning within a school context. It also points out the difficulties that interdisciplinary projects have to face in terms of national regulations, frame factors such as the distribution of lesson hours, resources, as well as other factors that can affect the possibility of cooperation between the subjects.

In recent decades, geographic barriers no longer exist, communication has become faster and affordable and technological tools expanded the power of human information processing, leading to profound economic, social and cultural transformations. Thus, Information and Communication Technologies received critical role in a society that communicates, negotiates and learns "in network", however educational approaches adopted in schools and universities are still lagged. New constructivist teaching techniques such as Project-Based Learning and computational tools like Virtual Learning Environments are researched and experimented, suggesting educational project management through cyberspace as a possible educational approach that promotes the construction of knowledge by the learners themselves collaboratively and overcoming geographical constraints. This dissertation analyzes the Virtual Learning Environment Moodle to support the technique of Project-Based Learning and presents a software architecture for the educational project management like an environment that enables learning of more autonomous and collaborative way. / Nas últimas décadas, barreiras geográficas deixaram de existir, a comunicação tornou-se mais veloz e acessível e ferramentas tecnológicas ampliaram o poder de processamento humano das informações, levando a profundas transformações econômicas, sociais e culturais. Assim, Tecnologias da Informação e Comunicação receberam papel fundamental em uma sociedade que se comunica, negocia e aprende "em rede", entretanto abordagens educacionais adotadas nas instituições de ensino ainda se encontram defasadas. Novas técnicas de ensino construtivistas como a Aprendizagem Baseada em Projetos e ferramentas computacionais como os Ambientes Virtuais de Aprendizagem são pesquisadas e experimentadas, apontando a gestão de projetos educativos por meio do ciberespaço como uma possível abordagem educacional capaz de promover a construção do conhecimento pelos próprios aprendizes de forma colaborativa e superando restrições geográficas. Esta dissertação analisa o Ambiente Virtual de Aprendizagem Moodle como suporte à técnica de Aprendizagem Baseada em Projetos e apresenta uma arquitetura de software para a gestão de projetos educativos como um ambiente que permita a aprendizagem de forma mais autônoma e colaborativa.

In recent decades, geographic barriers no longer exist, communication has become faster and affordable and technological tools expanded the power of human information processing, leading to profound economic, social and cultural transformations. Thus, Information and Communication Technologies received critical role in a society that communicates, negotiates and learns "in network", however educational approaches adopted in schools and universities are still lagged. New constructivist teaching techniques such as Project-Based Learning and computational tools like Virtual Learning Environments are researched and experimented, suggesting educational project management through cyberspace as a possible educational approach that promotes the construction of knowledge by the learners themselves collaboratively and overcoming geographical constraints. This dissertation analyzes the Virtual Learning Environment Moodle to support the technique of Project-Based Learning and presents a software architecture for the educational project management like an environment that enables learning of more autonomous and collaborative way. / Nas últimas décadas, barreiras geográficas deixaram de existir, a comunicação tornou-se mais veloz e acessível e ferramentas tecnológicas ampliaram o poder de processamento humano das informações, levando a profundas transformações econômicas, sociais e culturais. Assim, Tecnologias da Informação e Comunicação receberam papel fundamental em uma sociedade que se comunica, negocia e aprende "em rede", entretanto abordagens educacionais adotadas nas instituições de ensino ainda se encontram defasadas. Novas técnicas de ensino construtivistas como a Aprendizagem Baseada em Projetos e ferramentas computacionais como os Ambientes Virtuais de Aprendizagem são pesquisadas e experimentadas, apontando a gestão de projetos educativos por meio do ciberespaço como uma possível abordagem educacional capaz de promover a construção do conhecimento pelos próprios aprendizes de forma colaborativa e superando restrições geográficas. Esta dissertação analisa o Ambiente Virtual de Aprendizagem Moodle como suporte à técnica de Aprendizagem Baseada em Projetos e apresenta uma arquitetura de software para a gestão de projetos educativos como um ambiente que permita a aprendizagem de forma mais autônoma e colaborativa.

Abstract This thesis investigated the national culture of the construction labourers in a migrant country and empirically found the impact of cultural behavior on the performance of construction projects and labourers while practicing the decent work indicators. The study culminates by helping to form a migration policy by both the sending and the receiving countries of migrants that would economically and socially benefit both the migrant labourer and his family at the individual level. This thesis therefore helps by adding to the theoretical knowledge and also in the successful completion of projects and successful temporary migration. The research involved multi-research methods, starting with the narratives of the construction labourers. The research methodology was further augmented through a case study approach with the participant observation method. The data were coded according to grounded theory into national cultural dimensions. Re-confirmation and cross-checking interviews were also conducted to confirm the correctness of the coding. The qualitative data collected were quantified to give meaning to the data collection through triangulation in data analysis. After introducing national cultures in the construction projects of the UAE, the national culture of the construction labourers within Geert Hofstede’s framework was identified, while observing the decent work practices indicators. This was achieved through narratives, observations and semi-structured interviews. The thesis investigates decent work practices indicators specific to the culture of migrant construction labourers from Indian, Pakistani, Bangladeshi and Chinese labourers in the UAE. The thesis reveals that the national culture of the migrant construction labourers in the UAE is not the same as that identified by Hofstede some four decades ago. Indian construction labourers revealed high Uncertainty Avoidance Index (UAI), Pakistani labourers showed high Masculinity (MAS), Bangladeshi labourers revealed low Long Term Orientation (LTO) and Individualism (IND) and Chinese construction labourers showed high IND and LTO. The study suggests that the management of cultural differences could help the successful completion of projects, which could be beneficial for both the migrant sending country and the host country and also for the individual migrant and his family. The study further investigated the difference in decent work practices in the UAE and the national culture (as seen in cultural behavior) of the migrant construction labourers in the UAE. Studying this difference in practice and learning about the cultural behavior of the construction labourers has economic and social implications for construction labourers, migrant receiving and sending countries. / Tiivistelmä Tässä väitöskirjassa tutkittiin toiseen maahan muuttaneiden rakennustyöntekijöiden kansallista kulttuuria ja todettiin empiirisiä tutkimusmenetelmiä käyttäen, kuinka kulttuurinen käyttäytyminen vaikuttaa rakennushankkeiden toteuttamiseen ja työntekijöiden työsuoritukseen, kun sovelletaan ihmisarvoisen työn indikaattoreita. Maahanmuuttajien lähtö- ja tulomaa voivat käyttää tämän tutkimuksen tuloksia apuna laatiessaan maahanmuuttopolitiikkaa, joka hyödyttäisi taloudellisesti ja yhteiskunnallisesti siirtotyöläistä ja tämän perhettä. Tämä väitöskirja auttaa toisin sanoen lisäämään teoreettista tietämystä ja sujuvaa tilapäistä maahanmuuttoa sekä saattamaan hankkeet onnistuneesti päätökseen. Tutkimuksessa käytettiin useita eri tutkimusmenetelmiä, ja lähtökohtana olivat rakennustyöntekijöiden omat kertomukset. Tutkimusmetodologiaa täydennettiin lisäksi tapaustutkimuksella käyttäen osallistuvan havainnoinnin menetelmää. Tutkimustiedot koodattiin käyttäen grounded theory -lähestymistavan mukaisia kansallisten kulttuurien ulottuvuuksia. Haastatteluille tehtiin lisäksi ristiintarkistus ja ne vahvistettiin uudelleen, jotta voitiin varmistua koodauksen paikkansapitävyydestä. Kerätty kvalitatiivinen aineisto ilmaistiin määrällisenä, jotta kerättyjä tietoja voitiin analysoida triangulaation avulla. Tutkimuksessa esiteltiin aluksi, miten kansalliset kulttuurit liittyvät Yhdistyneiden arabiemiirikuntien rakennushankkeisiin, minkä jälkeen määritettiin rakennustyöntekijöiden kansallinen kulttuuri käyttäen Geert Hofsteden teoriaa ja noudattaen ihmisarvoisen työn käytäntöjä koskevia indikaattoreita. Apuna käytettiin kertomuksia, havaintoja ja puolistrukturoituja haastatteluja. Väitöskirjassa tutkittiin rakennustyöntekijöitä, jotka olivat muuttaneet Yhdistyneisiin arabiemiirikuntiin Intiasta, Pakistanista, Bangladeshista ja Kiinasta. Tutkimuksessa todettiin, että ihmisarvoisen työn käytäntöjä koskevat indikaattorit ovat kytköksissä työntekijöiden omaan kulttuuriin. Väitöskirja paljastaa lisäksi, että Yhdistyneisiin arabiemiirikuntiin muuttaneiden rakennustyöntekijöiden kansallinen kulttuuri ei vastaa Hofsteden neljä vuosikymmentä sitten määrittämää kansallista kulttuuria. Intialaisilla rakennustyöntekijöillä havaittiin voimakasta epävarmuuden välttämistä, pakistanilaisilla työntekijöillä voimakasta maskuliinisuutta, bangladeshilaisilla työntekijöillä vähäistä pitkän tähtäimen orientaatiota ja individualismia ja kiinalaisilla rakennustyöntekijöillä puolestaan havaittiin voimakasta individualismia ja pitkän tähtäimen orientaatiota. Tutkimus osoittaa, että kulttuurieroja hallitsemalla voitaisiin edesauttaa hankkeiden viemistä onnistuneesti päätökseen, mikä puolestaan hyödyttäisi maahanmuuttajien lähtömaata ja isäntämaata sekä itse maahanmuuttajia ja heidän perheitään. Tutkimuksessa tutkittiin lisäksi, miten ihmisarvoisen työn käytännöt eroavat Yhdistyneissä arabiemiirikunnissa ja maahan muuttaneiden rakennustyöntekijöiden kansallisessa kulttuurissa (mikä puolestaan ilmenee kulttuurisessa käyttäytymisessä). Tämän eroavaisuuden ja rakennustyöntekijöiden kulttuurisen käyttäytymisen tutkimisella on taloudellisia ja yhteiskunnallisia vaikutuksia rakennustyöntekijöihin sekä maahanmuuttajien lähtö- ja tulomaihin.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-10T13:51:34Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Fernanda Sutkus de Oliveira Mello.pdf: 1553469 bytes, checksum: 6325aa3cb1b2bebac89f6b8ecf798bef (MD5) / Made available in DSpace on 2017-07-10T13:51:34Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Fernanda Sutkus de Oliveira Mello.pdf: 1553469 bytes, checksum: 6325aa3cb1b2bebac89f6b8ecf798bef (MD5) Previous issue date: 2017-04-17 / This dissertation is linked to the Post Graduation Program (strict sensu) in Education of the Oeste Paulista University, in the research line Training and Pedagogical Practice of the Professional Teacher. The main objective of this research was to analyse the Project-Based Learning in the development of Digital Educational Resources searching for innovative pedagogical practices, which can contribute to a constructionist, contextualized and meaningful environment (known as CCS), with the mutual participation of teachers and students. To accomplish such objectives, the research adopted a qualitative approach and was carried out as an intervention research, done at the courses of Social Communication Faculty, at a private institution of higher education in the countryside of São Paulo. Data were collected through participant observation and focus group. The first study was carried out aiming to analyse the current panorama of higher education as well as the pedagogical practices trends. Methodology used to accomplish this study was the systematization of information obtained through research of studies published in Brazil in the last seven years, between 2009 and 2016, in the Scielo database (Scientific Electronic Library Online), and IBICT database(Brazilian Institute for Information in Science and Technology). In the second study, we sought to reflect on the use of active methodologies in higher education, with emphasis on Project-Based Learning.The methodology adopted was based on bibliographical research, through which it was possible to perceive the importance of these methodologies as a teaching practice in the teaching and learning process. The third study aimed to acknowledge the potentiality of digital educational resources in the educational context. The methodology used to carry out this study was based on bibliographic research in databases such as Scielo and IBICT. In the fourth study, the objective was to analyse students' perceptions regarding the Project-Based Learning, as an active methodology proposal in the context of the courses of Social Communication Faculty, as well as to present the experience lived in the Graphic Production II discipline, describing and analysing each of its stages. The methodology adopted was based on a qualitative approach, of the type research-intervention and the data were collected through participant observation and focus group. / Esta dissertação vincula-se ao Programa de Pós-Graduação (stricto sensu) em Educação da Universidade do Oeste Paulista, na linha de pesquisa Formação e Prática Pedagógica do Profissional Docente. O principal objetivo desta pesquisa foi analisar a Aprendizagem Baseada em Projetos no desenvolvimento de Recursos Educacionais Digitais, em busca de práticas pedagógicas inovadoras que possam contribuir para um ambiente Construcionista, Contextualizado e Significativo (CCS), com o envolvimento mútuo entre docentes e estudantes. Para atingir tais finalidades, a pesquisa adotou uma abordagem qualitativa e foi realizada sob a forma de pesquisa-intervenção, junto aos cursos da Faculdade de Comunicação Social, de uma instituição particular de Ensino Superior, do interior do estado de São Paulo. Os dados foram coletados por meio de observação participante e grupo focal. O primeiro estudo foi realizado com o objetivo de analisar o panorama atual do Ensino Superior, bem como as tendências das práticas pedagógicas. A metodologia adotada para realização deste estudo utilizou-se de informações sistematizadas nos textos obtidos após a realização do levantamento de bibliografias desenvolvidas no Brasil nos últimos sete anos, entre 2009 e 2016, na base de dados do Scientific Eletronic Library Online (Scielo) e do Instituto Brasileiro de Informações em Ciência e Tecnologia (IBICT). No segundo estudo, buscou-se refletir sobre o uso das metodologias ativas no Ensino Superior, com ênfase na Aprendizagem Baseada em Projetos. A metodologia adotada pautou-se em pesquisa bibliográfica, por meio dela foi possível perceber a importância destas metodologias como prática docente no processo de ensino e aprendizagem. O terceiro estudo teve como objetivo conhecer as potencialidades dos Recursos Educacionais Digitais no contexto educacional. A metodologia adotada para realização deste estudo utilizou-se de pesquisa bibliográfica em bases de dados como Scielo e IBICT. No quarto estudo, o objetivo foi analisar as percepções dos estudantes em relação à Aprendizagem Baseada em Projetos, como proposta de metodologia ativa no contexto dos cursos da Faculdade de Comunicação Social, assim como apresentar a experiência vivida no âmbito da disciplina Produção Gráfica II, descrevendo e analisando cada uma de suas etapas. A metodologia adotada pautou-se em uma abordagem qualitativa, do tipo pesquisa-intervenção e os dados foram coletados por meio de observação participante e grupo focal.

Orientador: Messias Borges Silva / Resumo: O mundo está mudando rapidamente e a maneira como as relações humanas acontecem também estão se alterando como nunca visto. O advento da indústria 4.0 com seus pilares de sustentação mostram que viver nas próximas décadas será completamente disruptivo ao que existe hoje, desde carros movidos a energias renováveis e não poluentes até à transformação da indústria pela demanda em tempo real, desde a necessidade do usuário até a extração da matéria-prima na natureza, reciclado ou não, em um sistema fechado ou aberto. Adaptar-se ao novo e aprender a aprender são as palavras de ordem devido à necessidade de adaptação do indivíduo face às novas profissões que surgem a cada dia e totalmente inovadoras. A proposta desta dissertação é a aplicação da metodologia ativa Aprendizagem Baseada em Projetos com ciclos de pesquisa-ação aplicados em onze salas dos cursos de engenharia mecânica, elétrica e civil durante cinco anos em uma instituição de ensino superior particular paulista. O trabalho remeteu a adaptar e aplicar o modelo ativo em sala de aula, diferente do tradicional, e buscando desenvolver competências e habilidades necessárias à preparação do aluno de engenharia para a nova realidade do mercado de trabalho, que ano após ano tem exigido das instituições uma abordagem para que torne seus egressos mais bem preparados. Neste contexto, o projeto remete ainda a como planejar toda uma disciplina sustentada pela aprendizagem baseada em projetos, como organizar a formação integral do alu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The world is changing rapidly and the way human relationships take place is also changing like never before. The advent of industry 4.0 with its supporting pillars shows that living in the coming decades will be completely disruptive to what exists today, from cars powered by renewable and non-polluting energies to the industry transformation by real-time demand, from user needs to the extraction of raw material in nature, recycled or not, in a closed or open system. Adapting new and learning to learn are watchwords due to the individual's need adapting to new professions appear every day and totally innovative. The purpose of this dissertation is implement active methodology Project Based Learning with action research cycles applied in eleven rooms of mechanical, electrical and construction engineering courses during five years at a private higher education institution in São Paulo state. The work led adapting and applying active model in the classroom, different from traditional one, and seeking for develop competencies and skills necessary to prepare engineering students for new labor market reality, which year after year has required institutions to approach making your graduates better prepared. Also, in this context the project refers how to plan an entire discipline supported by project-based learning, how to organize the student's comprehensive training and how to systematize formative assessment process. The use of active methodologies as tools for this purpose exerc... (Complete abstract click electronic access below) / Mestre

Krátká, M.: My city a century ago [Diploma Thesis] Praha 2014 - Charles University, Faculty of Education, Art Education Department, 135 p. The diploma thesis focuses on cross-curricular connection of two educational areas; The Art and Culture - Art education and "Man and His World". The thesis also analyzes textbooks of the "Man and His World" educational area and determines how and to what extent it is focused on the theme of home, region, the past, identity of subject and places of public area. The empirical part consists of an educational project closely linking the curriculum of art education with curriculum of the subject "Man and His World". It focuses on primary education and it's goal is to effectively educate children about the history of the town they live in using interdisciplinary approach. The educational project is based on theoretical findings stated in the theoretical part of the diploma thesis. It is also set to the context of contemporary art but in comparison to modern art it seems to be based more traditionally. Key words: Interdisciplinarity, Art Education, school subject, educational domain, Project-Based Learning, site, memory of the site, community, Site-specific art.