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.

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.

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.

Au cours de cette thèse, nous avons examinée les pratiques actuelles en matière d'éducation en IS. Nous avons proposé une approche centrée sur l'utilisation des processus normalisés en IS, tout en faisant en sorte que le scénario d'apprentissage soit très adaptable et qu'il puisse être piloté par les compétences d'IS acquises ou à acquérir. Ensuite, une plateforme Web a été développée pour soutenir cette nouvelle approche d'apprentissage. En utilisant cette approche, les étudiants ne seront pas seulement en mesure de bien concevoir le système demandé de manière distante et collaborative, mais ils seront aussi capables de l'élaborer de manière appropriée. Cela leur permettra d'apprendre les principes et processus fondamentaux de l'IS, à mieux communiquer dans un environement de travail, la gestion d'équipe, la collaboration et les compétences techniques connexes. Les formateurs d'un autre côté pourront mieux gérer leur parcours d'apprentissage, les ressources pédagogiques, et les résultats escomptés. En utilisant cette solution, les organisations de ces formateurs et étudiants, c'est-à-dire les universités et collèges, pourront gérer et normaliser les compétences acquises par leurs futurs ingénieurs systèmes à tous les niveaux. / This thesis surveys the current practices and advancements in SE education. We ended up proposing a novel solution for SE education (an approach with its supporting web-based platform). The proposed approach is based on the recommendations of academic and industrial communities. It is centered around the use of SE standardized processes and at the same time very adaptive, with learning scenarios that can be driven by the acquired or to-be-taught SE competencies. The proposed solution is a web based platform that has been developed to support this novel approach within a distant Project Based Learning (PBL) environment. The solution aims to ease the learning at the same time of fundamental principles and processes of systems engineering, along with communication, team management, collaboration, and related soft skills. On the other hand, educators will be able to better manage their learning scenarios, training resources, and the expected outcomes. Last, educators and students' organizations using this solution will be able to manage and normalize the competencies to be acquired by their future systems engineers at every level.

This thesis is focused on the issue of the anniversary of November 17, specifically from the point of view of teaching at the primary school in Kunratice. In the first part, the reader is briefly acquainted with the school curriculum and its development, the anchoring of project teaching and support of this method of teaching at Kunratice Elementary School. The next part of the work consists of an analysis of the events of November 17, 1939 and 1989, scrutinizing these events from the present perspective, and subsequent generalization of the topic with concepts and facts from a didactic perspective. The main part of the work deals with the preparation of project teaching on the mentioned topic with applying methods of self-teaching and evaluation of the impact of the project. The result of this work are two cases of project teaching, including the process of preparation and development of methodology from the perspective of a member of the preparatory team, team leader and then from the perspective of a class teacher who implements the teaching in his class. Both the cases of project teaching are implemented in successive school years 2020 and 2021, while in the first case it is an implementation in the form of an online project teaching in only one day and in the second case two-day full-time...

Le design de jeux est une discipline en plein essor, dont les progrès technologiques et théoriques ne cessent de se perfectionner. L’évolution rapide de la sphère ludique oblige une constante adaptation de la part de cette discipline, autant au niveau professionnel que académique. Il est important de se questionner quant aux impacts de cette évolution sur les programmes de formation en design de jeux. Les programmes se spécialisant dans ce domaine doivent s’adapter en temps réel afin de former des praticiens plus près des attentes et des pratiques retrouvées sur le marché du travail contemporain. En s’appuyant sur le modèle de la recherche ethnographique et phénoménologique en design, l’objectif de l’étude est d’apporter un nouvel éclairage sur la pratique de l’enseignement du design de jeux. Nous observons plus attentivement les apprenants du D.E.S.S. en design de jeux de l’Université de Montréal lors de la réalisation de leur projet de fin d’études, dont l’objectif est la création d’un prototype vidéoludique fonctionnel. Notre approche est de nature qualitative, d’inspiration phénoménologique: nous avons recueilli l’expérience pédagogique de sept étudiants designers ainsi que de deux enseignants. Par l’intermédiaire de l’observation non participante, de carnets de bords, d’entretiens semi-dirigés et de groupes de discussion, il a été possible d’analyser l’expérience en action des participants. Une attention significative est portée à l’égard des différents phénomènes rencontrés par les étudiants lors du processus de conception, de création et de production du projet de fin d’études. Nos résultats tentent de dépeindre, le plus fidèlement possible, l’expérience pédagogique des participants de la cohorte 2019-2020. L’analyse met en perspective les forces ainsi que les insuffisances du contexte pédagogique. L’interprétation a permis l’identification de plusieurs phénomènes et thématiques récurrentes tout au long de l’étude. La conclusion de la recherche mène vers des pistes recommandations prospectives qui concernent le contexte socioculturel, la motivation, le travail d’équipe ainsi que l’encadrement en situation de projet. / The field of video game design is constantly evolving seeing rapid change both in game design theory and technology as the video game industry matures as a whole. This rapid progress requires game design professionals to constantly evolve and adapt to remain pertinent on the market. Thus, it is important to consider the impact of such rapid growth on the academic platform that seeks to support it by providing the industry with qualified graduates ready to meet the ever-growing expectations of employers. Using the ethnographic and phenomenological research models, the objective of the present study is to bring new understanding of the teaching practices of game design by following students through their final project. Consisting in designing and developing a functioning video game prototype, the final project offers the author of this study a unique perspective into the design processes and strategies adopted by the students over the course of the production. Based on the qualitative approach of the phenomenological research model, this study compiled the experiences of seven design students and two teachers through non-participatory observation, logbooks, semi-structured interviews and focus groups. Through the observations gathered on the field, this study aims to faithfully portray the academic experiences of the students of class 2019-2020. The analysis of the data collected highlights the strengths of the educational experience as well as underlines its inadequacies and shortcomings which, in turn, lead to reflexive recommendations concerning the sociocultural context, motivation, teamwork, training and pedagogy within a project-based context.

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