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Dieser Beitrag widmet sich ausgehend von den Erfahrungen aus dem iMooX-Projekt der ökonomischen Perspektive von MOOCs. Zunächst werden die Kosten eines MOOC anhand des iMooX-Projekts dargelegt. Folgend auf die Darstellung des Kostenmodells erfolgt eine Diskussion, welchen Umfang der reale Wert eines MOOC aufweist. Abschließend werden mögliche Finanzierungsquellen eines MOOC diskutiert.

Thesis (M. Ed. (Language Education)) -- University of Limpopo, 2021 / The Foundation Phase Curriculum and Assessment Policy Statement’s objective is to equip children from Grade R to Grade 3 with the necessary and relevant knowledge, skills and values that will enable them to become productive, as well as functional participants in the Intermediate and Senior Phases of formal schooling as well as in global societies. However, literacy surveys at both national and international levels continue to demonstrate results that position South Africa at the least achieving levels. This signals that CAPS does not achieve its desired goals regarding learners’ performance and educational development. Given this background, there is a rise in the need for a research of this nature to explore better strategies of equipping learners with rich vocabulary for ease of language learning. This study investigates the development of oral skills (listening and speaking) in two receptive grades in rural foundation phases. The study is a phenomenological case-study which adopts a mixed methodological lens of enquiry to collect and analyse data. Data collection procedures include classroom observations, semi-structured interviews and document analysis. This investigation found that listening and speaking skills are not sufficiently developed in the investigated schools. An intensive exploration of the processes, activities, approaches and resources used for developing listening and speaking skills in both schools demonstrated that teachers lack knowledge and skills for administering activities, applying appropriate approaches and using the available literacy resources to develop listening and speaking skills. The study discussed the contributory factors to the above findings and, therefore, recommends that the Department of Education should provide Grade R teachers with in-service training and support programs. The programs should be intended to acquaint teachers with skills to use materials and to apply strategies in different ways to help all learners develop listening and speaking skills through understandable oral participation. Key words: Listening, Speaking, Literacy, Development, and Learning and Teaching

Det svenska skolsystemet genomgår en digitaliseringsprocess. I och med digitaliseringen har ett starkt intresse av att utforska olika typer av lärodata via olika läroplattformar utvecklats. För att analysera sådan data kan man ta hjälp av Learning Analytics (LA). LA är när man samlar, analyserar och rapporterar lärodata från diverse lärandeaktiviteter. För att analysera datan mer effektivt kan man ta hjälp av visualisering. Denna studie presenterar ett visualiseringsverktyg riktat till lärare. Det har utvecklats för att stödja lärare i deras förståelse av hur valda självreglerat lärande (SRL)strategier har utvärderats av studenter. Att kunna applicera SRL-strategier är av stor vikt eftersom studenter som lär sig att applicera dessa kommer att ha fördelar båda vid framtida studier och framtida arbete. Syftet med denna studie var att se hur lärodata kan visualiseras för att förstå studenters användning av lärostrategier och hur bra visualiseringsverktyget var ur ett användbarhetsperspektiv. Användbarheten av verktyget testades genom ett experiment där ett antal frågor ställdes. Svaren gick att finna i visualiseringen. Deltagarna i studien fick sedan svara på ett System Usabilityformulär. Resultaten visar att det utvecklade verktyget är användbart och att olika användare använder sig av, om möjligt, olika metoder för att komma fram till ett svar. Denna uppsats presenterar riktlinjer att ha i beaktande när ett visualiseringsverktyg som ska stödja lärare i att förstå studenters användning av SRL-strategier ska designas. / The Swedish school system is going through a digitalization process. With digitalization, a strong interest in exploring learner data available through various digital platforms has emerged. In order to analyse the data, one can take help of learning analytics (LA) which relates to collect, report and analyse data from learners or learning activities. To be able to analyse it in a more efficient way, one can take help from visualization. This study presents a visualisation tool aimed at teachers. It has in particular been developed to support teachers in their understanding of how chosen self-regulated learning (SRL) strategies were evaluated by students. SRL strategies are important to be able to apply since students who can learn to apply SRL strategies have an advantage during both future studies and work compared to those who cannot. The aim with this study was to see how learner data can be visualized in order to understand students' use of learning strategies and how good the developed visualization tool is from a usability perspective. The perceived usability of this tool was tested by means of interviews where a series of questions was asked where the answers could be found in the visualization tool. The participants also answered a System Usability Questionnaire. The results showed that the tool developed is usable and that different users of the tool tend to, if possible, use different methods to reach the answer. This thesis presents design guidelines to have in consideration when designing a visualization tool in order to aid teachers in analysing students' use of SRL strategies.

The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.

Les rencontres interculturelles orientent les priorités des enseignants vers la préparation des apprenants à travailler, vivre et communiquer avec des personnes linguistiquement et culturellement différentes, mais sans véritablement insérer une composante interculturelle dans les cursus offerts par l’enseignement supérieur en Colombie. Le cours de langue étrangère est un lieu de médiation entre langues et cultures différentes et de ce fait, la compétence interculturelle peut être considérée comme l’un des buts centraux de cet enseignement. La présente étude explore ainsi les possibilités d’intégration d’une dimension interculturelle dans les formations en langues étrangères des universités colombiennes afin d’inciter les étudiants à la développer, l’utiliser et la promouvoir. Nous avons été menée à relier trois composantes qui sont la dimension interculturelle, la mobilité internationale et l’autonomisation-« empowerment » et à examiner les façons dont tous les acteurs de l’enseignement supérieur colombien, les intègrent dans leurs activités académiques, professionnelles et personnelles. Cela nous a permis de mettre en évidence le caractère nécessaire mais non indispensable de la dimension interculturelle dans l'établissement de la relation langue-culture et dans la reconnaissance de la diversité et de l’altérité. La proposition de deux modules - contextualisés et adaptables à tous les niveaux de CECR - visant la prise de conscience et le développement de la dimension interculturelle, constitue l’aboutissement de notre recherche. / Intercultural encounters set a priority for professors in order to prepare learners to work, live, and communicate with linguistically and culturally different people, but without really including intercultural components to the higher education programs offered in Colombia. The foreign language classroom is a mediation place between languages and cultures, and therefore the intercultural competence can be considered as one of the central aims of language education. This research explores the ways to integrate intercultural dimension to the foreign language programs in Colombian universities, as well as the possibilities to motivate the students to develop it, to use it and to promote it. The study incorporates insights from intercultural dimension, international mobility and empowerment theories and examines the means used by university community members in order to integrate them to their academic, professional and personal activities. Findings have allowed us to highlight the necessary, but not indispensable character of the intercultural dimension in the establishment of the language-culture relationship, as well as in the recognition of diversity and otherness. The suggestion of two educational units - contextualized and adaptable at every level of CEFR – aiming towards the awareness-raising of the intercultural dimension and competence developing process, establishes the outcome of our research

Este estudo foi realizado com formandos de duas propostas curriculares do Curso de Enfermagem da Universidade Estadual Londrina. Foi desenvolvido do seguinte problema de pesquisa: o ensino de metodologia de pesquisa no Currículo Integrado do Curso de Enfermagem da UEL com o conteúdo diluído nos módulos, que permitem aproximações sucessivas com as etapas do trabalho científico, capacita os alunos de graduação para os desempenhos esperados em pesquisa? O problema em foco foi abordado com os seguintes objetivos:comparar os desempenhos, em pesquisa, dos alunos do Currículo de Transição com os desempenhos, em pesquisa, dos alunos do Currículo Integrado; compreender o significado de aprender a pesquisa para os formandos; propor um plano de ensino e aprendizagem sobre a pesquisa no desenvolvimento dos módulos do Currículo Integrado do Curso de Enfermagem. A pesquisa foi conduzida por meio de dois métodos. O método quantitativo possibilitou a comparação dos desempenhos em pesquisa dos dois grupos e o qualitativo possibilitou a busca do significado de aprender a pesquisar na graduação. Participaram da pesquisa 42 formandos em Enfermagem pelo Currículo de Transição e 48 graduandos em Enfermagem pelo Currículo Integrado. A coleta dos dados quantitativos foi realizada através de cinco instrumentos: questionário para avaliar conhecimentos em pesquisa; análise de artigo científico mediante o emprego das estratégias de grifo; anotações e roteiro com 18 questões; e relatório de atividade acadêmica. Os dados qualitativos foram obtidos através da auto-avaliação dos discentes. Os resultados obtidos nos testes foram organizados em sete tabelas de freqüência que mostram os desempenhos dos dois grupos de formandos. Os resultados relacionados à auto-avaliação foram classificados em cinco categorias (pontos positivos, pontos negativos, exigências da pesquisa, aproveitamento e sugestões) e analisados com apoio do referencial para análise de conteúdo de Bardin (1977). Os resultados permitiram alcançar os objetivos propostos e não rejeitam a hipótese de pesquisa. Com o trabalho esperamos: oferecer aos docentes de Enfermagem uma maneira de ensinar metodologia de pesquisa numa visão interdisciplinar, mostrando a importância da vivência prolongada com atividades de pesquisa para a aquisição da competência; incentivar a iniciação científica na graduação em Enfermagem; estimular nos docentes o desejo de utilizar a pesquisa como recurso de ensino e aprendizagem; e possibilitar uma reflexão dos docentes do Curso de Enfermagem da UEL sobre a proposta de desenvolvê-la como seiva. / This study is developed with graduation students of two curriculum grades of nursery of Universidade Estadual de Londrina(UEL). It was elaborated from the following problem of research: Does the teaching of methods of research in the integrated curriculum of nursery in UEL with the content diluted in grade that enables successive approach to the steps of scientific work enables the students of the last year to have the expected results in research? The problem in focus was approached with the following objectives: compared the performances in research, of the students of the transition curriculum with the performance in research of the integrated curriculum. Understend significant of learning the research for the graduated. Suggested a plane of learning and teaching about research throughout the nursery integrated curriculum. The research was developed by two methods. The quantitative method enables the comparison of the performance in research of the two groups and the qualitative one enabled the search of meaning of learning research in graduation. 42 students of last year of nursery through the curriculum of the transition curriculum and 48 students of the integrated curriculum took part of the research. The gathering of the quantitative dates was done by five instruments: questionnaire to evaluate knowledge in research, analysis of scientific article by using underline strategies, notes and schedule with 18 questions, and report of academic activity. The qualitative dates were obtained through self-evaluation of students. The results obtained in the tests were organized in seven tables of frequency that show the performance of the two groups. The results of the self-evaluation were organized in fives categories (positive points, negative points, the demanding of research, progress and suggestions) and analyzed through Bardin paradigm (1977). The results allowed to reach the objectives intended and not rejected the reseach hypothesis. With this work we hope: offer the teachers a way to teach methodology of research interdisciplinary vision, showing the importance of having long experience of research to acquire competency; stimulate the scientific initiation in the nursery graduation, arise the wish of using research as a teaching and learning way in the professors; and allow reflection of the teachers in nursery school about the proposal to develop it as vigor. KAY-

Estudos na área de Sociolinguística têm mostrado a complexidade da arquitetura do italiano contemporâneo, composta tanto de variedades linguísticas comuns a todas as línguas naturais, relacionadas às dimensões diamésica, diastrática, diafásica e diatópica, quanto de dialetos e interlínguas. Essa intricada realidade, no entanto, parece não chegar até os aprendizes de italiano, sobretudo, fora da Itália, que, frequentemente, têm a impressão de que essa língua é monolítica e estável. Isso, em geral, se reflete em seu desempenho enquanto falantes, pois, uma vez que acreditam que a língua italiana é imutável e única, não serão capazes de reconhecer as variedades e registros linguísticos produzidos por falantes nativos. Tendo em vista a importância do livro didático como fonte de input linguístico em sala de aula e como norteador da atividade docente e discente, selecionamos os dois livros didáticos mais usados no estado de São Paulo para o ensino do italiano no momento em que se iniciou a pesquisa, e analisamos como e em que medida tais obras expõem o aprendiz às variedades linguísticas do italiano para que desenvolvam competência sociolinguística e, portanto, sensibilidade sobretudo receptiva quanto à realidade linguística italiana. Para isso, analisamos os diálogos, os livros do aluno e os guias do professor das coleções didáticas Linea Diretta e Rete! com base em 67 critérios escolhidos por poderem identificar diferentes variedades do italiano. Os resultados relacionados ao livro Linea diretta permitem dizer que essa coleção aborda implicitamente alguns dos fenômenos considerados, mas que não os explora explicitamente. Por outro lado, Rete! praticamente não insere fenômenos marcados sociolinguisticamente em seus diálogos, mas trata as questões fonológicas das variedades regionais. Desse modo, foi possível constatar que o tratamento das variedades sociolinguísticas mostrou-se insuficiente e, em alguns casos, inexistente em ambos os livros didáticos, fazendo-nos concluir que o aprendiz, cujo input linguístico derive de seus conteúdos, dificilmente desenvolverá uma competência sociolinguística que lhe propicie reconhecer e compreender adequadamente enunciados produzidos em diferentes contextos comunicativos. / Studies in Sociolinguistics have shown the complexity of contemporary Italian arquitecture, composed of both linguistic varieties, common to all natural languages and related to diamesic, diastratic, diaphasic and diatopic dimension, and the dialects and interlanguages. Nonetheless, this intricate reality doesn\'t seem to reach learners of Italian, especially outside Italy, which often have the impression that this language is monolithic and that it doesn\'t change. In general, this reflect on their performance as speakers of the language they learn, therefore, since they believe that the Italian language is unique and unchangeable, they will not be able to recognize linguistic varieties produced by native speakers. Considering the importance of the textbook as a source of linguistic input in the classroom and as a guide for teacher\'s and learner\'s activity, we selected, in the period in which our research began, the two most used textbooks for Italian teaching in the State of São Paulo, and analyzed how and to what extent these works expose the learner to linguistic varieties of Italian, in order to develop sociolinguistic competence and mainly receptive sensibility to Italian linguistic reality. We analyzed the dialogues, the student books and teacher\'s guides of the teaching collections Linea Diretta and Rete! based on 67 criteria chosen by selecting phenomena that could identify different varieties of Italian. The results related to the textbook Linea diretta let say that this collection implicitly addresses some of the considered phenomena, but doesn\'t explore them explicitly. On the other side, Rete! practically doesn\'t insert in its dialogues sociolinguistically marked phenomena, but treats phonological issues of regional varieties. So, it was found that the treatment of sociolinguistic varieties proved to be scanty and, in some cases, not existent in both textbooks. This caused the conclusion that learners, whose linguistic input derives from its content, can hardly develop a sociolinguistic competence that can allow them to recognize and understand properly utterances produced in different communicative contexts.

Com o significativo crescimento da Educação a Distância (EaD), surge a preocupação e a necessidade de um olhar qualitativo diferenciado para todas as atividades que estão, direta ou indiretamente, relacionadas à área. Esse olhar qualitativo deve ser embasado em pressupostos científicos e não em empirismo, como se vê no encaminhamento dado por diversas instituições. Considerando que a qualidade do todo é conseguida pela qualidade das partes que o compõem, a da educação a distância é conseguida por meio da somatória da qualidade da execução de diversas atividades - como tutoria, gestão e coordenação de processo, dentre outras - e dos instrumentos utilizados - como material instrucional (MI) e sistemas gestores de aprendizagem -, que devem estar integrados não apenas ao contexto educacional ao qual pertencem, mas também a uma realidade flexível e dinâmica, imposta pela própria modalidade. O foco desse trabalho está na qualidade do processo de planejamento de um MI, considerado como o instrumento que integra agentes, atividades, tecnologias e estratégias de ensino e aprendizagem. A partir de uma profunda atividade de pesquisa bibliográfica relacionada à EaD, aos estilos de ensino e aprendizagem, à taxonomia de objetivos cognitivos e às mídias, de caráter exploratório e prático, propõe-se a utilização de uma diretriz para planejar materiais instrucionais, tendo como objetivo o efetivo desenvolvimento cognitivo, realizado por meio da estimulação e motivação para aquisição de novos conhecimentos, de competências, de habilidades, e direcionando para uma mudança de atitude em relação ao saber adquirido. / With the significant increase in Distance Education (DE) there is a significant and different concern about the quality related to all activities that are directly or indirectly related to it. Whereas the quality of the whole is achieved by the quality of its parts; at distance education this is achieved through the summation of the quality of different activities such as mentoring, tutoring, educational management, among others, as well as the instruments used as instructional subject matter (ISM), learning manager systems (LMS), which should be integrated not only to the educational context to which they belong, but also to a flexible and dynamic reality imposed by the modality. The focus of this work is at the quality of the process of planning ISM as it has been considered the instrument that integrates staffs, technology and learning/teaching strategies. Based on the bibliographical revision about distance education, learning and teaching styles, medias and taxonomy of educational objectives a framework for planning ISB was designed and it was submitted to specialists\' critiques, suggestions and considerations to verify its consistency and applicability toward the effectiveness cognitive development achieved by means of stimulation and motivation for new knowledge, skills, ability the acquisition and consequently to a change of attitude towards the of what has been perceived, discovered, or learned.

Trata-se de um estudo exploratório, do tipo intervenção pedagógica, cujo objetivo foi o de reformular o plano de ensino de uma das disciplinas que compõem um Curso de Especialização em Instrumentação Cirúrgica, incorporando mudanças nos processos de ensino-aprendizagem. O referencial teórico para a intervenção propriamente dita se pautou em autores que estimulam um processo de ensino-aprendizagem que instigue a participação dos estudantes, com o uso de metodologias ativas. Com o apoio da instituição, foram incorporadas estratégias pedagógicas diversificadas ao longo das 12 aulas da disciplina, para os 22 estudantes matriculados no primeiro semestre de 2018. Quanto ao método de avaliação da intervenção, ao final da disciplina os estudantes refletiram e escreveram sobre a própria evolução ao longo do percurso, de que forma as estratégias interferiram nesse processo e quais as estratégias mais marcantes. Recordaram os temas e detalhes apresentados no decorrer da mesma, fato que pode inferir que o uso de diferentes estratégias contribuiu para a fixação e construção de conhecimento. As aulas mais marcantes foram as que os aproximaram dos cenários de prática. Quando se auto-avaliaram nesse processo, se perceberam como corresponsáveis pelo ensino-aprendizagem, elemento fundamental nas metodologias ativas. Corpo docente e coordenação sentiram-se instigados com a intervenção pedagógica e pretendem investir mais no desenvolvimento de estratégias que qualifiquem cada vez mais o curso, para o desenvolvimento de um perfil profissional único, para o exigente mercado de trabalho atual. / It is an exploratory study, of the type pedagogical intervention, whose objective was to reformulate the teaching plan of one of the disciplines that make up a Specialization Course in Surgical Instrumentation, incorporating changes in the teaching-learning processes. The theoretical reference for the intervention itself was based on authors who stimulate a teaching-learning process that instigates student participation, using active methodologies. With the support of the institution, diverse pedagogical strategies were incorporated throughout the 12 classes of the discipline, for the 22 students enrolled in the first semester of 2018. As for the method of evaluation of the intervention, at the end of the course the students reflected and wrote about the own along the way, how the strategies interfered in this process and which strategies were the most striking. They recalled the themes and details presented during the course, which may infer that the use of different strategies contributed to the fixation and construction of knowledge. The most remarkable classes were those that brought them closer to the practice scenarios. When they self-evaluated in this process, they perceived themselves as co-responsible for teaching-learning, a fundamental element in active methodologies. Teaching staff and coordination have felt instigated by the pedagogical intervention and intend to invest more in the development of strategies that increasingly qualify the course, for the development of a unique professional profile, for the current demanding job market.