Orientador: Carlos Antonio Caramori / Resumo: A utilização de Ambientes Virtuais de Aprendizagem (AVA) no processo de ensino aprendizagem está em grande expansão. Este estudo, descritivo observacional, transversal foi realizado para conhecer a aceitação e o uso dos AVAs por alunos e professores do curso técnico em enfermagem do Centro Paula Souza (CPS). Foi baseado na Teoria Unificada de Aceitação e Uso da Tecnologia (UTAUT), que reúne as oito principais teorias anteriores sobre aceitação e uso da tecnologia. A coleta de dados foi feita por aplicação de questionário online (web-survey), com 167 alunos e 83 professores das 58 escolas técnicas estaduais do CPS no Estado de São Paulo que oferecem o curso técnico em enfermagem. A análise dos dados foi realizada através de cálculos de medidas, resumos numéricos e categóricos, em função do caráter descritivo dos mesmos. A população estudada acredita de que o uso do AVA poderá auxilia-la a melhorar o desempenho no trabalho/escola (expectativa de desempenho), sendo mais expressiva entre os professores em relação aos alunos; ambos acreditam na infraestrutura oferecida pelo CPS (condições facilitadoras), mais significantemente entre os professores homens. Acreditar e empregar confiança na tecnologia pode ser fator fundamental para aceitação e uso da mesma, sendo que a garantia de infraestrutura adequada, que ofereça o respaldo no desempenho das atividades, é fator crucial para continuidade do uso. No CPS, professores e alunos acreditam ter um grau de facilidade em usar o sistema b... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The use of Virtual Learning Environments (AVA) in the teaching and learning process is in great expansion. This descriptive, cross-sectional study was conducted to know the acceptance and use of Virtual Learning Environments made to know the acceptance and the use by students and teachers of the nursing technical course of the "Centro Paula Souza". We use as theoretical contribution the Unified Theory of Acceptance and Use of Technology, which brings together the eight main theories about acceptance and use of technology. Data collection was done through a websurvey with 167 students and 83 teachers from the 58 state technical schools of the "Centro Paula Souza", in the state of São Paulo - Brazil, of the nursing technicians training course. Data analysis was carried out through calculations of measurements, numerical and categorical summaries, due to their descriptive character. The study population believes that the use of the Virtual Learning Environment can help it to improve performance in the work/school (expectation of performance), being more expressive among the teachers in relation to the students; both believe in the infrastructure offered by the “C.P.S.” (facilitating conditions), more significantly among male teachers. Believing and trusting in technology can be a key factor for the acceptance and use of technology, and ensuring adequate infrastructure, which provides support in the performance of activities, is a crucial factor for continued use. In "Centro Paul... (Complete abstract click electronic access below) / Mestre

Submitted by Lara Oliveira (lara@ufersa.edu.br) on 2018-03-19T21:51:58Z No. of bitstreams: 1 KleitonLLB_DISSERT.pdf: 2034691 bytes, checksum: 1824c069981f2fa50919af76c5f85cfd (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2018-06-18T17:00:06Z (GMT) No. of bitstreams: 1 KleitonLLB_DISSERT.pdf: 2034691 bytes, checksum: 1824c069981f2fa50919af76c5f85cfd (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2018-06-18T17:00:16Z (GMT) No. of bitstreams: 1 KleitonLLB_DISSERT.pdf: 2034691 bytes, checksum: 1824c069981f2fa50919af76c5f85cfd (MD5) / Made available in DSpace on 2018-06-18T17:00:41Z (GMT). No. of bitstreams: 1 KleitonLLB_DISSERT.pdf: 2034691 bytes, checksum: 1824c069981f2fa50919af76c5f85cfd (MD5) Previous issue date: 2017-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The advancement of technology has made several changes in the educational scope provide tools and strategies for the teaching and learning process. Within this context, we have the Virtual Environments of Learning increasingly present in this educational process, helping in the management of educational contents and in the accompaniment of the students. These environments, for the most part, face a great difficulty: the low interaction of students with the environment. In most cases, students only access only when there is some evaluative activity or when they are required by the teacher and even then, few are the times whose interaction is motivated by their own individual desire to learn or by the sensation of pleasure in performing the activity proposed by the educator. Seeking a way to increase student interest in the teaching and learning process, a new approach has been gaining ground in the field of education by offering an alternative to generate and maintain students' motivation and engagement in the learning process. This approach is known as Gamification and proposes the use of elements present in digital games in non-gaming environments, in order to generate interest in a target audience. Following this perspective, the present work presents a tool that implements Gamification in a Virtual Learning Environment with the intention of making it more attractive for students. The environment chosen to receive the tool was Moodle. The proposal is to offer a tool with several elements of games to make the course more interesting for the students. To validate it, a mini-course was divided into two stages. At the end of the mini-course, a questionnaire was applied to obtain a qualitative evaluation, trying to evaluate if the application of the tool made the course more interesting. The responses were measured using the Likert scale, which specifies the level of agreement of the respondent with the question. This scale uses five levels of agreement ranging from total agreement to total disagreement / O avanço da tecnologia tem proporcionado diversas mudanças no âmbito educacional, oferecendo ferramentas e estratégias para apoiar o processo de ensino e aprendizagem. Dentro deste contexto, tem-se os Ambientes Virtuais de Aprendizagem cada vez mais presentes neste processo educacional, auxiliando no gerenciamento dos conteúdos educacionais e no acompanhamento dos alunos. Estes ambientes, enfrentam na maioria das vezes, uma grande dificuldade: a pouca interação dos estudantes com o ambiente. Em grande parte dos casos, os alunos só acessam apenas, quando há alguma atividade avaliativa ou quando são exigidos pelo professor e mesmo assim, poucas são as vezes cuja interação é motivada pelo próprio e individual desejo de aprender ou pela sensação de prazer em realizar a atividade proposta pelo educador. Buscando uma forma de aumentar o interesse do aluno no processo de ensino e aprendizagem, uma nova abordagem vem ganhando espaço no campo da educação por oferecer uma alternativa para gerar e manter a motivação e o engajamento dos alunos no processo de aprendizagem. Esta abordagem é conhecida como Gamificação e propõe o uso de elementos presentes nos jogos digitais em ambientes que não são de jogos, com o intuito de gerar interesse em um público alvo. Seguindo essa perspectiva, o presente trabalho apresenta uma ferramenta que implementa a Gamificação em um Ambiente Virtual de Aprendizagem com o intuito de torna-lo mais atrativo para os alunos. O ambiente escolhido para receber a ferramenta foi o Moodle. A proposta é, oferecer uma ferramenta com vários elementos de jogos visando tornar o curso mais interessante para os discentes. Para valida-la, foi realizado um minicurso dividido em duas etapas. Ao final do minicurso foi aplicado um questionário para obter uma avaliação qualitativa, buscando avaliar se a aplicação da ferramenta tornou o curso mais interessante. As respostas foram mensuradas utilizando a escala de Likert, que específica o nível de concordância do respondente com a pergunta. Esta escala utiliza cinco níveis de concordância que vai desde a concordância total até a discordância total / 2018-03-19

This study, conducted in the context of the Research Line Training, Knowledge and Professional Development, the Graduate Program in Education at Universidade Federal de Santa Maria (UFSM) aims at investigating the impact of experiences of Presencial Teaching and Virtual Teaching in the training of the university teacher. The specific objectives of the research are: to analyze the significant experiences narrated by professors of Presencial Teaching and Virtual Teaching and possible influences on their (trans) formation; understand the strategic markers present in Teaching Choreography and their transformation/reconstruction for Classroom Teaching to Virtual Teaching and vice versa and identify the possible interrelationships between Teaching Choreographies submitted in the Presencial Teaching in the Virtual Teaching from the experiences narrated. Regarding the theoretical review, we discuss fields of studies, themes and theories such as Teacher Education, the Teaching Choreography in Teaching in Higher Education, Digital Technologies of Information and Communication, Virtual Environments for Teaching and Learning, Theory History-Cultural including Activity Theory and Study Activity. In this research with qualitative approach and narrative feature, we seek the information through narrative interviews with professors of the Department of Documentation (UFSM), who teach the course Archivology (UFSM) and Postgraduate Course-Specialization of Distance Learning-Management in Archives (UAB/UFSM). The information were analyzed through discursive textual analysis. Among the search results, highlight the influences of Virtual Teaching on the Presencial Teaching, the (re) construction of teacher knowledgein the preparation of Teaching Choreographies and the role of distance tutors and monitors the training of teachers. / Este estudo, realizado no contexto da Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM) tem por objetivo geral investigar as repercussões das experiências de Docência Presencial e Docência Virtual na formação do professor universitário. Os objetivos específicos da pesquisa são: analisar as experiências significativas narradas pelos professores universitários de Docência Presencial e na Docência Virtual e as possíveis influências em sua (trans) formação; compreender os marcadores estratégicos presentes nas Coreografias Didáticas e a sua transposição/reconstrução da Docência Presencial para a Docência Virtual e vice-versa e identificar as inter-relações possíveis entre as Coreografias Didáticas apresentadas na Docência Presencial e na Docência Virtual a partir das experiências narradas. Em relação à revisão teórica, abordamos campos de estudos, temas e teorias como a Formação de Professores, as Coreografias Didáticas, a Docência na Educação Superior, as Tecnologias Digitais da Informação e da Comunicação, os Ambientes Virtuais de Ensino-Aprendizagem, a Teoria Histórico-Cultural, incluindo a Teoria da Atividade e a Atividade de Estudo. Nesta pesquisa, de abordagem qualitativa, cunho narrativo, buscamos as informações por meio de entrevistas narrativas, com os professores do Departamento de Documentação (UFSM), que lecionam no Curso de Arquivologia (UFSM) e no Curso de Pós-Graduação Especialização a Distância-Gestão em Arquivos (UAB/UFSM). As informações foram analisadas por meio da Análise Textual Discursiva. Dentre os resultados da pesquisa, destacamos as influências da Docência Virtual sobre a Docência Presencial, a (re) construção dos saberes docentes na elaboração das Coreografias Didáticas e o papel dos tutores a distância e dos monitores na formação dos professores.

Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNT. / Non-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time.