1 |
Digital curation : contributions towards defining the disciplineHiggins, Sarah January 2018 (has links)
This work defines and evaluates the original contributions to the discipline of digital curation that the author has made through ten years of her career for the purposes of gaining a PhD by Published Works. It presents ten published papers, three of which are co-authored, and a narrative concerning the contributions made by these. This narrative explains the professional and academic contexts in which the papers were authored and the impact they have made. The work describes the progressive contributions to both the professional and academic development of the discipline through: an historical analysis of its origins, analysis of the conceptual space it inhabits, theoretical modelling of this conceptual space to enable practical implementations, and the development of higher education curricula. The work reflects on the disciplinary significance of these contributions and suggests next-steps for the author’s research.
|
2 |
Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case studyBar-Tal, Smadar January 2010 (has links)
The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and several teaching dimensions: organisation and representation of data, organisation and management of teaching and different types of interaction. The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions. The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy principally dealt with formative assessment of the students' writing and used virtual communication tools to tighten the teacher-learner inter-personal interaction. The Organisational mode used in education disciplines focused on organisation and management of teaching and learning through the use of computer applications. The Holistic mode employed by teacher-educators in the fields of education and literature, in substance constituted a combination of all the characteristics of the above-mentioned modes with an emphasis given to social presence of both learners and the teacher. Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops. At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
|
3 |
Natur som kultur : och betydelsen av dess berättelser / Nature as culture : and the substance of its stories.Hagström, Dana January 2006 (has links)
<p>Is there such a thing as unadulterated nature? All that surrounds us is culturally modified by man somewhere along our past. But culture is only a fictitious conception itself, created in an attempt to break the world into controllable objects.</p><p>So in what do we find culture? In everything? In the objects or the stories they embrace? Who chooses what’s worth saving and how to save? Choosing what is culture is made from personal, ingrained dichotomies of what’s important and what is not. A selective eye creates a distorted truth, which could have unintentional long-term effects.</p><p>This thesis will give a historical account of the archaeological discipline’s development in tending to our cultural heritage. By demonstrating its many complications, with examples of forest remains, I will argue for the need of innovation, communication and documentation. Only then can we get a broader, more varied and slightly less modified picture of the culture we choose to keep.</p>
|
4 |
A Maturity Model for Online Classes across Academic DisciplinesNeeQuaye, Barbara Burris 01 January 2013 (has links)
The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the technology, content, and pedagogy. Best instructional practices may be applied inconsistently in the online environment due to faculty members' lack of proficiency in implementing such practices. Although Course Management Systems and Web 2.0 technologies make the task seem less daunting, faculty members still need guidance in consistently implementing best practices in online courses. The study examined the problem of academic institutions offering online courses without any validation or tracking processes to ensure course quality.
An online instructional maturity model was developed to guide faculty members in implementing learner-centered practices in online courses. Survey methodology was used to collect data on instructional practices being implemented in the North Carolina Community College System. The model was developed from the survey findings using guidelines from the American Psychological Association Learner-Centered Principles, best practices found in the literature, and the People Capability Maturity Model. Feedback from an expert panel was used to refine the model.
|
5 |
Representing the complexity, diversity and particularity of the doctoral enterprise in AustraliaCumming, Jim, jim.cumming@anu.edu.au January 2007 (has links)
This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶
In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶
Case narratives incorporating the perspectives of candidatesas well as those whom they deem to be influencing their research and learningare employed to portray distinctive elements of doctoral work and its associated outcomes. Quantitative data and analysis derived from a national survey of doctoral candidates are combined subsequently with this qualitative material in order to generate further insight regarding doctoral activities and the entities that are integral to their enactment.¶
Drawing on theories of practice, an integrative model of the doctoral enterprise is then presented. This comprises two basic components, one of which is a set of doctoral practices classified in terms of curriculum, pedagogy, research and work. The other is a set of doctoral arrangements that reflect configurations of entities inclusive of the participants, the academy and the community.¶
The purpose of the model is to increase understanding of the dynamic and evolving nature of the doctoral enterprise and the interrelationships involving practices and arrangements. This model has implications for candidates and others involved directly in the doctoral enterprise, regardless of their sector, role or status.
|
6 |
Natur som kultur : och betydelsen av dess berättelser / Nature as culture : and the substance of its stories.Hagström, Dana January 2006 (has links)
Is there such a thing as unadulterated nature? All that surrounds us is culturally modified by man somewhere along our past. But culture is only a fictitious conception itself, created in an attempt to break the world into controllable objects. So in what do we find culture? In everything? In the objects or the stories they embrace? Who chooses what’s worth saving and how to save? Choosing what is culture is made from personal, ingrained dichotomies of what’s important and what is not. A selective eye creates a distorted truth, which could have unintentional long-term effects. This thesis will give a historical account of the archaeological discipline’s development in tending to our cultural heritage. By demonstrating its many complications, with examples of forest remains, I will argue for the need of innovation, communication and documentation. Only then can we get a broader, more varied and slightly less modified picture of the culture we choose to keep.
|
7 |
Pedagogia da invenção: a prática de ensino como disciplina acadêmica na Universidade Federal do PiauíCarvalho, Maria da Conceição Sousa de 11 April 2013 (has links)
Made available in DSpace on 2016-04-27T16:32:46Z (GMT). No. of bitstreams: 1
Maria da Conceicao Sousa de Carvalho.pdf: 902962 bytes, checksum: 3cf1f875086b659e3aa8824c98451524 (MD5)
Previous issue date: 2013-04-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research analyses the span of the academic discipline Student Teaching, at
Universidade Federal do Piauí, during the 1970 s, 1980 s and 1990 s, aiming to
interpret the daily actions of the professors, the art of doing through which these
agents made the discipline function. The theoretical outline of the dissertation locates
the discussion in the scope of the historiography studies about the school and
academic disciplines. The sources from which the traces of these practices
constitutive of the teaching work could be unveiled were, mostly, the narratives from
teachers about their experience in the discipline and the records they left in
documents of the academic routine. The study finds that the processes through
which the teachers instituted the discipline, formatted the field, defined a teacher
profile and put the Student Teaching in action characterize such discipline as a space
that groups together interests and people, actions and strategies and refers to
practices whose exercise presupposes a locus of power / This research analyses the span of the academic discipline Student Teaching, at
Universidade Federal do Piauí, during the 1970 s, 1980 s and 1990 s, aiming to
interpret the daily actions of the professors, the art of doing through which these
agents made the discipline function. The theoretical outline of the dissertation locates
the discussion in the scope of the historiography studies about the school and
academic disciplines. The sources from which the traces of these practices
constitutive of the teaching work could be unveiled were, mostly, the narratives from
teachers about their experience in the discipline and the records they left in
documents of the academic routine. The study finds that the processes through
which the teachers instituted the discipline, formatted the field, defined a teacher
profile and put the Student Teaching in action characterize such discipline as a space
that groups together interests and people, actions and strategies and refers to
practices whose exercise presupposes a locus of power / Este estudo analisa o percurso da disciplina Prática de Ensino, na Universidade
Federal do Piauí, durante as décadas de 1970, 1980 e 1990, procurando interpretar
as ações cotidianas dos professores, as artes de fazer com as quais esses agentes
colocaram a disciplina em funcionamento. O arcabouço teórico da tese situa a
discussão no âmbito dos estudos historiográficos sobre as disciplinas escolares e
acadêmicas. As fontes a partir das quais os vestígios dessas práticas constitutivas
do trabalho docente puderam ser desveladas foram, sobretudo, as narrativas dos
professores a respeito de suas vivências na disciplina e os registros que deixaram
nos documentos da rotina acadêmica. O estudo constata que os processos através
dos quais os professores instituíram de fato a disciplina, formataram o campo,
definiram um perfil docente e colocaram a Prática de Ensino em ação caracterizam a
disciplina em questão como um espaço que agrupa interesses e gentes, ações e
estratégias e remete a práticas cujo exercício pressupõe um lugar de poder / Este estudo analisa o percurso da disciplina Prática de Ensino, na Universidade
Federal do Piauí, durante as décadas de 1970, 1980 e 1990, procurando interpretar
as ações cotidianas dos professores, as artes de fazer com as quais esses agentes
colocaram a disciplina em funcionamento. O arcabouço teórico da tese situa a
discussão no âmbito dos estudos historiográficos sobre as disciplinas escolares e
acadêmicas. As fontes a partir das quais os vestígios dessas práticas constitutivas
do trabalho docente puderam ser desveladas foram, sobretudo, as narrativas dos
professores a respeito de suas vivências na disciplina e os registros que deixaram
nos documentos da rotina acadêmica. O estudo constata que os processos através
dos quais os professores instituíram de fato a disciplina, formataram o campo,
definiram um perfil docente e colocaram a Prática de Ensino em ação caracterizam a
disciplina em questão como um espaço que agrupa interesses e gentes, ações e
estratégias e remete a práticas cujo exercício pressupõe um lugar de poder
|
8 |
Studenters skrivande i två kunskapsbyggande miljöer / Students' writing in two knowledge-constructing settingsBlåsjö, Mona January 2004 (has links)
The subject of this study is student writing in its institutional setting, examining students’ texts, professional discourse and educational practices. Fieldwork for the study was conducted at the departments of History and Economics of Stockholm University. The general aim of the study is to increase our understanding of the relationships between student writing, educational settings and professional discourse. The theoretical framework is the sociocultural approach as outlined by Wertsch from Bakhtin and Vygotsky, and applied on writing research by above all Dysthe. The theoretical-methodological attempts are an operationalisation of the concept of dialogicity in different aspects and an application of the concept of mediational means at the linguistic level of text type or speech act. The type of dialogicity and epistemology of a setting is shown to have major influences on students’ writing. The epistemology of economics is defined as rationalistic, and that of history as critical-pluralistic. In economics, linear logical reasoning with clear-cut solutions is a key mediational means, while reasoning with a multitude of perspectives is given precedence in history. Students adjust their texts to the kind of dialogicity in the setting. However, in interviews, some students, mainly in economics, exhibit a resistance to the epistemology and mediational means of their discipline. This resistance seems not to influence their texts, but in all probability the depth of their learning. In addition, the socialisation seems to be a more prolonged process in economics. The reasons may be that the mediational means have a weak connection to students’ previous knowledge and that they are not collectively applied in economics to the same extent as in history. Thus, a pedagogical conclusion is that the important mediational means of a discipline should be collectively applied during study. Moreover, student writing should be considered in relation to students’ previous knowledge, their course of study and their future professional activity.
|
9 |
O desenho geométrico como disciplina de curso de licenciatura em matemática: uma perspectiva históricaLisboa, Eder Quintão 18 November 2013 (has links)
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-11T17:20:27Z
No. of bitstreams: 1
ederquintaolisboa.pdf: 10343431 bytes, checksum: 613268abe2ff31d51cac6344716c4084 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:35:59Z (GMT) No. of bitstreams: 1
ederquintaolisboa.pdf: 10343431 bytes, checksum: 613268abe2ff31d51cac6344716c4084 (MD5) / Made available in DSpace on 2016-04-24T03:35:59Z (GMT). No. of bitstreams: 1
ederquintaolisboa.pdf: 10343431 bytes, checksum: 613268abe2ff31d51cac6344716c4084 (MD5)
Previous issue date: 2013-11-18 / O presente trabalho tem como objetivo o estudo histórico sobre as transformações
sofridas pela disciplina Desenho Geométrico, ao longo do curso de Licenciatura em
Matemática, criado no final da década de 1960, na Universidade Federal de Juiz de Fora.
Intencionamos identificar como foi o ensino desta disciplina, bem como os motivos que
provocaram sua retirada do currículo. Os pilares que dão embasamento teóricometodológico
a esta pesquisa, são fundamentados na perspectiva historiográfica moderna
proposta pela escola dos Annales, representada neste contexto pelo historiador Marc
Bloch. Far-se-á uso também dos estudos de Michael de Certeau (2001) que traz reflexões
sobre o cotidiano na pesquisa; André Chervell (1990) que nos remete à história das
disciplinas escolares; Ivor Goodson(1990) que nos evidencia elementos que permeiam a
constituição, organização e evolução de disciplinas escolares ou acadêmicas; além de
Alessandro Portelli (2010) que nos revela a importância do uso de entrevista como um
instrumento capaz de alcançar informações que não poderíamos ter acesso ao se
trabalhar apenas com documentos. Dessa forma, as questões norteadoras, desta
pesquisa, são: Quais os fatores que levaram ao desaparecimento da disciplina de
Desenho Geométrico no curso de licenciatura em matemática da UFJF? Por que em
alguns momentos a disciplina de Desenho Geométrico se configurou no âmbito do curso
de Licenciatura em Matemática da UFJF com tanto prestígio, enquanto em outros
períodos apareceu tão desprestigiada? Em que medida, as necessidades práticas
demandadas pela sociedade contribuíram na constituição e estabilização da disciplina de
Desenho Geométrico em cursos de formação de professores de matemática? Como
saberes científicos relacionados ao Desenho Geométrico participaram da delimitação da
disciplina? A partir das fontes analisadas, matrizes curriculares, ementas, materiais
didáticos, legislações, entrevistas com alunos e/ou professores, foi possível construir a
trajetória do ensino de desenho geométrico no período de 1969 a 2009. Analisando como
ocorreram as transformações sofridas pela disciplina Desenho Geométrico na UFJF
identificamos elementos que facultaram momentos de estabilidade, como também,
momentos de instabilidade e extinção. Os principais elementos elencados foram:
determinações legais; possibilidade do licenciado em Matemática em atuar na Educação
Básica como professor de Desenho Geométrico; a busca por espaços, por parte do
Departamento de Matemática, na matriz curricular do curso de Licenciatura em
Matemática; a pouca comunicação entre os departamentos responsáveis em ofertar
disciplinas ao curso de Licenciatura em Matemática; a extinção do Departamento de
Desenho e a posterior transferência da disciplina Desenho Geométrico para o
Departamento de Matemática; as concepções a respeito da relevância do desenho
geométrico no curso de Licenciatura em Matemática. Por fim, esta dissertação oportuniza
se pensar, no presente, novos olhares para o desenho num curso de formação de
professores de Matemática. / The present work aims at the historical study about the transformations suffered by
geometric design discipline, throughout the course of degree in mathematics, created in
the late 1960, at the Federal University of Juiz de Fora, with the aim of identifying how
education was taught this discipline, as well as the reasons that led to its withdrawal from
the curriculum. The pillars that give theoretical-methodological basis to this survey are
based on modern historiographical perspective proposed by the Annales School,
represented in this context by the historian Marc Bloch. It will also use the studies of
Michael de Certeau (2001) which brings reflections on everyday life in research, André
Chervell (1990) refers to the history of school subjects, Ivor Goodson (1990) works that the
evidence that elements permeate the constitution, organization and evolution of disciplines
and schools or academic, and Alessandro Portelli (2010) that reveals the importance of
using the interview as an instrument capable of achieving information that we could not
have access only when working with documents. Thus, the guiding questions, this survey,
were: what factors did it led to the disappearance of the geometric design discipline in the
course of degree in mathematics from UFJF? Why was the Geometric design discipline in
the course of degree in mathematics from UFJF with so much prestige, while at other
times appeared so unappreciated? What does the practical need demanded by society
contributed in the formation and stabilization of the geometric design discipline in teacher
training courses of math? How did scientific knowledge related to geometric design
participate in the demarcation of discipline? From the sources analyzed, curricula
matrices, contents, curriculum teaching materials, legislation, interviews with students,
teachers identify and others traces Geometric drawing education during the period from
1969 to 2009, pointing, elements that gave the discipline moments of prestige, as well as
depreciation over time, analyzing the reasons that led to its extinction in the course
curriculum of mathematics of UFJF. The main elements listed were: legal determinations;
possibility of licensee in mathematics in act on Basic Education as professor of Geometric
Design; the search for spaces, by the Mathematics Department in the curriculum matrix
course degree in mathematics; the little communication between the departments
responsible in giving disciplines to course degree in mathematics; the Design Department
extinction and the later transfer of geometric design for the Mathematics Department; the
conceptions regarding the geometric design relevance in the course of degree in
Mathematics. Finally, this dissertation grants people think, at present, new looks for the
design a training course for mathematics teachers.
|
Page generated in 0.1045 seconds