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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
241

Utilização do LMS Moodle: análise da ação pedagógica em cursos de graduação presencial / The utilization of the LMS Moodle: analytics of the pedagogic action in on-site college courses

Rizo, Cristiane Maciel 25 June 2010 (has links)
Made available in DSpace on 2016-01-26T18:49:35Z (GMT). No. of bitstreams: 1 CRISTIANE RIZO_DISSERTACAO_2010.pdf: 1864380 bytes, checksum: 9fe6c9750190ee9a37c05ca0dc09e656 (MD5) Previous issue date: 2010-06-25 / This summary dissertation is a result of the Master in Education Program, research line 2 Pedagogic Development and Training of the Teaching Professional, of the Oeste Paulista University. The investigative object of this research was the analytics of the pedagogic practice used by teachers of college, in the Moodle platform. For the theoretical foundation, authors that foster collaborative learning cultures centered in the freirean pedagogy were used. The methodology was related to the exploratory qualitative investigation, aiming to analyze the on-site education characteristics, in a digital learning environment. Data collection was based on observations with access in the Moodle platform by internet, tracking how a group of five teachers of college used this resource as a complement on-site class. The results showed that teachers look for the tool to materials management and significant instructional resource. It was also verified the no use of tool in collaborative or innovatory practices. As a result, the research indicates that is teacher s competence the challenge to perform his pedagogic practice to build a participative, interactive, dialogic, search environment that exceed the focused teacher model. / Esta dissertação é resultado de pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 - Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A presente pesquisa teve, como objeto de investigação, a análise da ação pedagógica praticada por professores do ensino superior na plataforma Moodle. Para a fundamentação teórica, recorreu-se, a autores que incentivam a construção de culturas de aprendizagem colaborativas fundadas no diálogo, no sentido freireano. Quanto à metodologia, trata-se de investigação qualitativa, de caráter exploratório, que busca analisar características da educação presencial em um ambiente digital de aprendizagem. A coleta de dados ocorreu por meio de observações, com acesso à plataforma Moodle pela internet, acompanhando como cinco professores, do ensino superior, utilizavam o recurso como complemento às aulas presenciais. Os resultados indicaram que os professores recorrem à ferramenta para gerenciamento de materiais e como recurso instrucional significativo. Verificou-se, também, a não utilização da ferramenta em práticas colaborativas ou inovadoras. Como conclusão, a pesquisa indica que compete ao professor o desafio de transformar sua prática pedagógica de modo a construir um ambiente participativo, interativo, dialógico, de busca e de superação do modelo centrado no professor.
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242

Educação e construção do conhecimento: do universo individual à inteligência coletiva / Education and construction of knowledge: from the individual universe to collective intelligence

Souza, Marcos Medeiros de 09 May 2008 (has links)
Made available in DSpace on 2016-01-26T18:50:06Z (GMT). No. of bitstreams: 1 Dissertacao Marcos.pdf: 560783 bytes, checksum: 45df79606180032c1fd588f84ba09a18 (MD5) Previous issue date: 2008-05-09 / The purpose of this research was to investigate if the communication and interactivity provided by a groupware, on a contextualized and problematized situation, may constitute a way to promote the construction of knowledge. The research involved students at the disciplines of Administrative Thinkink History, Financial Management I e Financial Management II, from the Business School of a private University at São Paulo State, using internet as pedagogical supporting tool to complement presencial studies. The methodology proposed was a case study focused on a scholar learning context. The data was collected combining participant observation and students personal testimonials using a non-structured interview. The analysis appealed to a text deconstruction of the interview corpus, fragmented on sense unitys that contained useful meanings to the research purpose, classified on four categories. The categories Time and virtual environment; Communication and Context represented partial arguments to validate the category Construction of Knowledge, which is the thesis, and therefore, the purpose of the search. The results provided an evidence that virtual environment has extended time and space for live environment classes, increasing communication and the possibility of exchanging information and ideas on interpersonal relationship basis. The groupware provided a way to gather people on the construction of knowledge; allows interactivity among cognitive persons that may, together, conceive and transform a known world; facilitate information exchange on conversation nets. The category Context analysis showed that reflection over arguments that comes from different points of view becomes richer when it is contextualized on a located and chronologysed situation. On the construction of knowledge, we presented that it occurs by debate and conversation about reality and its context, demanding comprehension and understanding of individual points of view on a collective and dynamic situation. The groupware is a conversation tool, an appropriated environment for an educational process anchored on communication, context and information. / O propósito desta dissertação foi investigar se a comunicação e a interatividade proporcionada pelo grupo de discussão em um espaço virtual, em situação contextualizada e problematizada, constituem caminho para se promover a construção do conhecimento. A pesquisa envolveu alunos das disciplinas de História do Pensamento Administrativo, Gerência Financeira I e Gerência Financeira II, do curso de Administração, de uma Universidade privada, do estado de São Paulo, tendo a Internet como ferramenta de apoio didático-pedagógico complementar aos estudos presenciais. Como metodologia recorreu-se a estudo de caso com foco no contexto acadêmico de ensino. Os dados foram coletados combinando-se a observação participante e depoimentos pessoais dos alunos, por meio de entrevista não-estruturada. Na análise, o recurso utilizado foi a desconstrução do texto transcrito das entrevistas, fragmentando-o em unidades de sentido que pudessem conter significados úteis ao objeto da investigação e, que por sua vez, foram classificados em quatro categorias para análise. As categorias Tempo e Espaço Virtual, Comunicação e Contexto constituíram os argumentos parciais utilizados para validação da categoria Construção do conhecimento, que é o ponto central e, portanto, o fim da pesquisa. Como resultados, constatamos que ambiente virtual ampliou o espaço e o tempo da aula presencial, aumentando a comunicação e a possibilidade de troca de informação e de idéias a partir de relacionamentos interpessoais. Verificou-se que o grupo de discussão é um meio de aproximar pessoas na construção de conhecimento; que permite a interação entre sujeitos cognoscentes que podem, juntos, conceber e transformar um mundo cognoscível; que facilita a interação, ampliando o intercâmbio de informações em torno de redes de conversação. Ao analisar a categoria contexto , verificamos que a reflexão sobre argumentos que partem de diferentes pontos de vista fica mais rica a partir de uma dada situação, localizada e datada. Quanto à construção do conhecimento, percebemos que ela ocorre pela discussão acerca da realidade e de seu contexto, exigindo compreensão e entendimento de pontos de vista individuais em situação coletiva e dinâmica. E que o grupo de discussão é um instrumento, um ambiente, adequado para se viver um processo educacional ancorado na comunicação, no contexto e na informação
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243

Utilização do LMS Moodle: análise da ação pedagógica em cursos de graduação presencial / The utilization of the LMS Moodle: analytics of the pedagogic action in on-site college courses

Rizo, Cristiane Maciel 25 June 2010 (has links)
Made available in DSpace on 2016-07-18T17:54:10Z (GMT). No. of bitstreams: 1 CRISTIANE RIZO_DISSERTACAO_2010.pdf: 1864380 bytes, checksum: 9fe6c9750190ee9a37c05ca0dc09e656 (MD5) Previous issue date: 2010-06-25 / This summary dissertation is a result of the Master in Education Program, research line 2 Pedagogic Development and Training of the Teaching Professional, of the Oeste Paulista University. The investigative object of this research was the analytics of the pedagogic practice used by teachers of college, in the Moodle platform. For the theoretical foundation, authors that foster collaborative learning cultures centered in the freirean pedagogy were used. The methodology was related to the exploratory qualitative investigation, aiming to analyze the on-site education characteristics, in a digital learning environment. Data collection was based on observations with access in the Moodle platform by internet, tracking how a group of five teachers of college used this resource as a complement on-site class. The results showed that teachers look for the tool to materials management and significant instructional resource. It was also verified the no use of tool in collaborative or innovatory practices. As a result, the research indicates that is teacher s competence the challenge to perform his pedagogic practice to build a participative, interactive, dialogic, search environment that exceed the focused teacher model. / Esta dissertação é resultado de pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 - Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A presente pesquisa teve, como objeto de investigação, a análise da ação pedagógica praticada por professores do ensino superior na plataforma Moodle. Para a fundamentação teórica, recorreu-se, a autores que incentivam a construção de culturas de aprendizagem colaborativas fundadas no diálogo, no sentido freireano. Quanto à metodologia, trata-se de investigação qualitativa, de caráter exploratório, que busca analisar características da educação presencial em um ambiente digital de aprendizagem. A coleta de dados ocorreu por meio de observações, com acesso à plataforma Moodle pela internet, acompanhando como cinco professores, do ensino superior, utilizavam o recurso como complemento às aulas presenciais. Os resultados indicaram que os professores recorrem à ferramenta para gerenciamento de materiais e como recurso instrucional significativo. Verificou-se, também, a não utilização da ferramenta em práticas colaborativas ou inovadoras. Como conclusão, a pesquisa indica que compete ao professor o desafio de transformar sua prática pedagógica de modo a construir um ambiente participativo, interativo, dialógico, de busca e de superação do modelo centrado no professor.
Read more
244

Educação e construção do conhecimento: do universo individual à inteligência coletiva / Education and construction of knowledge: from the individual universe to collective intelligence

Souza, Marcos Medeiros de 09 May 2008 (has links)
Made available in DSpace on 2016-07-18T17:54:29Z (GMT). No. of bitstreams: 1 Dissertacao Marcos.pdf: 560783 bytes, checksum: 45df79606180032c1fd588f84ba09a18 (MD5) Previous issue date: 2008-05-09 / The purpose of this research was to investigate if the communication and interactivity provided by a groupware, on a contextualized and problematized situation, may constitute a way to promote the construction of knowledge. The research involved students at the disciplines of Administrative Thinkink History, Financial Management I e Financial Management II, from the Business School of a private University at São Paulo State, using internet as pedagogical supporting tool to complement presencial studies. The methodology proposed was a case study focused on a scholar learning context. The data was collected combining participant observation and students personal testimonials using a non-structured interview. The analysis appealed to a text deconstruction of the interview corpus, fragmented on sense unitys that contained useful meanings to the research purpose, classified on four categories. The categories Time and virtual environment; Communication and Context represented partial arguments to validate the category Construction of Knowledge, which is the thesis, and therefore, the purpose of the search. The results provided an evidence that virtual environment has extended time and space for live environment classes, increasing communication and the possibility of exchanging information and ideas on interpersonal relationship basis. The groupware provided a way to gather people on the construction of knowledge; allows interactivity among cognitive persons that may, together, conceive and transform a known world; facilitate information exchange on conversation nets. The category Context analysis showed that reflection over arguments that comes from different points of view becomes richer when it is contextualized on a located and chronologysed situation. On the construction of knowledge, we presented that it occurs by debate and conversation about reality and its context, demanding comprehension and understanding of individual points of view on a collective and dynamic situation. The groupware is a conversation tool, an appropriated environment for an educational process anchored on communication, context and information. / O propósito desta dissertação foi investigar se a comunicação e a interatividade proporcionada pelo grupo de discussão em um espaço virtual, em situação contextualizada e problematizada, constituem caminho para se promover a construção do conhecimento. A pesquisa envolveu alunos das disciplinas de História do Pensamento Administrativo, Gerência Financeira I e Gerência Financeira II, do curso de Administração, de uma Universidade privada, do estado de São Paulo, tendo a Internet como ferramenta de apoio didático-pedagógico complementar aos estudos presenciais. Como metodologia recorreu-se a estudo de caso com foco no contexto acadêmico de ensino. Os dados foram coletados combinando-se a observação participante e depoimentos pessoais dos alunos, por meio de entrevista não-estruturada. Na análise, o recurso utilizado foi a desconstrução do texto transcrito das entrevistas, fragmentando-o em unidades de sentido que pudessem conter significados úteis ao objeto da investigação e, que por sua vez, foram classificados em quatro categorias para análise. As categorias Tempo e Espaço Virtual, Comunicação e Contexto constituíram os argumentos parciais utilizados para validação da categoria Construção do conhecimento, que é o ponto central e, portanto, o fim da pesquisa. Como resultados, constatamos que ambiente virtual ampliou o espaço e o tempo da aula presencial, aumentando a comunicação e a possibilidade de troca de informação e de idéias a partir de relacionamentos interpessoais. Verificou-se que o grupo de discussão é um meio de aproximar pessoas na construção de conhecimento; que permite a interação entre sujeitos cognoscentes que podem, juntos, conceber e transformar um mundo cognoscível; que facilita a interação, ampliando o intercâmbio de informações em torno de redes de conversação. Ao analisar a categoria contexto , verificamos que a reflexão sobre argumentos que partem de diferentes pontos de vista fica mais rica a partir de uma dada situação, localizada e datada. Quanto à construção do conhecimento, percebemos que ela ocorre pela discussão acerca da realidade e de seu contexto, exigindo compreensão e entendimento de pontos de vista individuais em situação coletiva e dinâmica. E que o grupo de discussão é um instrumento, um ambiente, adequado para se viver um processo educacional ancorado na comunicação, no contexto e na informação
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245

Komunikační software pro terminálové klienty linuxového serveru / Communiacation software for terminal clients of a Linux server

Hanák, Karel January 2009 (has links)
The thesis contains a proposal and implementation of an environment convenient for operation of network client applications which use common terminals. It also consists of implemented examples where the way of their usage is presented. The centralized way of communication is the basis. The approach is used also for the possibility of their joining with managing subsystems, i.e. unlimited ways of regulation of systems for real estate management, access to devices, user authority access to access data points to the devices. The environment is based on operation system Linux and database MySQL. Their realization is supposed on a server, in the network environment. This relates also to the overall security policy and this work also focused on social treatment of clients possibilities.
246

Augmented Reality in CAVE / Augmented Reality in CAVE

Kolčárek, Michal January 2013 (has links)
Tato práce se zaměřuje na technologii Cave Automatic Virtual Environment a konkrétně pak na využití principů rozšířené reality v tomto prostředí. Dává si za cíl odpovědět na otázku, zdali je možné použít v prostředí CAVE existující frameworky pro rozšířenou realitu, konkrétně ty, pracující na platformě iOS. Hlavní důraz je kladen na rozpoznávání markerů v tomto prostředí a na zvýšení přesnosti jejich rozpoznání. Práce odpovídá na množství otázek z této oblasti, jako jaké markery je vhodné použít, jaké jsou omezení a největší obtíže. Výstupem je demonstrační aplikace, pracující na platformě iOS, která v je prostředí CAVE otestovaná a plně použitelná. Tato aplikace by měla vylepšit uživatelský vjem z prostředí CAVE tím, že mu poskytne dodatečné informace a také základní možnosti interakce se zobrazenými objekty.
247

Optimiser la validité des comportements observés sur simulateur de conduite : étude des interactions entre immersion, présence et comportement / Optimizing the validity of behaviors observed on driving simulator : study of the interactions between immersion, presence and behavior

Deniaud, Christophe 08 December 2017 (has links)
Les simulateurs de conduite permettent d’étudier le comportement humain dans différentes conditions fixées expérimentalement. Un avantage majeur de la simulation est de ne pas exposer le sujet à un risque objectif et que les conditions de test sont "facilement" mises en œuvre et manipulées. Le recours à la simulation pose néanmoins la question de la généralisation et transposition des comportements observés en simulation à la situation réelle de conduite. En effet, il est nécessaire de s’assurer que le simulateur mesure précisément l’objet d’étude sans le modifier ou l’influencer. L’évaluation du degré de validité est donc cruciale dans toute étude sur simulateur qui cherche à susciter des comportements réalistes de conducteurs. Le postulat de notre travail repose donc sur l’idée que la présence est un concept clé pour évaluer la représentativité des comportements de conduite observés en simulation. Toutefois plusieurs difficultés seront à résoudre. Une des plus cruciales repose sur le fait que la présence est difficilement mesurable en temps réel puisque le fait même de chercher à la mesurer peut rompre l’état de présence plus ou moins existant. Ainsi obtenir des indicateurs comportementaux de la présence constitue un véritable enjeu pour caractériser la nature d’un phénomène qui à l’heure actuelle est davantage fantasmé à l’aide de mesures post-expérimentation que concrètement démontré par la mise en évidence de comportements spécifiques reproductibles. / Driving simulators make it possible to study human behavior in different experimentally determined conditions. A major benefit of simulation is that it does not expose the subject to an objective risk and that test conditions are "easily" implemented and manipulated. The use of simulation nevertheless raises the question of the generalization and transposition of the behaviors observed in simulation to the actual driving situation. Indeed, it is necessary to ensure that the simulator accurately measures the object of study without modifying or influencing it. Assessing the degree of validity is therefore crucial in any simulator study that seeks to create realistic driver behaviors. The postulate of our work is therefore based on the idea that presence is a key concept for assessing the representativeness of driving behaviors observed in simulation. However, several difficulties will have to be solved. One of the most crucial is the fact that presence is difficult to measure in real time because the very fact of trying to measure it can break the more or less existing presence state. Thus, to obtain behavioral indicators of presence is a real challenge to characterize the nature of a phenomenon which at present is more fantasized by post-experimental measures than concretely demonstrated by the demonstration of specific reproducible behaviors.
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248

Quantifying Knowledge Gains in a Virtual Experience

Oden, Patrick January 2020 (has links)
Curiosity has long been a topic of interest in cognitive science and psychology research. Despite this, little is understood about the relationship between curiosity, behavior, and knowledge acquisition. Several theories propose that curiosity is an innate system of reward mechanism for closing knowledge gaps. This study examined whether observations of curiosity-driven behavior in an information-rich virtual environment could be used to predict knowledge gains without relying on assessment of what specific information led to those gains. A total of 54 participants were asked to complete a task in an online three-dimensional virtual environment, as well as pre-test and post-test questionnaires. The results show that the number of contacts with information sources predicts quantifiable knowledge gains without regard to the content of the information sources or qualitative assessment of knowledge gains. Future research should consider how to collect more nuanced data on knowledge gains as well as how qualitative research could be combined with a study such as this to help identify when behavior is driven by innate curiosity or external motivation. / Fastän nyfikenhet sedan länge har varit ett forskningsområde inom kognitionsvetenskap och psykologi, är relationen mellan nyfikenhet, beteende och insamlandet av ny kunskap fortfarande inte tydlig. Olika teorier föreslår att nyfikenhet är ett medfött system av belöningsmekanismer i syfte att minska och stänga kunskapsluckor. Denna studie undersökte huruvida observationer av nyfiket beteende i en informationsrik virtuell miljö kunde användas för att predicera kunskapstillökning utan att fastställa vilken specifik information ledde dit. Totalt uppmanades 54 deltagare ombads att genomföra en uppgift i en tredimensionell virtuell miljö online, samt att fylla i pre-test och post-test enkäter. Resultaten visade att antalet kontakter med informationskällor predicerar en kvantifierbar ökning i kunskap oberoende av informationskällornas innehåll eller kvalitativ bedömning av kunskapstillökning. Framtida forskning bör försöka att hitta möjligheter för att samla in mer nyanserade data om kunskapstillökningen samt hur kvalitativ forskning skulle kunna kombineras med en liknande studie för att identifiera när beteende är drivet av medfödd nyfikenhet eller extern motivation.
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249

A Comparison of the Resiliency Against Attacks Between Virtualised Environments and Physical Environments

Tellez Martinez, Albert, Steinhilber, Dennis Dirk January 2020 (has links)
Virtualisation is a technology that is more and more applied due to its advantages regarding cost and operation. It is often believed that it provides a better security for an IT environment since it enables centralisation of hardware. However, virtualisation changes an IT environment fundamentally and contains new vulnerabilities that must be considered. It is of interest to evaluate whether the belief that virtual environments provide a better security for an IT environment is true or not. In this project, the resiliency against attacks for physical environments and virtual environments is analysed to determine which one provides a higher resiliency and why. Therefore, the physical and digital attack surfaces of all entities are analysed to reveal the relevant vulnerabilities that could be exploited. Beside a theoretical research, a physical and a virtual environment have been established to test chosen attacks practically. The results show that virtual environments are less resilient than physical environments, especially to common attacks. This shows that virtualisation is still a technology that is new to many companies and the vulnerabilities it has must be taken seriously.
250

Aula / Hall

Žilinský, Michal January 2018 (has links)
Using slow camera movement in 20 minutes in five video scenes of completely CGI-rendered environment called Area of Universal Latency, I am mapping space-time of the zone which is located in the north-western Slovakia. Minimalistic narration of the autonomous single-channel video projection is confronting subjectivism with universality of the Anthropocene, vanitas and spirituality with the belief of consumerism in infinite accumulation and simulacra of virtuality with the absolute truth. The story of this video-poem is communicated through virtual environment, composed sounds and natural noises. This thesis is presenting a fragment of my attempt to record the morphology of the specific place through which, as the title of the video states, I am indicating the state of reality and its consequences yet not describing it explicitly.

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