O estudo teve como objetivo construir e validar quanto ao conteÃdo e aparÃncia uma hipermÃdia educativa sobre parto para a graduaÃÃo em Enfermagem. Para embasar o desenvolvimento deste estudo, adotou-se a Teoria da InteraÃÃo Social de Vygotsky, que ressalta que o conhecimento surge a partir da interaÃÃo social entre no mÃnimo duas pessoas e que isto torna o compartilhamento de conhecimentos possÃvel e facilitado. Tratou-se de uma pesquisa metodolÃgica. Para realizaÃÃo do estudo, seguiram-se as etapas: 1.levantamento do conteÃdo e planejamento dos mÃdulos; 2. produÃÃo das mÃdias e organizaÃÃo das unidades tutoriais; 3. organizaÃÃo do espaÃo do aluno, tutor e de comunicaÃÃo entre eles; 4. elaboraÃÃo da hipermÃdia; 5. disponibilizaÃÃo da hipermÃdia; 6. avaliaÃÃo por especialistas em Enfermagem e InformÃtica e implementaÃÃo das sugestÃes propostas. Realizou-se, inicialmente, o levantamento das produÃÃes cientÃficas que tratassem da temÃtica assistÃncia de enfermagem aos perÃodos clÃnicos do parto, tendo sido incluÃdos livros didÃticos da Ãrea de obstetrÃcia, manuais tÃcnicos do MinistÃrio da SaÃde do Brasil e da OrganizaÃÃo Mundial de SaÃde e trabalhos e artigos publicados em periÃdicos nacionais e internacionais. A hipermÃdia construÃda foi intitulada âAssistÃncia de Enfermagem aos perÃodos clÃnicos do partoâ, abordando os cuidados que o profissional de enfermagem deve ter durante o trabalho de parto e parto normal sem distÃcia. Na etapa de elaboraÃÃo da hipermÃdia, foram organizados os textos a partir das informaÃÃes levantadas na pesquisa bibliogrÃfica e consultada uma empresa especialista em informÃtica para desenvolver o website. Para a validaÃÃo de conteÃdo e aparÃncia, optou por fazer o cÃlculo amostral com base na fÃrmula de populaÃÃo infinita, sendo a amostra composta por 22 juÃzes, selecionados por meio de critÃrios prÃ-estabelecidos, sendo 11 juÃzes especialistas em Enfermagem obstÃtrica (avaliaÃÃo de conteÃdo) e 11 juÃzes especialistas em InformÃtica (avaliaÃÃo de aparÃncia). A construÃÃo e a validaÃÃo tÃcnica da hipermÃdia ocorreram no perÃodo de julho de 2014 a janeiro de 2015. Para a coleta de dados, foram utilizados dois instrumentos, um direcionado aos juÃzes especialistas em Enfermagem obstÃtrica e outro para os juÃzes especialistas em InformÃtica. Para a anÃlise da validaÃÃo da hipermÃdia foi utilizado o Ãndice de Validade de ConteÃdo (IVC), com ponto de corte de 0,78 e o teste binomial. As sugestÃes e opiniÃes foram compiladas e descritas. A hipermÃdia educativa mostrou-se como um material validado, visto que apresentou um Ãtimo IVC global de 0,97 e significÃncia estatÃstica no teste binomial para o conteÃdo e aparÃncia. Diante das sugestÃes e contribuiÃÃes durante o processo de validaÃÃo, a hipermÃdia passou por modificaÃÃes, ajustes e acrÃscimos a fim de tornÃ-la mais eficaz. Acredita-se que o uso deste material com alunos da graduaÃÃo de enfermagem contribuirà com a assistÃncia obstÃtrica, tendo em vista que se constitui em uma tecnologia ilustrada capaz de favorecer o ensino-aprendizagem sobre parto normal humanizado, bem como a qualidade da assistÃncia de enfermagem à parturiente. / The study aimed to construct and validate the contents and appearance in an educational hypermedia applying for undergraduate nursing. To support the development of this study, we adopted the Theory of Social Interaction Vygotsky, which emphasizes that knowledge arises from the social interaction between at least two people and this makes knowledge possible and sharing facilitated. It was a methodological research. This study was followed by some steps, which are: survey content and planning of the modules; production of media and organization of tutorials units; spatial organization of the student, tutor and communication between them; development of hypermedia; availability of hypermedia; reviewed by technical experts in Nursing and Informatics and implementation of the proposed suggestions. The survey of scientific production implemented initially was addressed by the theme nursing care to clinical parturition periods, including textbooks of obstetrics, technical manuals of the Ministry of Health of Brazil and the World Health Organisation, also works and articles published in national and international journals. The hypermedia constructed was entitled "Nursing Care to clinical parturition periods", addressing the care that nursing professionals should have during labor and vaginal parturition without distorting. The texts prepared in the hypermidia were organized from the information raised in the literature and consulted a computer specialist company to develop the website. For the validation of content and appearance was chosen sample calculation based on the infinite population formula. The sample is composed of 22 judges, selected through pre-established criteria, 11 expert judges in obstetric nursing and 11 expert computer specialists (assessment of content). The construction and technical validation of the hypermedia occurred from July 2014 to January 2015. For data collection was utilized two instruments, which are one directed to the expert judges in obstetric nursing and another one for specialist judges in Computer. For the analysis of validation of hypermedia, we used the Content Validity Index (CVI) with a cutoff point of 0.78 and the binomial test. The suggestions and opinions were compiled and discussed. The educational hypermedia proved to be a validated material, as presented a great global CVI 0.97 and statistically significant in the binomial test for content and appearance.The suggestions and contributions, which were given during the validation process contributed to hypermedia modifications, adjustments and additions to make it more effective. It is believed that the use of this material with students of nursing degree will contribute to obstetric care in order to constitutes an illustrated technology to facilitate the teaching and learning process of humanized normal birth, favoring the quality of nursing care for parturient.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este estudo teve como objetivo construir e validar uma hipermÃdia educacional que venha a favorecer o processo de ensino-aprendizagem referente à atuaÃÃo da enfermagem na realizaÃÃo da Consulta de Enfermagem GinecolÃgica. Como embasamento norteador para o desenvolvimento desse estudo, adotou-se a Teoria da InteraÃÃo Social de Vygotsky, que define a interaÃÃo social como a troca de informaÃÃes entre pelo menos duas pessoas, devendo ocorrer o sentido duplo entre essa interaÃÃo, ou seja, a reciprocidade entre os envolvidos, o que torna o compartilhamento de conhecimentos possÃvel e facilitado. Trata-se de um estudo de desenvolvimento, no qual foi construÃda e validada uma hipermÃdia educacional com uma abordagem acerca da Consulta de Enfermagem GinecolÃgica. A hipermÃdia foi desenvolvida no Ambiente Virtual de Aprendizagem (AVA) Solar, no perÃodo de janeiro a junho de 2011. Para a construÃÃo dessa hipermÃdia, foram seguidas seis etapas, dentre as quais as cinco primeiras compuseram a fase de construÃÃo da hipermÃdia e a sexta compÃs sua fase de validaÃÃo. O levantamento de conteÃdo e o planejamento dos mÃdulos constituÃram a primeira etapa. Nesta, buscou-se o conteÃdo relativo à realizaÃÃo da Consulta de Enfermagem GinecolÃgica em livros didÃticos, manuais do MinistÃrio da SaÃde e artigos cientÃficos disponÃveis em base de dados na internet. O conteÃdo foi organizado em mÃdulos, apontando as principais informaÃÃes acerca da Consulta de Enfermagem, do cÃncer cÃrvico-uterino, da Consulta de Enfermagem GinecolÃgica e os possÃveis diagnÃsticos e tratamentos. Na segunda etapa do estudo, foram desenvolvidas as mÃdias que compuseram a hipermÃdia, podendo ser composta de gravuras, vÃdeos, textos, dentre outros. Na terceira etapa do desenvolvimento dessa hipermÃdia, foram disponibilizados espaÃos de anotaÃÃes, denominados portfÃlios, para o aluno e o tutor, bem como ferramentas de comunicaÃÃo entre eles, tais como fÃruns de discussÃo e chat, buscando desenvolver uma maior interaÃÃo social entre os participantes desse processo de ensino-aprendizagem. Terminadas as trÃs etapas anteriores â o conteÃdo, as mÃdias e os espaÃos de anotaÃÃes e comunicaÃÃo â os itens produzidos foram disponibilizados no AVA SOLAR. Dando continuidade ao processo de construÃÃo da hipermÃdia, realizou-se o processo de validaÃÃo do material produzido. No processo de validaÃÃo, foram convidados, de acordo com critÃrios prÃ-estabelecidos, quatro especialistas de enfermagem e quatro de informÃtica para avaliar a hipermÃdia, quando foram identificados os pontos de ajuste necessÃrios para uma melhor utilizaÃÃo da hipermÃdia. Quanto à construÃÃo desse produto, constatou-se que as etapas seguidas foram consideradas satisfatÃrias, de forma que foi possÃvel construir um produto educacional apto a favorecer o processo de ensino-aprendizagem com relaÃÃo à temÃtica da Consulta de Enfermagem GinecolÃgica. Quanto à validaÃÃo desse material, hà pontos de ajustes que foram considerados e corrigidos, e outros que foram satisfatoriamente contemplados e ressaltados pelos especialistas que participaram do estudo. Realizadas as modificaÃÃes solicitadas, denotou-se a validaÃÃo dessa hipermÃdia junto a especialistas, estando apta para a utilizaÃÃo junto ao pÃblico-alvo para o qual foi construÃda. / This study aimed to construct and validate an educational hypermedia that will facilitate the teaching-learning process concerning the nursing activities in realizing the Gynecologic Nursing Consultation. As a guiding base for the development of this study, we adopted the Theory of Social Interaction of Vygotsky, who defines social interaction as the exchange of information between at least two people should experience the double meaning of this interaction, ie, reciprocity between those involved, which makes knowledge sharing possible and easier. This is a development study, which was constructed and validated an approach to educational hypermedia on the Gynecologic Nursing Consultation. Hypermedia was developed in the Virtual Learning Environment (VLE) Solar, the period from January to June 2011. For the construction of hypermedia, six steps were followed, among which the first five comprised the construction phase of hypermedia composed his sixth and validation phase. The survey content and design of the modules were the first step. In this, we sought to content on the implementation of Gynecologic Nursing Consultation in textbooks, manuals and the Ministry of Health papers available in the database on the Internet. The content was organized in modules, pointing out key information about the Nursing Consultation of cervical cancer, the Gynecologic Nursing Consultation and possible diagnoses and treatments. In the second stage of the study, the media were developed that made hypermedia, and may be composed of pictures, videos, texts, among others. In the third stage of the development of hypermedia annotations were available spaces, called portfolios, for the student and tutor, as well as tools of communication between them, such as discussion forums and chat, to develop greater social interaction among the participants of this process teaching and learning. Finished the previous three steps - the content, media and communication spaces and notes - the items produced were available on the AVA SOLAR. Continuing the process of construction of hypermedia, we carried out the validation process of the material produced. In the validation process were invited, according to predetermined criteria, four experts and four nursing informatics to evaluate hypermedia, were identified when the set points needed for a better use of hypermedia. As for the construction of this product, it was found that the steps taken were satisfactory, so that it was possible to build an educational product able to promote the teaching-learning process with respect to the issue of Gynecologic Nursing Consultation. Regarding the validation of this material, there are points of adjustments that were considered and corrected, and others who have been satisfactorily addressed and highlighted by the experts who participated in the study. Implemented the changes requested, denoted is the validation of hypermedia from experts, being able to use at the audience for which it was built.

Orientador: Gilmar Barreto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e Computação / Made available in DSpace on 2018-08-12T03:48:42Z (GMT). No. of bitstreams: 1 Miguel_PauloVictordeOliveira_M.pdf: 6625689 bytes, checksum: 733e5b39c9d281bc70c502b5ebd55339 (MD5) Previous issue date: 2008 / Resumo: Um programa para simular circuitos elétricos por computador pode ser um recurso muito útil em análise de projetos de engenharia. Para que se pudesse utilizar este recurso na formação de profissionais em engenharia elétrica, estudou-se as características específicas e criou-se então uma plataforma flexível de software. Com funcionalidades multimídia e modelos matemáticos, pode-se utilizá-la para apresentações, simulações e verificação de situações teóricas e práticas. Também pode-se utilizá-la para educação a distância inclusive via Internet, utilizando conceitos de orientação a objeto, reutilização de software e imagens vetoriais. Com o objetivo de validar a aplicabilidade do trabalho foi desenvolvida também uma metodologia para testes de usabilidade, específica para uma ferramenta de educação a distância. / Abstract: The computer software emulating electronic circuits can be very useful in engineering analysis. In order to use this resource in Electrical Engineering education, it has studied the necessary requirements and created a _exible software framework. Using multimedia features and mathematical modeling it can be used to make presentations, emulating processes and to show theoretical and practical situations. Additionally it could be used in electronic learning, even trough the Internet, working with object oriented, reusability and vector images concepts. Even in order to test the applicability it was developed an speci_c usability testing for electronic learning systems. / Mestrado / Automação / Mestre em Engenharia Elétrica

This thesis is situated in the context of the emergence of the ‘digital university’ in higher education. It addresses research questions which focus on organizational change, particularly on how a strategic shift to increase the provision of online distance education in a traditional, research-intensive, campus-focused university, affects the existing temporal and spatial practices of the institution. The research undertaken focuses on a UK university, during a period of strategic digital expansion in its postgraduate taught degree programmes, where funding is allocated by the institution to support a number of new courses and programmes, developed and designed to be available to students on a fully online basis. I take a narrative ethnographic research approach, which draws on interviews with university staff and students, alongside higher education policy and think-tank documents, and institutional websites. Particular attention is paid to the temporal aspects of each narrative account, in order to surface temporality over what I consider to be the spatial preoccupations of the literature and practices of online ‘distance’ education. Sustaining a critique of ‘anytime, anywhere’ accounts of online education, with a reminder that education takes place over time and in particular times and spaces, I draw on Sharma’s (2013) work on ‘critical time’, and particularly her notion of temporal ‘recalibration’ (2014), to think about complex temporal relations in the digital university. I go on to explore the idea of the digital university as transtemporal, as an alternative conceptualisation which opens up possibilities for imagining the university beyond its traditional temporal and spatial boundaries. I argue that understanding the dominant times and spaces of the university campus as central, and those accessing the campus in asynchronous or asymmetric ways as peripheral, may not just lead to spatially biased practices of distancing, but to a lack of recognition of emergent inequalities which are digitally reconfigured and potentially invisible. I conclude with some reflections on theoretical and methodological approaches to time and the digital in higher education and propose areas for future research.

M.Ed. (Media Studies) / As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far exceeding a worker's capacity to absorb it" (Hawkridge, 1983:5) his initial training will always be insufficient and should be supplemented by means of in-service and further training. It appears that, because of financial and other reasons, further training will increasingly take place by means of tele-tuition. In the past few years, the sound cassette has been used more and more in tele-tuition owing to features such as its convenience, availability, inexpensiveness and effectiveness . Among the problems identified is that very few lecturers are familiar with the special didactic demands of tele-tuition and especially the use of the sound cassette as educational medium in the tele-tuition situation. Structured directions on the use of sound cassettes, to assist the lecturer, could not be found in the literature. This situation can easily lead to a haphazard and ineffective use of the sound cassette. The objective of this study, therefore, is to provide the lecturer with guidelines regarding the planning, production and use of sound cassettes in tele-tuition. In order to accomplish this objective, it was necessary to study existing literature and to talk with people who are authorities in their separate fields. With the information gathered, a frame of reference regarding tele-tuition at tertiary level was structured as basis for further discussion. Thereafter the potential of the cassette and the criteria that should be taken into consideration when planning, producing and using the sound cassette, were discussed. This led to some suggestions regarding the lecturer's preparation, the production, indexing, dispatch and evaluation of sound cassettes, and briefing the student on the use thereof. This study does not see the sound cassette as a panacea, but as an under-exploited educational medium with great potential in the tele-tuition situation

Please read the abstract in the section 00front of this document / Dissertation (MIS (Information Science))--University of Pretoria, 2005. / Information Science / unrestricted

AFRIKAANS: In die lig van 'n nuwe Suid-Afrika met 'n groot diversiteit ten opsigte van kulture, etnisiteit, tale en sosio-ekonomiese omstandighede is die paradigmaskuif, wat tans besig is om plaas te vind in die onderwyssisteem, nie so maklik uitvoerbaar nie. Onderwysbestuurders wat opgevoed en opgelei is in 'n outokratiese onderwyssisteem en gewoond was om skole as geslote entiteit te bestuur, beleef ‘n onvermoë en gebrek aan bestuursvaardighede om die nuwe verandering na 'n demokratiese homogene multikulturele onderwysstelsel te bestuur. Onderwysbestuurders is nie gewoond om skole as selfbesturende oop entiteite te bestuur nie. Daar heers gevolglik ‘n dringende. behoefte by onderwysbestuurders tot verdere studie om sodoende op praktiese wyse hul bestuursvaardighede te ontwikkel om hierdie paradigmaskuif te bestuur. As gevolg van dringende werksverpligtinge en ekonomiese implikasie, kan onderwysbestuurders egter nie hulle instellings vir 'n jaar of twee verlaat vir verdere studies, terwyl die paradigmaskuif momentum kry nie. Onderwysbestuurders is gevolglik geforseer om verdere studie deur middel van afstandsonderrig te doen. 'n Ondersoek word geloods om vas te stel wat die beste afstandsonderrigmetode sal wees om praktiese bestuursvaardighede te ontwikkel. Hierna word ook riglyne verskaf hoe om so 'n kursus te bestuur en te administreer. Die aanname word dan ook gemaak dat die tersiêre instansie wat eerste met hierdie afstandsonderrigmetode voortgaan, toonaangewend sal word en groei in inskrywingsgetalle vir onderwysbestuurders. Hierdie afstandsonderrigmetode is interaktiewe televisie-onderrig wat die antwoord blyk te wees vir die probleem van effektiewe kwaliteit opvoedende onderrig aan onderwys¬bestuurders. Vraelyste is uitgestuur aan respondente wat reeds onderrig deur middel van interaktiewe televisie ontvang om vas te stel in watter mate respondente tevrede is met afstandsonderrig deur middel van interaktiewe televisie-onderrig en of hulle in die toekoms weer van hierdie onderrigmedium gebruik sal maak. Nadat die konsep van interaktiewe televisie-onderrig belig word, poog die navorser om 'n bestuursplan daar te stel om sodanige onderwysbestuurskursus deur middel van interaktiewe televisie op mikrovlak te bestuur. Die navorser sien 'n interaktiewe televisie-uitsending as 'n produksie en program dus om 'n produksiebestuursplan op mikrovlak van sodanige uitsending wat preproduksie, produksie en na-produksie insluit, te ontwikkel. Sodanige produksiebestuursplan sal dan aan die produksiebestuurder (departementshoof of projekbestuurder) aandui hoe om 'n praktiese wyse bestuursfunksie suksesvol in spesifieke bestuursareas uit te oefen ten einde kwaliteit onderrig deur middel van interaktiewe televisie-onderrig te verseker. ENGLISH: In view of the fact of a new South Africa with a great diversity with regard to cultures, ethnicity and socio-economic conditions, it is not easy to implement the paradigm shift which is currently taking place in the educational system. Educational managers who have been educated and trained in an autocratic educational system and who were used to managing schools as closed entities experience an inability and a lack of management skills in order to manage the change to a democratic homogenous multi-cultural society. Educational managers are not used to managing schools as open entities, consequently a serious need exists for further study for educational managers in order to develop their management skills in a practical manner to enable them to manage this paradigm shift. However, as a result of pressing work commitments and economic implications, it is not possible for educational managers to leave their institutions for a year or two to pursue further studies while the paradigm shift gains momentum. Educational managers are therefore forced to pursue further studies by means of distance learning. A project has been launched in order to determine what would be the best distance learning method to develop practical management skills. This is followed by guidelines on how to manage and administer such a course. The assumption is made that the tertiary institution which leads the way in administering this distance learning method will. become pre-eminent and that the enrolment figures for educational managers will increase. This distance learning method is interactive television education which seems to be the answer to the problem of effective quality educational instruction for educational managers. Questionnaires were sent to respondents who are currently receiving training by means of interactive television to determine to which extent the respondents are satisfied with distance learning by means of interactive television and whether they would make use of this educational medium in future. After highlighting the concept of interactive television, the researcher attempts to provide a management plan to manage such an educational management course by means of interactive television on micro level. The researcher sees interactive television broadcasts as a production and a programme, and therefore plans to develop a production plan on micro level of such a broadcast which includes pre¬production, production and post-production. Such a production plan will indicate to the production manager (head of department or project manager) how to implement in a practical manner, management functions in specific management areas in order to ensure quality education by means of interactive television education. / Dissertation (MEd (Educational Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

M.Cur. (Professional Nursing) / Nursing as a humanistic profession has a responsibility to train expert practitioners with a responsibility towards the community. A variety of factors necessitate the cooperation between distance education an~ contact education. Some residential universities are planning, or are involved in, the presentation of courses through distance education. For the purpose of this study, a descriptive contextual investigation was undertaken of the profile of distance learning nursing students; and with a view to provide guidelines to residential universities for .the preparation and presentation of distance education courses. Relevant literature pertaining to distance education and contact education was studied and the Nursing for the Whole Person Theory as 'Nell as Holmberg's theory on guided didactic discussion formed the basis for compiling a conceptual framework for this study. A questionnaire was handed out to distance learning respondents at an Institute for Nursing and findings were obtained from them. It appears that the older, more adult person who has job and household responsibilities, is involved in distance education. It also appears that guidance by the tutor, especially by indirect means through the use of stUdy guides and assignments, is important. Supporting services, such as student counselling and accessible libraries, are needed. A variety of support groups can either have a positive or negative influence on the student's motivation level as well as success in her studies. Closer contact between educational institution and employer is recommended. All the facilities which are conducive to the studenfs learning should be functional and supportive guidance by the tutor, especially through indirect contact, is important for the student's success and motivation level. In the recommendations and guidelines possible solutions to problems are suggested. This accommodates the conceptual framework for interaction between the tutor, system and student to facilitate positive patterns of interaction between student's internal and external environment. A responsible, expert and independent practitioner can thus develop.

There has been a phenomenal growth in distance education since it's early days as correspondence study. Computers and the tools that go along with them, help to bridge the gap between physically separated people. Computers allow for resource sharing, decentralization, and limitless opportunities for instantaneous communication and transfer of information around the world. A variation of the traditional distance learner is the on-line learner. The on-line learner is a student on or near campus who chooses to take a class on-line versus the traditional classroom method. Questions are generating regarding why these students choose to take these on-line courses when they have they have access to the physical classroom. Since these students are familiar with an on-line setting, questions are also generating regarding the availability of on-line services. The participants included in this study were on-line learners enrolled in 13 totally on-line classes offered at a large, public, research university located in a mid-Atlantic state. The purpose of this study was to examine what motivates students to take on-line courses and to assess their interest in receiving other academic and student services on-line. Data were collected through a survey designed specifically for this study. / Master of Arts

This dissertation describes the observations of the interaction of adult learners at remote distance education sites. The researcher audited 11 complete courses at four receive sites during two academic terms. The observations were done in the Com-Net, audio-graphic system provided by Utah State University. The courses were provided for university credit to adults around the state. The research was designed to answer three research questions: 1.What interactions do learners at a distance exhibit in their educational setting? 2.What observable events appear to prompt the beginning and ending of the learners' interactions? 3.What observable outcomes result from the learners' interactions? A field study was conducted, using qualitative methodologies. In addition to answering the three research questions, the researcher observed four types of interaction already described in the literature of the field of distance education and identified a fifth type of interaction based on the field observations. The researcher also expanded on Burnham's definition of parallel learning in distance education. Finally, in this document, the researcher offers a definition of adult learner interaction at remote sites. The definition is provided to spark further discussion and research