O uso de fóruns eletrônicos como atividade complementar aos programas de formação continuada de professores tem se tornado cada vez mais freqüente com a disseminação das Tecnologias da Informação e Comunicação. Este estudo analisa as estratégias de domínio e apropriação do fórum eletrônico por professores, a partir da análise de interações discursivas na comunidade virtual do programa Educar na Sociedade da Informação, da Universidade de São Paulo. Investigamos também a forma como essa interlocução contribui para a identificação dos sentidos do uso dessas mesmas tecnologias na educação escolar. Observamos nas mensagens as marcas das transformações geradas no processo de comunicação, a partir de peculiaridades dessa tecnologia, como assincronia, comunicação multipolar, suspensão do contexto espacial, utilização da escrita, suporte hipertextual, dependência da infra-estrutura de suporte e equipamentos para acesso. Os referenciais dos estudos socioculturais e da teoria da ação mediada estão na base de nossa metodologia de análise. O conceito de ferramenta cultural, proposto por Lev S. Vigotski e aprofundado por James Wertsch, nos auxilia a verificar as diferentes maneiras encontradas pelos professores para transpor as dificuldades dessa nova situação, como a necessidade de construção contínua de contexto, a criação de identidade da comunidade de interlocução, o convívio com uma temporalidade diferenciada, entre outras. A identificação dos gêneros dos discursos, das diferentes vozes e dos elos entre os enunciados nos permite investigar os contornos das relações dialógicas presentes no fórum, conforme definidas por Mikhail Bakhtin. / Asynchronous discussion groups have been increasingly used as supplementary activity in teacher training programs since the spread of Information and Communication Technologies in society. Through the analysis of discursive interactions at the \"Educar na Sociedade da Informação\" virtual community, a project at University of São Paulo, this research focuses on teachers\' strategies of mastery and appropriation of these technologies. It investigates how the dialogue inside this discussion group helps teachers to find meaning to the changes that may arrive in their everyday practice at school. Messages originated in the virtual community are used to track traces of change in the communication process which derive from the specificity of the internet. A sociocultural approach and mediated action theory provide the theoretical framework for our methodology. Lev S. Vygotsky\'s concept of cultural tools, revised by James Wertsch, helps us verify the ways teachers find to face this new context. Identifying common speech genres, the mobilization of different voices and the connections between utterances in the discussion group lead us to the origin of the dialogic relationships as defined by Mikhail Bakhtin.

This thesis reports on the results of a quantitative study of various barriers to knowledge sharing in a virtual community of practice within Sigma Kudos, a Swedish multinational organization. The study was undertaken to investigate the under-utilization of a virtual "teamroom". Members' views showed that the biggest barrier involved the way in which people chose to share their knowledge; the respondents preferred sharing knowledge in their existing face-to-face networks. Face-to-face sharing mainly seemed to occur between individuals who had a common ground and shared experiences, and between individuals who were in convenient proximity to each other. Time constraints in combination with perceived lack of intranet site structure implied a redundancy of the teamroom as yet another internal site. Another prominent set of barriers that emerged from the findings was related to aspects of uncertainty and unfamiliarity with the teamroom. Additionally, survey comments revealed the use of teamroom features to be a barrier. To enable co-evolved knowledge structures to occur via the community, it is necessary for management to understand face-to-face sharing behavior in terms of implicit and tacit knowledge. It is vital to change the perception of teamroom sharing as an extra task requiring more time. Moreover, the teamroom needs to be distinguished in context of the greater intranet structure, as well as when it comes to the different sections of the community itself. To foster knowledge sharing in the teamroom, it is also important to define and communicate the strategic meaning of it.

Les média relatent des cas de joueurs de MMORPG recrutés sur des postes à responsabilités au regard de leurs compétences managériales acquises en jouant. Les joueurs de MMORPG développent-ils réellement des compétences managériales en jouant, et si oui, dans quelles conditions ? Pour explorer ces questions de recherche, nous fondons nos travaux sur la Théorie de l'Apprentissage Social ainsi que sur la Théorie Sociale Cognitive, toutes deux issues des recherches d'Albert Bandura. La revue de la littérature ainsi qu'une étude qualitative exploratoire (13 joueurs et anciens joueurs de MMORPG) nous amènent à proposer un modèle structurel de l'apprentissage des compétences managériales des joueurs de MMORPG. Ce modèle est testé grâce à une étude quantitative menée auprès de 4.397 individus. Deux analyses ont été réalisées. Pour la première, à visée exploratoire, permettant d'épurer les instruments de mesure, 414 questionnaires ont été validés (sur 707 reçus). Pour la seconde, à visée confirmatoire, permettant de vérifier les hypothèses, 2.628 questionnaires ont été validés (sur 3.690 reçus). Après avoir dessiné le profil des joueurs de MMORPG, nous montrons qu'il existe des phénomènes d'apprentissage de compétences managériales perçues par les joueurs, développées puis mobilisées dans les MMORPG, selon certaines conditions liées à l'environnement du jeu ainsi qu'à l'état intérieur du joueur. Le modèle proposé est ainsi validé. Les conclusions de cette recherche offrent des perspectives pour les joueurs ainsi que les organisations dans divers domaines, tels que le recrutement ou la formation, en tirant profit du potentiel des MMORPG. Des études longitudinales mériteraient d'être menées pour explorer l'évolution de l'apprentissage des joueurs de MMORPG et confirmer nos résultats. / Media relate instances where MMORPG players are being recruited to responsibility positions, thanks to their managerial skills, acquired through playing. Do MMORPG players really develop such skills though playing, and if so, under what conditions? To explore these research questions, we're basing our works on the Social Learning Theory as well as the Social Cognitive Theory, both resulting from of Albert Bandura's researches. Literature reviewing as well as an exploratory qualitative study (13 players and older MMORPG players) led us to propose a managerial skill learning structural model of the MMORPG player. Two analyses were realized.The first one, in an exploratory aim, allowing to refine measuring tools, saw 414 questionnaires being validated (on 707 collected). The second one, with a confirmatory aim, allowing to verify hypothesis, saw 2 628 questionnaires being validated (on 3 690 collected). Once we've drawn the MMORPG player's profile, we're showing that there are managerial skill learning phenomena perceived by the players that are developed then mastered in MMORPG, under specific conditions linked to the game's environment, as well as the internal state of the player. The proposed model is thus validated.Conclusions of this research offer possibilities for players as well as organizations in various domains, such as recruitment or training, by benefiting MMORPG's potential. Longitudinal studies would deserve to be done in order to explore the MMORPG's player learning evolution, and confirm our results.

Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on achievement and the dropout problem, however, remains a subject of debate. This dissertation seeks first to address this debate, through an investigation of reward system effectiveness in the blended learning environment, on at-risk students with varied intrinsic motivation factor scores. Next, the dissertation explores the importance of fit between students' reward perceptions and reward values when motivating student progress. To this end, the author has developed a new 6-factor motivation orientation model for students in blended learning environments, and a learner-configurable progress-based reward system (PBR) for Learner Content Management Systems (LCMS) based on this model. The hypothesized model was tested for fit with a sample of 353 at-risk high school math students in Miami, Florida. The PBR was developed based upon the findings from interviews with subject matter experts and students, factor and regression analyses used to test hypotheses about learner motivation and predict learner progress. Conclusions from the study informed the design of an integrated PBR. A 6-factor motivation orientation model was found to explain more of the variance (74%) in student motivation than earlier models. Contrary to Deci et al. (1999), hypothesis test results did not confirm adversarial extrinsic rewards/intrinsic motivation relationships. Furthermore, consistent with person-environment fit theory, learners demonstrated superior progress and achievement when extrinsic reward perceptions and values were well aligned. With critical input from flexible learning theorists, teachers, and students, the emerging PBR design may ultimately be integrated through mobile learning applications and social media, within LCMS solutions such as Blackboard, and systems commonly used in K-12, such as Apex. Although beyond the scope of the dissertation, the emerging Web-based design promises to play an important role in engaging a K-12 Community of Practice (CoP), consisting of telecommunications partners, game developers, retailers, and education stakeholders sharing a significant interest in future innovations that address the dropout problem.

WhatsApp’s growing presence in the developing world has led to a grassroots movement of messaging groups designed to serve relevant needs for small scale farmers in Kenya. These groups provide the means for as many as 256 members to ask questions, share experiences and solutions, gain access to information, and access markets for their products. This research project examines the use of these WhatsApp groups for agriculture in Kenya. The project seeks to understand the existing barriers to participation, and the use, benefits, and shortcomings of these groups for their members. Research findings indicated that farmers’ overall access to smart phones is a substantial barrier to their participation in groups for agriculture, and these barriers are expectedly more difficult for the poorest and most vulnerable (in which intersectional poverty creates additional barriers). However, while each group can vary significantly, members report that WhatsApp groups as a whole overwhelmingly benefit their livelihoods and practice. Systemic and societal change occurs when the experiences and successes of one individual are shared with a larger group – leading to rapid and shared prosperity. As each individual learns a new skill, technique, or input, the group must also learn and benefit from that knowledge. WhatsApp provides the means and the platform for this type of information exchange to occur at scale, and with individuals who would otherwise be unlikely to communicate. This research project examines the emerging use of grassroots WhatsApp groups as a potential example of this positive and inclusive approach to extension and development in agricultural communities.

Zielsetzung, Methodik und Aufbau des Artikels Virtuelle Communities (auch Online Communities, virtuelle Gemeinschaften oder Virtual Communities) stellen einen relativ neuen und bisher nur begrenzt erforschten Untersuchungsgegenstand dar. Eine virtuelle Gemeinschaft ist eine Menge von Menschen, die sich aufgrund eines gemeinsamen Interesses, eines gemeinsamen Problems oder einer gemeinsamen Aufgabe zusammenfindet und für das Interagieren unabhängig von Zeit und ihrer tatsächlichen physischen Lokation ist (Leimeister et al. 2002). Der Informations- und Kommunikationstechnologie (IKT) kommt in diesem Zusammenhang eine elementare Bedeutung zu, da sie die geforderte Überwindung von Raum und Zeit ermöglichen kann (Hakansson/Johanson 1998). Mögliche Anwendungsbereiche von virtuellen Communities in und zwischen Organisationen reichen vom Gebiet der Kundenschnittstellen in Unternehmen (Customer Relationship Management, One-to-One Marketing (Stolpmann 2000)) über den organisationsinternen Wissenstransfer (Community-Plattformen als Wissensmanagement-Tool, (Schmidt 2000)) bis hin zu neuen Modellen der Nachfragebündelung (Armstrong/Hagel III 1995, 1996) und somit virtuellen Gemeinschaften als neuen eigenständigen, IKT-ermöglichten Organisationsformen mit eigenen Geschäfts-, Service- und Betreibermodellen (Hagel III/Armstrong 1997).

El presente trabajo promueve un nuevo modelo de negocio orientado a una industria nacional que empieza a ganar fuerza en el mercado. El proyecto presentado hace referencia a una plataforma web que fomenta la conectividad entre gamers, y ayuda a fortalecer el desarrollo de una comunidad por medio de una red de contacto. Esta plataforma web ofrece diferentes funciones, entre las cuales resaltan, actualización de noticias y eventos importantes publicados por los usuarios pertenecientes a la comunidad, ofrecer disponibilidad de acceso a torneos publicados por academias de e-Sports para captar competidores y espectadores. Por otro lado, también ofrece un canal de coaching siendo un vínculo entre gamer aficionados en búsqueda de capacitación y gamer con mejores destrezas de juego que necesitan o desean monetizar sus habilidades. Para poder validar todas las hipótesis previamente mencionadas se realizaron una serie de experimentos que nos ayudarán a entender mejor el mercado objetivo y poder adaptar nuestro modelo de negocio. Posteriormente a la validación, se realizaron ventas concretando con éxito el desarrollo de la plataforma y de tal manera poder evaluar si nuestro proyecto será sostenible en el tiempo. / The present work promotes a new business model oriented to a national industry that is beginning to gain strength in the market. The project presented refers to a web platform that encourages connectivity between gamers, and helps to strengthen the development of a community through a contact network. This web platform offers different functions, among which they stand out, updating important news and events published by users belonging to the community, offering availability of access to tournaments published by e-Sports academies to attract competitors and spectators. On the other hand, it also offers a coaching channel being a link between amateur gamer in search of training and gamer with better gaming skills who need or want to monetize them. In order to validate all the previously mentioned hypotheses, a series of experiments were carried out that will help us better understand the target market and be able to adapt our business model. After validation, sales were made, successfully specifying the development of the platform and in such a way being able to assess whether our project will be sustainable over time. / Trabajo de investigación

Cette recherche propose la création d’un premier modèle expliquant les relations entre les communautés virtuelles de consommation, leurs membres et leur écosystème virtuel de marques. À la différence des nombreux travaux sur le marketing tribal, concentrés sur les communautés de marque, l’auteur choisit d’axer son travail sur l’étude des communautés virtuelles non centrées autour d’une marque spécifique, permettant ainsi d’explorer pour la première fois divers cas de relations marque-communauté modulées par différentes variables telles que le niveau de congruence entre les valeurs d’une marque et celles de la communauté, le niveau d’intrusion et le niveau de contribution d’une marque dans la communauté. Outre l’identification de ces variables explicatives de la relation marque-communauté, cette recherche caractérise également l’ensemble des relations possibles entre marques et communautés tout en évaluant leur impact sur la relation individuelle marque-membre. Les résultats de l’étude de deux couples de marques testés dans deux communautés différentes montrent notamment que la recommandation d’une communauté à l’égard d’une marque a un impact positif sur la confiance d’un membre auprès de cette marque et que le dénigrement produit l’effet inverse. En revanche, contrairement à ce qui est observé dans les communautés de marque, le phénomène de co-création entre une marque et une communauté non marquée peut conduire à une érosion de la confiance d’un membre à l’égard de cette marque. La distinction entre communauté de marque et communauté « non marquée » est donc fondamentale dans l’étude de ces nouvelles structures sociétales. / This research explains the creation of a first model of relationships between virtual communities, their members and their brands virtual ecosystem. Unlike the many papers on tribal marketing, converging on brand communities, the author chooses to focus his work on the study of virtual communities not centered on a specific brand, allowing for the first time, the exploration of various cases of community-brand relationships modulated by several variables such as the congruence level between the values of the brand and those of the community, the contribution and the intrusion levels of the brand in the community. Besides the identification of these explanatory variables of the community-brand relationship, this research also describes all the possible relationships between brands and communities while assessing their impact on the individual relationship consumer-brand. The results of the study on two couples of brands tested on two different communities especially show that recommendation of a community about a brand has a positive impact on the member trust in this brand and that the denigration has the opposite effect. However, unlike what we observed in brand communities, the co-creation phenomenon between a brand and an “unbranded community” can lead to an erosion of the member trust in this brand. The distinction between brand community and “unbranded community” is therefore essential for the study of these new societal structures.

This diploma thesis seeks to describe the basic concepts of sociological approaches to identity as well as related concepts from the sociological reflections on the Internet. First, the thesis introduces the fundamental ideas of identity theories, as they were formulated by the authors of symbolic interactionism in the first half of the 20th century. Subsequently, the key sociological concepts of individual and collective identities are described in more details and in this context there is also reminded the social construction of reality theory, that provides an explanation of the connection between the individual and collective levels of analysis. Finally, this thesis discusses concepts reflecting the relationship between individual identities and communication on the Internet, especially within so-called virtual communities, and also introduces concepts, which seeks to characterize the role of Internet in the processes of collective identities formation.

Made available in DSpace on 2016-04-28T18:23:50Z (GMT). No. of bitstreams: 1 Ana Silvia Martins Montrezol Antunes.pdf: 2721183 bytes, checksum: eb4722716ab2d74eb296fcac2d34dc9d (MD5) Previous issue date: 2008-08-20 / Fundap - Fundação do Desenvolvimento Administrativo / In order to understand how a Virtual Community of Teaching and Learning develops into a Virtual Community of teaching, learning and work, this study was to undertake an analysis, from theoretical benchmarks on the issues of learning and technology, discussed by Garrison and Anderson (2001, 2003 and 2005); of elements that make up the Interpersonal Metafunction, developed by Halliday (1991), and of elements of Appraisal addressed by Eggins (1997) and White (2000) from Martin (1994). They were also used for this analysis, the functions of mediation conducted by Gervai (2007) and assumptions and andragocics concepts, established by Chotguis (2007) and Tavares-Silva (2006), respectively. The corpus for conducting the search were the messages posted to the informal forum Coffee and the forum Module 1 and 2 to 1 and Stage forum Module 1 to 2 nd. phase, which make up the Training Course for Management and Improvement Programa Bolsa Família in the State of Sao Paulo. The analysis included three distinct phases, observed in Virtual Community: Stage 1 - The first contact the student / participant in the community; Stage 2 -. The Community after its reformulation, and Stage 3 - The community near its end. The goal of these stages was explain how the mediation takes place at the beginning of the work of the community, as the mediator contributes to the formation and strengthening of a Virtual Community of Learning, Education and Labor and as the students / participants interact with each other. The aim higher, to examine the issues related to each stage, it was understood as a Virtual Community of Learning and Teaching develops into a Commonwealth of Learning, Education and Labor. The mediations were examined in each of these stages, as well as the actions of the students / participants now also carrying out mediation in the virtual environment for learning / A fim de compreender como uma Comunidade Virtual de Ensino e Aprendizagem evolui para uma Comunidade Virtual de Ensino, Aprendizagem e Trabalho, o presente estudo buscou realizar uma análise, a partir de referenciais teóricos relativos às questões de aprendizagem e tecnologia, abordados por Garrison e Anderson (2001, 2003 e 2005); de elementos que compõem a Metafunção Interpessoal, desenvolvidos por Halliday (1991); e de elementos de Avaliatividade abordados por Eggins (1997) e White (2000) a partir de Martin (1994). Foram também utilizadas, para essa análise, as Funções da Mediação desenvolvidas por Gervai (2007) e pressupostos e conceitos andragógicos, estabelecidos por Chotguis (2007) e Tavares-Silva (2006), respectivamente. O corpus para a realização da pesquisa foram as mensagens postadas no fórum informal Café e no fórum Módulo 1 e 2 1ª fase e fórum Módulo 1 2ª. fase, que compõem o Curso Capacitação para Gestão e Aprimoramento do Programa Bolsa Família no Estado de São Paulo. A análise contemplou três fases distintas, observadas na Comunidade Virtual: 1ª fase O primeiro contato do aluno/participante na comunidade; 2ª fase .A Comunidade após sua reformulação; e 3ª fase A comunidade próxima de seu término. O objetivo dessas fases era esclarecer como a mediação é realizada no início dos trabalhos da comunidade, como o mediador contribui para a formação e o fortalecimento de uma Comunidade Virtual de Aprendizagem, Ensino e Trabalho e como os alunos/participantes interagem entre si. O objetivo maior, ao analisar as temáticas correspondentes a cada fase, foi compreender como uma Comunidade Virtual de Aprendizagem e Ensino evolui para uma Comunidade de Aprendizagem, Ensino e Trabalho. As mediações foram analisadas em cada uma dessas fases, assim como as ações dos alunos/participantes que passaram também a realizar mediações no ambiente virtual de aprendizagem