[pt] A transformação da Educação a Distância nos dias atuais, impulsionada pelas inovações tecnológicas, demanda novas práticas educativas. A interação com os alunos é elemento fundamental nesse processo, tornando a figura do tutor essencial para o desenvolvimento dos alunos. O tutor, entretanto, não possui uma identidade profissional e nem atividades reconhecidas pelas instituições de ensino. Este trabalho teve como objetivo analisar e compreender a identidade profissional dos tutores. Buscou-se identificar o perfil e as percepções desses profissionais sobre o papel que exercem e a definição das atividades de tutoria, partindo de questões como: A identidade do tutor na Educação a Distância se constrói buscando uma aproximação com a docência ou se estabelece no viés burocrático-administrativo?. Quais são as principais características que compõem o perfil do tutor no que se refere aos aspectos gerais e de formação?. Quais são as percepções que o tutor possui acerca do lugar que ele ocupa na Educação a Distância?. Qual a relação entre os documentos oficiais que fazem referência à tutoria no Brasil e a construção da identidade do tutor?. Para responder a estas questões, um questionário foi aplicado para 117 tutores. O questionário foi composto por 23 perguntas fechadas, analisadas com o auxílio do software SPSS, mais duas perguntas abertas, estudadas através da análise de conteúdo. Os resultados revelaram um perfil de tutores especialistas em EAD com outros vínculos de trabalho, que se sentem desvalorizados e se percebem como docentes frente a uma legislação que evidencia o distanciamento entre tutoria e docência. / [en] The modification of the Distance Education today, driven by technological innovation, demands new educational practices. Interaction with students is a key element in this process, making the figure of the tutor essential to the development of students. The tutor, however, does not have a professional identity and activities recognized by educational institutions. This study aims to analyze and understand the professional identity of the tutors. It sought to identify the profile and perceptions of these professionals about their role and the definition of mentoring activities, from questions such as The identity of the tutor in The Distance Education is built by seeking an approach to teaching or is settled in bureaucratic and administrative bias?. What are the main features that compose the tutor s profile with regard to the general aspects and training?. What are the perceptions the tutor has about the his place in Distance Education?. What is the relationship between the official documents the construction of the tutor s identity?. To answer these questions, a questionnaire was applied to 117 tutors. The questionnaire consisted of 23 closed questions, analyzed with the SPSS software, plus two open questions, studied through content analysis. The results revealed a profile of expert tutors in Distance Education with other professional work, a tutor who feels devalued and they perceive themselves as teachers concerning to legislation. The study points to the gap between mentoring and teaching.

La Tesis Doctoral que s’ha realitzat aporta nous elements en la construcció de l’orientació al sistema escolar i en la consolidació i definició competencial dels tutors dels centres de secundària. Els canvis socials comporten una nova realitat a les aules i unes noves necessitats de l’alumnat. Saber què s’ha de fer, com s’ha de fer quan s’ha de fer, per a què s’ha de fer, són qüestions fonamentals per desenvolupar un treball tutorial de qualitat. La construcció de la identitat professional i competencial dels docents en l’àmbit tutorial per donar resposta a aquestes necessitats és fa del tot necessari. La identitat docent s’inicia en la formació inicial del docent i es dona al llarg de tota la vida professional. Aquesta identitat no sorgeix automàticament com a resultat d’un títol professional, ans el contrari, cal construir-la. Una construcció de la identitat professional i competencial que ve donada per una necessitat de donar respostes a situacions que sempre són diferents, a prendre decisions de les quals ningú els ha ensenyat la resposta, a plantejar-se uns valors que condicionaran la resolució dels diferents conflictes; en definitiva, a saber ser autònom i eficaç en el treball tutorial. L’ICE de la UB porta a terme el curs de postgrau “La tutoria i la seva pràctica” per donar resposta a la necessitat formativa del tutor o tutora esmentada anteriorment. El seu inici va ser el curs 2005/06. Aquesta formació és de caire professionalitzador i té per finalitat aprofundir en la construcció professional dels docents com a tutors o tutores de centres educatius en secundària. La construcció professional dels tutors precisa d’una formació estructurada i personalitzada que aporti el canvi d’actituds, l’adquisició de coneixements i el desenvolupament de les habilitats que calguin per ser competent en aquells aspectes necessaris per ser un bon tutor o tutora en el segle XXI. La recerca que es presenta té una doble finalitat, en un primer moment aporta la construcció d’una categorització competencial del tutor o tutora, i en un segon moment avaluar, des dels seus inicis, la proposta formativa, el procés formatiu i els resultats que s’han desprenen en el camp professional. En definitiva, s’ha volgut saber si els tutors i tutores que han realitzat la formació tenen adquirides les competències necessàries per donar resposta a les necessitats professionals com a tutor o tutora del segle XXI. La recerca parteix definint un marc conceptual amb les implicacions socials, educatives i d’orientació en la construcció del marc competencial tutorial. La metodologia emprada ha estat diversa. En la construcció del marc competencial s’ha utilitzat el mètode Delphi amb doble comissió d’experts. Per portar a terme la recerca avaluativa del programa formatiu s’ha utilitzat el model CIPP de Stufflebeam com a model d’avaluació sistèmica, i en concret l’avaluació de producte, s’ha basat en el model d’avaluació de resultats de Kirkpatrick. Els resultats obtinguts han estat molt nombrosos i significatius. La categorització competencial ha estat validada per la comunitat professional i científica. Ha quedat de manifest la importància de certes competències per sobre d’altres, però en definitiva, totes són necessàries per portar a terme la tasca tutorial. S’han recollit un nombre significatiu d’indicadors de resultats d’aprenentatge de cadascuna de les competències. Les dades recollides en la recerca avaluativa del programa formatiu han estat molt amplies i significatives. Destacar que la recerca aporta dades significatives de l’aprenentatge competencial que ha realitzat el professorat de secundària al realitzat el procés formatiu. La formació rebuda pel professorat compensa les diferencies significatives que es donen a la població control en referència a les diferents variables que s’han seguit: gènere, edat, experiència docent, experiència tutorial, etapa educativa, titularitat del centre educatiu, titulació del professorat, àmbit docent i formació permanent. La recerca presenta un capítol de propostes de millora i prospectives. / This Doctoral Thesis brings new elements in the construction of the school system orientation and the definition and consolidation of the tutors’ competencies in the secondary education centres. The professional construction of teachers in the tutorship field starts with the teacher’s initial training and it goes all throughout their professional life. The ICE of the UB conducts a graduates’ course named “The tutorship and its practice” to give an answer to the tutors’ need of their ongoing training. It is a course of a professional nature and it aims to go further in helping teachers improve as tutors of secondary education schools. This investigation has a dual purpose: in the first place to categorize the competences a tutor should have and secondly to evaluate the training programme, the training process and the results obtained in the professional field. It starts with the definition of the conceptual framework with the social, educational and of guidance implications in building the tutor’s competencies framework. The methodologies used have been diverse. The Delphi method with double jury of experts has been the one used in the building of the competencies framework. The Stufflebeam’s CIPP method has been used to carry out the evaluation-research of the training programme, as a systemic evaluation model; finally, to specifically evaluate the product, the Kirkpatrick’s results’ evaluation model has been employed. The results obtained have been very numerous and significant. The categorization of competencies has been validated by the scientific and professional community. An important number of indicators of the training results of each competency has been obtained. The data collected in the research of the educational programme have been very extensive, evaluative and meaningful. Note that the search brings significant data of the competence learning to perform the training process. The training received by teachers makes up for the significant differences that occur in the control group regarding the different variables followed: genre, age, teaching experience, tutorial experience, education, ownership of the educational centre, teachers’ qualifications, teaching field and permanent training. The research includes a chapter of suggestions for improvement and forward-looking proposals.

The majority of learners perform badly at the end of the formal schooling in South Africa. This point is verified by the poor results after almost every Grade 12 Final examination. The statistics of candidates who wrote the Senior Certificate examination at the end of 1996 reflect a 53,9% pass rate and that of 1997, 47,4% (Department of Education, 1999:12). It was also mentioned that the depicted scenario prompted a national outcry from several sectors of the South African community. This study shows that the grade 12 examination results did not reflect a significant change during the years that followed 1997. The study further pinpoints Science as a learning area that learners fail alarmingly. It also goes on to isolate electricity as an area that is difficult for both the learners and the educators to understand, thereby contributing enormously towards the very high failure rate mentioned earlier. The researcher also found that literature revealed that not much in-service education and training has been done to redress the malpractices that may be the contributory factors towards the high failure rate in question. The researcher introduced the audio-tutorial self-study programme to assess its influence on the knowledge and insight of Science educators. Conclusions are made and the recommendations are drawn based on the findings of the study. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A presente pesquisa teve como objeto de estudo a aÃÃo tutorial na EducaÃÃo Superior e como objetivo geral: compreender como se constitui a aÃÃo tutorial no Programa de EducaÃÃo Tutorial (PET) da Universidade Estadual do Cearà (UECE) e no Programa de Tutoria Maiores de 23 (PTM23) da Faculdade de Psicologia da Universidade de Lisboa (FP-UL) em seus aspectos teÃrico-prÃticos e polÃtico-pedagÃgicos. Utilizamos a metodologia do Discurso do Sujeito Coletivo-DSC que se fundamenta na Teoria das RepresentaÃÃes Sociais (atribuiÃÃo de sentido de sujeitos) para tratamento dos dados do tipo depoimentos coletados em discursos verbais ou escritos. O resgate dos discursos ocorreu em dois momentos: na etapa I, no Brasil, realizamos entrevistas semiestruturadas com duas interlocutoras e com sete tutores; e grupos de discussÃo com 68 petianos. Na etapa II, em Portugal, fizemos entrevistas semiestruturadas com duas coordenadoras; duas tutoras; e oito alunos âMaiores de 23â. A anÃlise foi realizada partir da criaÃÃo de eixos discursivos organizados por grupos de atores sociais com base nas ancoragens para a criaÃÃo dos DSCs. Os referenciais teÃrico-metodolÃgicos da pesquisa centraram-se nas construÃÃes de SacristÃn (2000), Macedo (2008, 2011, 2013), Veiga SimÃo, Flores (2005); Baudrit (2009), Ãlvarez PÃrez e GonzÃlez Afonso (2008), Leitinho (2008), Zabalza (2011), LefÃvre e LefÃvre (2005, 2010), dentre outros. Os achados revelaram que hà uma necessidade de formaÃÃo dos tutores e no tocante à prÃtica, a aÃÃo tutorial à multidimensional, enriquecendo profissionalmente os tutores, dando-lhes oportunidade de mÃltiplas aprendizagens, e para os alunos ela promove o seu desenvolvimento pessoal, acadÃmico e profissional para atuarem em sociedade. ConcluÃmos que o conceito de tutoria nÃo à uniforme, havendo âtutoriasâ diversas, sendo que cada uma atende a necessidades especÃficas em contextos diferenciados. O desenvolvimento da tutoria deve ocorrer de maneira sistematizada e adaptada Ãs realidades, por meio da superaÃÃo das dificuldades e dos desafios que se apresentam, tornando-se importante a institucionalizaÃÃo de suas prÃticas. Nesse sentido, a tutoria necessita de avaliaÃÃo constante promovendo uma melhoria de qualidade das suas aÃÃes, o que irà repercurtir nas metodologias de ensino e de aprendizagem, na gestÃo, no currÃculo, enfim, em toda a instituiÃÃo e para aqueles que dela se beneficiam. / The present study had as object of study the tutorial action in Higher Education and as a general objective: to understand how the tutorial action is constituted in the Program of Tutorial Education (PET) of the State University of Ceara (UECE) and in the Tutoring Program Over 23 (PTM23) of the Faculty of Psychology of the University of Lisbon (FP-UL) in its theoretical-practical and political-pedagogical aspects. We used the methodology of the Discourse of the Collective Subject-DSC that is based on the Theory of Social Representations (attribution of sense of subjects) for the treatment of the data of the type testimonies collected in verbal or written discourses. The rescue of the speeches occurred in two moments: in stage I, in Brazil, we conducted semi-structured interviews with two interlocutors and with seven tutors; and discussion groups with 68 petianos. In stage II, in Portugal, we conducted semi-structured interviews with two coordinators; two tutors; and eight students "Over 23". The analysis was carried out from the creation of discursive axes organized by groups of social actors based on the anchorages for the creation of the DSCs. The theoretical-methodological references of the research centered on the constructions of SacristÃn (2000), Macedo (2008, 2011, 2013), Veiga SimÃo, Flores (2005); Baudrit (2009), Ãlvarez PÃrez and GonzÃlez Afonso (2008), Leitinho (2008), Zabalza (2011), LefÃvre and LefÃvre (2005, 2010), among others. Results revealed that there is a need for tutors training and in concerning practice, the tutorial action is multidimensional, professionally enriching the tutors, giving them the opportunity for multiple learnings, and for the students it promotes their personal, academic and professional development to act in society. We concluded that the concept of tutoring is not uniform and there are several "tutorials", each of which attends to specific needs in different contexts. The development of the tutoring should take place in a systematized way and adapted to the realities, by overcoming the difficulties and the challenges that are presented, making it important to institutionalize their practices. In this sense, tutoring requires constant evaluation, promoting an improvement in the quality of its actions, which will impact on teaching and learning methodologies, on management, on the curriculum, in the end, on the whole institution and for those who benefit from it.

Made available in DSpace on 2016-04-29T14:23:34Z (GMT). No. of bitstreams: 1 Gabriel Cavalcanti Marques.pdf: 9433755 bytes, checksum: 61c778ef73616608edaf7eaee1c954dd (MD5) Previous issue date: 2015-02-05 / The research addresses the issue of development of digital games using UDK game engine. It is to provide the potential for development of the UDK game engine, addressing the aspects and characteristics of a digital game production and the ontological stages of development as: brainstorming, concept art, three-dimensional modeling and level design. We also intend to produce material for use as a guide in the development of digital games with the UDK game engine. We find our justification in the fact that the UDK is a free game engine widely used for high-quality standard games, but is lacking in specific introductory materials. Theoretically this research is based on the concepts of development addressed by authors such as Rabin (2012; 2013), Novak (2010; 2011), Thorn (2011), among others, adopting methodology directed to the ontological artistic aspects of the development of digital games. Theoretically, this research is based on the concepts of development addressed by authors such as Rabin (2012; 2013), Novak (2010; 2011), Thorn (2011), among others, adopting methodology directed to the ontological artistic aspects of the development of digital games, according to Petry (2003). Focused on the production of a tutorial, the research also aims to create a navigable prototype illustrating how the tutorial material may result in a digital game or inland environment with a high standard of aesthetic experience and quality / A pesquisa aborda a questão do desenvolvimento de jogos digitais utilizando o motor de jogo UDK. A mesma visa apresentar os potenciais de desenvolvimento do motor de jogo UDK, abordando os aspectos e as especificidades de produção de um jogo digital e as etapas ontológicas de desenvolvimento como: brainstorm, arte de conceito, modelagem tridimensional e design de nível. Pretende-se também produzir material para ser utilizado como guia no desenvolvimento de jogos digitais com o motor de jogo UDK. Encontramos nossa justificativa no fato de que a UDK é um motor de jogo free largamente utilizado para jogos de alto padrão de qualidade, porém encontra-se carente de materiais específicos introdutórios. Teoricamente essa pesquisa fundamenta-se nos conceitos de desenvolvimento abordados por autores como Rabin (2012; 2013), Novak (2010; 2011), Thorn (2011), entre outros, adotando metodologia voltada para os aspectos artísticos ontológicos do desenvolvimento de jogos digitais, segundo Petry (2003). Voltada para a produção de um tutorial, a pesquisa também visa à criação de um protótipo navegável ilustrando como o material do tutorial pode resultar em um jogo digital ou ambiente navegável com um alto padrão de experiência estética e qualidade

Acutely ill patients, across the age continuum, often present with complex communication needs (CCN) due to motor, sensory, cognitive and linguistic barriers they may experience during their hospital encounter. While hospital administrators recognize the importance of improving communication among the healthcare team members to increase quality and safety measures, few have focused on improving the patient-provider communication process, especially for patients with CCN. Recent Joint Commission standards mandates hospitals and healthcare providers improve communication for patients with CCN across all points of the care continuum. The study investigated the effectiveness of AAC training protocols for acute care nurses and ancillary healthcare providers using an on-line instructional medium for clinical skills teaching. The study design allowed for the measurement of learning following exposure to the tutorial and the analysis of possible clinical skill application. The current study invited a total of 377 nurses and graduate students to participate. Eight-three participated in the study and were divided randomly into two groups. Seventeen (20.5%) were assigned to in the control group, and 66 (79.5%) participants were into the test group. Both groups were directed to complete a pre-test measure. This was followed by exposure to the tutorial for the test group. The groups then were instructed to complete a post-test measure. For all participants in the test condition, the mean difference score (post-pre) was 19.2. The average pre-test score was 60.8 with a standard deviation of 12.4 while the average post-test score was 80.1 with a standard deviation of 11.3. This difference was significant (p

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Bridging the achievement gap while improving overall performance in high school mathematics is a primary concern in the educational arena. A peer tutoring strategy was implemented to examine its effects on the achievement and attitude of African American students in mathematics courses. Vygotsky’s theory of social interaction and the Zone of Proximal Development served as the guide for this investigation involving 138 high school students. Dyads were formed by pairing 46 Algebra and Geometry students with 46 Advanced Placement Calculus students for after- school tutorial sessions. Forty-six members of a control group received no tutoring intervention. Participants completed a 25-item graduation pretest and a 31-item Mathematical Disposition Survey (Donovan & Beveridge, 2004). No significant group differences were found on any pretest measures. After working with trained tutors for six weeks, the tutees completed a posttest and survey. Students’ course grades from the first week were compared to their grades at the conclusion of the study. ANOVA indicated achievement margins were statistically significant at the .05 level; however, attitudinal changes were not significant. Results indicated that participation in peer tutorials appears to have a predictive effect on increased achievement, but not on student attitudes toward learning mathematics.

Intelligent Tutoring Systems (ITSs) have been shown to significantly improve students' learning in a variety of domains, including physics, mathematics, and thermodynamics. Tutorial dialogues is one of the strategies used by ITSs and has been empirically shown to significantly improve learning. This project investigates how different students interact with the tutorial dialogues in EER-Tutor, using both eye-gaze data and student-system interaction logs. EER-Tutor is a constraint-based ITS that teaches conceptual database design. In order to have a more comprehensive and accurate picture of a user's interactions with a learning environment, we need to know which interface features s/he visually inspected, what strategies s/he used and what cognitive efforts s/he made to complete tasks. Such knowledge allows intelligent systems to be proactive, rather than reactive, to users' actions. Eye-movement tracking is therefore a potential source of real-time adaptation in a learning environment. Our findings indicate that advanced students are selective of the interface areas they visually focus on whereas novices waste time by paying attention to interface areas that are inappropriate for the task at hand. Novices are also unaware that they need help with understanding the domain concepts discussed in the tutorial dialogues. We were able to accurately classify students, for example as novice or advanced students, using only eye-gaze or EER-Tutor log data as well as a combination of EER-Tutor and eye-gaze features. The cost of eye-tracking is justified as classifiers using only eye-gaze features sometimes perform as well as those utilising both EER-Tutor and eye-gaze data and outperform classifiers using only EER-Tutor data. The ability to classify students will therefore allow an ITS to intervene when needed and better guide students' learning if it detects sub-optimal behaviour.

Back in May of 1990, Windows was brought into the arena of viable operating environment due to the significant improvements Windows 3.0 made over its predecessor, Windows 2.11. Windows 3.1, another significant upgrade, was released in May, 1992. As the popularity of Windows has soared, the number of applications developed specifically for Windows has also sky-rocketed. This has translated into a huge demand for Windows programmers.Writing Windows code, however, is never an easy task. In fact, Windows has the reputation of being easy for users but hard for programmers. The difficulties in learning to program in Windows plus the increasing number of beginning Windows programmers lead to an urgent need to provide a solution to the problem: How to ease the learning curve of Windows programming?This is thus the theme of the thesis: building a comprehensive on-line Windows programming tutorial that helps ease the daunting learning curve. Through the use of interesting illustrations, example programs with on-line explanations, this tutorial makes Windows programming easier and more fun to learn. / Department of Computer Science