Current video conferencing tools lack a sense of presence. Telepresence can improve the current video conferencing by providing feeling of presence at a different location from remote location. Most recent telepresence systems are built with the devices that are not accessible and uncomfortable for the daily meeting purpose. This work proposes a framework for embodied telepresence system that suits a daily meeting case the best. Based on our new telepresence framework, a new system architecture and design requirements are constructed. The system architecture shows how the telepresence system needs to be structured, and a design requirement helps to understand the needs of the system. With this framework we were able to implement a user friendly and accessible telepresence system. Our telepresence system enables users to control the telepresence robot with smartphone controller. The controller has four features: (1) Smartphone orientation control, (2) Position save and playback, (3) Local smart light bulb control, and (4) visual cue. At the end, our work evaluates the developed telepresence system by measuring the performances of given tasks to the participants. The evaluation shows that our system provides a sense of presence to both remote and local users. However, the proposed telepresence framework and system requires farther improvements to provide better usability. / Master of Science / During the pandemic, video conferencing tools like Zoom, Microsoft Teams, or Google Meet showed the advantages of having meetings and working remotely. However, these tools do not provide a sense of presence and the necessary level of control of what can be seen from a remote user's point of view. Therefore, researchers investigated and developed various tools that can give remote users a sense of presence at a location where a face-to-face meeting is taking place. We call this a telepresence tool. Our systematic review of the current telepresence tool results that most of the telepresence tools use devices that are not familiar and hard to access for general users. Additionally, they do not consider the local users feeling about remote user's presence at the face-to-face meeting (local site). Therefore, in this paper, we propose a general guideline or framework to help build a telepresence tool that overcomes the current telepresence tools' problems. Our telepresence tool, developed based on our proposed framework, uses a smartphone to control the telepresence robot that represents a remote user at the local site. A remote user can control the local site light bulb, save the telepresence robot's position and place it back, and show the user is away or present at the meeting. The evaluation of our telepresence system shows that our system provides a sense of presence to both remote and local users

JuegaPe es una idea de negocio que nace en un contexto distinto de la normalidad en la que solíamos vivir, donde diversos emprendimientos se han visto afectados por los cambios de la coyuntura, teniendo que temporal o definitivamente, pivotear su negocio principal a otro para adaptarse a la adversidad, y en el peor de los casos, cerrar. Por otra parte, surgieron necesidades para que nuevos emprendimientos surjan. Es así que nace JuegaPe, con la tendencia de las reuniones virtuales para conectar a las personas que no podían reunirse presencialmente por la pandemia del coronavirus a nivel global, que repercutió medidas sanitarias de distanciamiento también a nivel local; así como la importancia de la recreación e integración de las personas en sus grupos familiares y amicales, de modo que ofrece un servicio que conecta ambas situaciones descritas. La virtualidad de las actividades diarias en estos tiempos es una constante normalizada, no obstante, JuegaPe aporta además el involucramiento de las personas para ofrecer una innovadora idea de entretenimiento, donde el cliente vive una experiencia total de juego. Para que este proyecto sea sustentable se ha validado la existencia del problema; el comportamiento de los potenciales clientes está orientado a la dinámica presentada. De esta manera también se han validado las soluciones, los componentes del modelo de negocio, y se ha realizado una proyección estimada de ventas. Con este proyecto, se presentar un nuevo modelo de negocio orientado y adaptado a la nueva normalidad, con una visión de escalabilidad a largo plazo en torno a las condiciones que se presenten más adelante. / JuegaPe ​​is a business idea that was born in a context different from the normality in which we used to live, where various ventures have been affected by changes in the situation, having to temporarily or permanently pivot their main business to another to adapt to adversity, and in the worst case, close. On the other hand, needs arose for new ventures to emerge. This is how JuegaPe ​​was born, with the trend of virtual meetings to connect people who could not meet in person due to the coronavirus pandemic at a global level, which also affected health measures of distancing at the local level; as well as the importance of recreation and integration of people in their family and friends’ groups, so that it offers a service that connects both situations described. The virtuality of daily activities in these times is a normalized constant, however, JuegaPe ​​also contributes the involvement of people to offer an innovative idea of ​​entertainment, where the client lives a total gaming experience. For this project to be sustainable, the existence of the problem has been validated; the behavior of potential clients is oriented to the dynamics presented. In this way, the solutions and the components of the business model have also been validated, and an estimated sales projection has been made. With this project, a new business model oriented and adapted to the new normal will be presented, with a vision of long-term scalability around the conditions that arise later. / Trabajo de investigación

Made available in DSpace on 2016-04-28T18:22:19Z (GMT). No. of bitstreams: 1 Carla Cristina Goncalves Gallego Lima.pdf: 1855540 bytes, checksum: 8d2c1bcfd52f182a58a34809656d9f4e (MD5) Previous issue date: 2011-07-18 / The objective of this study is to describe and interpret the phenomenon the experience of attending pedagogical meetings for coordinators in presential and virtual environments, as an effort to understand how the participant coordinators have built that experience. The theoretical foundations of this research were grounded on some studies which investigate the role of the pedagogical coordinator in language schools, such as Liberali (1994), Gervai (1996), Romero (1998), Polifemi (1998, 2007) and Ortale (2003), followed by some other studies such as Gonçalves (1999) and Fogaça (2010), which deal with the pedagogical meeting itself. This research lies in the concepts of learning according to the sociointeractionist theory by Vygostsky (1984/2007, 1987/2008), undersanding that learning happens through and in interaction, that is why the creation of learning opportunities (Allwright, 2005) are discussed and so are the concepts of community of practice (Lave and Wenger, 1991). In addition, understanding that, besides the presential moment, the meeting takes place in the virtual environment, I discuss what virtual is, according to Levy and the role of the teacher in the modern society, considering Ramal (2000, 2002) and Sacristán (2000)´s view point. This research, therefore, tries to understand better how the coordinators experience their attendance to the pedagogical meetings in both contexts and for this reason, reflexive issues based on Schon (1983) and the relationship experience and learning proposed by Dewey (1938/1963) are also part of this study. The texts were registered throughout the pedagogical meeting with the coordinators, which took place in both presential and virtual environments. This process has made possible the investigation about the phenomenon the experience of attending pedagogical meeting for coordinator in presential and virtual environments, considering that, in order to develop this study, I have chosen the Hermeneutic-Phenomenological Approach as the methodology, based on the systematization process proposed by Freire (2010), having its starting point from van Manen (1990). This study has shown throughout the investigation process, that the experience of taking part of the pedagogical meeting goes through a break of paradigm, in the sense that it is no longer considered by the coordinators as a participation of a formal and obligatory event, to become a relevant moment in which the participants built knowledge together, having as component elements of this participation: the meeting among them, the learning built together, the relevance of the subjects discussed, the opening to participation, the group interaction and ultimately the reflective process / O objetivo deste trabalho é descrever e interpretar o fenômeno a experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais, buscando compreender como se constituiu essa vivência para os coordenadores participantes do estudo. A fundamentação teórica desta pesquisa parte de estudos que investigaram o papel do coordenador pedagógico no contexto de escolas de idiomas, como Liberali (1994), Gervai (1996), Romero (1998), Polifemi (1998, 2007) e Ortale (2003), seguidos por outros estudos que abordam a reunião pedagógica em si, como Gonçalves (2007) e Fogaça (2010), e está respaldada nos conceitos de aprendizagem da teoria sociointeracionista de Vygostsky (1984/2007, 1987/2008), entendendo que esta acontece pela e na interação. Por essa razão, a criação de oportunidades de aprendizagem (Allwright, 2005) são aqui exploradas, bem como os conceitos de comunidade de prática (Lave e Wenger, 1991). Na sequência, entendendo que além do momento presencial as reuniões se realizam no ambiente digital, discuto o que é o virtual com base em Levy (1996, 1999) e o papel do professor na sociedade moderna conforme Ramal (2000) e Sacristán (2002, 2007). Em síntese, esta pesquisa busca entender melhor como se constituiu a experiência vivenciada pelos coordenadores de participar das reuniões pedagógicas nos dois ambientes e, por essa razão as questões reflexivas apoiadas em Schön (1983) e a relação experiência e aprendizagem, propostas por Dewey (1938/1963), também são contempladas neste trabalho. Os registros textuais foram produzidos durante as reuniões pedagógicas com os coordenadores, as quais aconteceram nos ambientes presenciais e digitais. Esse processo possibilitou a investigação do fenômeno a experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais, sendo que para o desenvolvimento do trabalho adotei a Abordagem Hermenêutico-Fenomenológica como linha metodológica, apoiando-me no processo de sistematização proposto por Freire (2010), a partir de van Manen (1990). Este estudo revelou, ao longo do processo de investigação que a experiência de participar das reuniões pedagógicas passa por uma ruptura de paradigmas, na medida em que elas deixam de ser caracterizadas como momentos formais e obrigatórios, para assumirem-se como momentos nos quais os participantes promovem a construção conjunta do conhecimento, tendo como aspectos constituintes desta experiência: o encontro entre os participantes, a aprendizagem construída, a pertinência dos assuntos, a abertura para participação, a interação do grupo, e por fim, a reflexão