O presente trabalho tem como objeto de estudo a educação online, apresentando os principais elementos do ensino online colaborativo, com intuito de problematizar as características de virtualização, interação, colaboração e mediação, que representam fatores essenciais para a compreensão teórica e empírica dessa modalidade de ensino. Nesse contexto, a tese contribui com o debate sobre o tema em seus aspectos teórico-metodológicos, buscando compreender como essa modalidade pode amparar o ensino de maneira adequada e significativa, por meio de discussões acerca das tecnologias utilizadas, bem como às competências necessárias do professor mediador. Para isso, foi realizada uma pesquisa bibliográfica a respeito dos elementos essenciais à educação online colaborativa e das teorias de aprendizagem interacionistas associadas a essa modalidade. Em seguida, o trabalho apresenta um estudo de caso, desenvolvido a partir de uma análise estatística de correlação, extraída por meio de um questionário fechado aplicado em estudantes do ensino superior. Além disso, o estudo de caso traz também uma análise qualitativa, pautada nas respostas abertas dos estudantes. Dos resultados desta investigação, o que se pôde abstrair foi que existem algumas premissas fundamentais para o êxito dessa modalidade educacional. Dentre as principais, estão os recursos que o ambiente virtual do curso oferece, bem como a interação e colaboração entre os alunos e o papel desempenhado pelo professor nesse ambiente. Esses elementos constituem o alicerce da educação online, pois é por meio deles que ocorre a ação educativa. Dessa harmonia entre a tecnologia disponível e o papel do professor resulta o grande trunfo da educação online, que é a interação entre os agentes do ensino. Essa forma de organização possibilita a criação de uma comunidade virtual, que tem como base as teorias de aprendizagem interacionistas, fundamentando aspectos essenciais da educação online, como a presença social e a construção coletiva de conhecimento. / The present paper has as object of study online education, presenting the main elements of collaborative online education, aiming at questioning the characteristics of virtualization, interaction, collaboration and mediation, which represent key factors for theoretical and empirical understanding of this modality of teaching. In this context, this thesis contributes to the debate on the subject in its theoretical and methodological aspects, seeking to understand how this method can support the teaching in an appropriate and significant way, through the discussions on the technologies used, as well as the necessary skills of the teacher mediator. For this, we performed a literature search regarding the elements essential to collaborative online education and theories of interactional learning associated with this modality. Then, the paper presents a case study, developed based on a statistical analysis of correlation, extracted through a closed questionnaire applied to higher education students. Moreover, the case study also brings a qualitative analysis, based on the open-ended responses of the students. Based on the outcomes of this study, we could conclude that there are some basic requirements for the success of this educational modality. Among the main requirements are the resources the virtual education environment offers, as well as the interaction and collaboration between students and the role the teacher plays in this environment. These elements constitute the foundation of online education, because they represent the means for educational action to occur. From this harmony between the available technology and the role of the teacher comes the trump card of online education, which is the interaction between the agents of education. This form of organization allows the creation of a virtual community that is based on the theories of interactional learning, supporting key aspects of online education, such as social presence and collective construction of knowledge.

Made available in DSpace on 2016-04-18T21:31:33Z (GMT). No. of bitstreams: 4 Marcelo Pupim Gozzi1.pdf: 543827 bytes, checksum: 33f59aedf08192d6afc01a169b945437 (MD5) Marcelo Pupim Gozzi2.pdf: 628590 bytes, checksum: c4a134011a76f725a315c529b71df8cb (MD5) Marcelo Pupim Gozzi3.pdf: 822089 bytes, checksum: 144b210f58f7af05ab47283567ce9463 (MD5) Marcelo Pupim Gozzi4.pdf: 960224 bytes, checksum: 412755257ded14f46c2fef5f78b92317 (MD5) Previous issue date: 2007-02-12 / This paper aims to describe and analyze the process withstanding the construction of a collective project undertaken by a group of participants from the e-learning Electronic Government course, which is managed through computers online and attended at Fundap. The group was formed within the course s learning community and developed its work within it at a space reserved for practical projects, which is called the practice community . All stages involved in developing this project are presented here, starting with the group s constitution and leading to its conclusions, including its respective characteristic actions. In order to analyze this process, we took under consideration the characteristics presented by both pedagogic mediation involving participant actions and the virtually interfaced community where it was developed. Further on, the process of constructing this project is compared to a model of forming an in-class teacher s community, which intends to complement the identification of the important features in constituting the practical community researched virtually. This is a descriptive-analytic study of qualitative nature. Its database consists of all the practical and learning community s register logs referent to relevant messages posted by the participants of this group, in order to describe and analyze the process of building this collective project. / Esse trabalho objetiva descrever e analisar o processo de construção de um projeto coletivo realizado por um grupo de participantes do curso de Governo Eletrônico desenvolvido pela Fundap, na modalidade a distância, mediado por computador e Internet. O grupo foi constituído na comunidade de aprendizagem do curso e desenvolveu seu trabalho num espaço dessa comunidade destinado a projetos práticos, denominado comunidade de prática. São apresentadas as fases de construção desse projeto, desde a constituição do grupo até a sua conclusão, com as respectivas ações que caracterizam cada uma dessas fases. Para análise do processo, foram consideradas as características da mediação pedagógica presentes nas ações dos participantes do grupo e as características da interface virtual da comunidade em que foi desenvolvido. Posteriormente, o processo de construção do projeto é comparado a um modelo de formação de uma comunidade presencial de professores, no sentido de complementar a identificação das características importantes da constituição da comunidade de prática pesquisada no âmbito virtual. Trata-se de um estudo descritivo analítico, de natureza qualitativa. Tem como fonte de dados todos os registros da comunidade de aprendizagem e de prática relativos às mensagens relevantes para descrever e analisar o processo de construção do projeto coletivo, postadas pelos participantes do grupo que desenvolveu esse projeto.

Dans le cadre de nos études doctorales, nous avons travaillé au sein d'une école d'ingénierie de renom qui a développé un partenariat avec l'entreprise Ecoway, en vue du développement de l'innovation de service Movin'out. Adressée aux particuliers (BtoC), aux entreprises, aux opérateurs et aux collectivités (BtoB), cette innovation se présente sous la forme d'une plateforme comunautaire d'écomobilité, visant à inciter les individus à adopter des modes de déplacement vertueux, et donc alternatifs à l'utilisation individuelle de la voiture. Malencontreusement, l'innovation de service responsable Movin'out n'a pas rencontrer le succès attendu pendant notre présence sur le terrain de recherche, et a été rejetée par les adopteurs potentiels sans générer l'effet communautaire.Malgré la richesse de la littérature sur la diffusion et l'adoption des innovations, celle-ci reste fragmentée. En effet, différentes approches ont vu le jour à la croisée de plusieurs disciplines. Ainsi, pour répondre à la question centrale de cette thèse et pour inscrire nos travaux dans le champ théorique du marketing de l'innovation, nous nous sommes premièrement concentrés sur l'approche linéaire développée par Rogers (2003) pour une analyse au niveau des individus, ainsi que sur les travaux sur les communautés virtuelles (Rheingold, 1993; Kozinets, 1999, 2002, 2010), pour une analyse au niveau collectif de l'innovation. Toutefois, ces approches, ne tenant pas compte de l'environnement social de l'individu et des interactions qu'il peut avoir avec l'objet (l'innovation) et les autres individus (les réseaux), nous les complétons avec les travaux en sociologie de l'innovation pour souligner l'importance des interactions dans les réseaux pour la construction réussie d'une innovation.Nous constatons que chaque approche théorique prise séparément en se focalisant sur un niveau d'analyse, que ce soit l'acteur individuel ou collectif, ne peut offrir une vision d'ensemble de la diffusion et de l'adoption des innovations. Aussi, notre objectif est de proposer une approche intégratrice à la croisée du marketing et de la sociologie de l'innovation afin d'analyser la construction échouée d'une innovation de service responsable en train de se faire, sur un marché en émergence, celui de l'écomobilité. L'approche intégratrice se situe ainsi à différents niveaux d'observation : l'individu, la communauté, le réseau. Le parti pris de cette thèse est d'articuler ces niveaux afin d'identifier et d'analyser les comportements de résistance aux innovations de services responsables. Notre contribution se situe dans la mobilisation de cette approche intégratrice pour étudier un sujet peu traité dans la littérature : l'échec d'une innovation. / As part of our doctoral studies, we worked in an engineering school that has developed a partnership with the company Ecoway , for the development of Movin'out service innovation. Addressed to individuals ( BtoC ) , enterprises , service providers and communities ( BtoB) , this innovation comes in the form of a Community eco-mobility platform , to encourage individuals to adopt virtuous modes of transport , and therefore alternative to individual car use . Unfortunately, Movin'out responsible for innovation does not meet the expected success for our presence in the search field and was rejected by potential adopters without generating the communautary effect.Despite the wealth of literature on the diffusion and adoption of innovations, it remains fragmented. Indeed, different approaches have emerged at the crossroads of several disciplines (economics, sociology, management, psychology, etc.) (Masson, Weil and Hatchuel, 2006). So, to answer the central question of this thesis and to register our work in the theoretical field of marketing innovation, we primarily focused on the linear approach developed by Rogers (2003) for an analysis at the individual level as well as work on virtual communities (Rheingold, 1993; Kozinets, 1999, 2002, 2010) for a discussion at the collective level of innovation. However, these approaches, disregarding the social environment of the individual and the interactions it may have with the object (innovation) and other individuals (networks), we complete the work sociology of innovation to emphasize the importance of interaction in networks for the successful construction of innovation.We find that every theoretical approach taken separately by focusing on a level of analysis, whether individual or collective actor, can provide an overall view of the diffusion and adoption of innovations. Also, our goal is to provide an integrative approach at the crossroads of marketing and sociology of innovation to analyze the failed construction of a responsible service innovation in the making, on an emerging market, the ecomobility. The integrative approach is thus situated at different levels of observation: the individual, the community, the network. The bias of this thesis is to articulate these in order to identify and analyze the behavior of resistance to innovations. Our contribution lies in the mobilization of this inclusive approach to study a little treated in the literature about: the failure of an innovation.

網際網路的發展加上行動裝置的普及，導致人們觀看影音媒體的方式逐漸數位化，資策會2015年報告指出，72%台灣民眾每週至少觀看一次線上影音平台。4G時代的來臨，使得網路直播成為一種新應用，世界各地也逐漸興起一股網路直播平台的風潮，多數的直播平台雖然擁有很高的用戶流量，卻沒辦法成功的把這些用戶流量轉化為金流，高額的頻寬成本造成直播平台連年虧損。然而，Twitch卻能脫穎而出，以專攻遊戲直播市場，2015年營收高達13.6億美元，更被亞馬遜以9.7億美元將其收購。究竟直播平台應該如何獲利？如何驅動營收的成長？為本研究欲探討之問題。 本研究挑選專攻遊戲直播市場的Twitch 為個案，運用多邊市場結構的概念分析Twitch的獲利模式；運用社群遞增動態循環四構面-內容、忠誠、輪廓和交易活動，分析Twitch如何驅動營收成長。 本研究發現，Twitch多元的獲利模式依賴其平台所連接之多邊市場，並且對不同的市場採取不同的獲利模式。Twitch多元的獲利模式歸納為：訂閱、廣告和交易模式。另外，直播平台想要驅動營收的成長，則需專注於核心領域、提升平台內容質量和平台成員之忠誠度，才能夠有效驅動平台多元的營收成長。 / The way of people watching media are changing to digitalization. According to Taiwan Institution for Information Industry’s report in 2015, 72 percent of population in Taiwan watch media through online video platform at least one time in a week. Also, the fourth generation of mobile telecommunications technology (4G) makes the application of online streaming popular, which leads more and more online streaming platforms came out all over the world. In fact, many online streaming platforms are losing money year after year, due to the huge cost of the Internet Bandwidth and without a successful profit model to transform the high volume of users into revenue. However, Twitch, which focus on game live streaming market, are very successful nowadays. Twitch claims 43% of market share in the gaming content industry and earned $3.8 billion in 2015. Also, Twitch was bought by Amazon for $970 million in 2014. Therefore, this research chooses Twitch as a research target, and focus on analysis of Twitch’s profit model and how Twitch increases its revenue through theoretical method This research finds that Twitch’s successful profit model is due to its multi-markets. Twitch uses different profit strategies on different markets. Twitch’s multiple profit models can be categorized into Subscription, Advertising, and Transaction Models. In addition, Twitch increases its revenue by focusing on core market, increasing the quality of platform contents and the loyalty of platform users.

社群網路服務在我們的生活中扮演著不可或缺的角色，而其型態也隨著人們的網路使用習慣而改變。我們推導出下一世代的社群網路服務將會圍繞著企業會組織所經營之特定用意的社群，並從自我品牌經營的策略出發，研究輔助虛擬社群成長的各項關鍵服務，經由分析與設計並提出社群廣場之框架。我們的社群廣場結合了內容、社群、交流以及經營自我品牌服務作為關鍵服務，並透過（隱性）標籤鏈結讓虛擬社群中的實體以及服務得以連結。為了評估本研究提出的方法，我們以台灣九所頂尖大學高階工商管理學生（EMBA）的社群為實作對象，開發了一個全新的社群平台9EMBA.COM。初步的調查中顯示，EMBA學生都非常滿意這個社群平台。

The aim of this thesis is to explore the different types of user motivation to participate in online art communities and confront them with the possibilities these communities offer. The first chapter is devoted to the issue of motivation in terms of psychology, basic concepts and their relation to the researched topic. The second chapter focuses on the basic concepts of virtual communities. These topics serve as the theoretical basis for the third chapter that focuses on online art community itself: definition of this term, recognition of the basic types of these communities, types of users and their motivation to enter and participate. The chapter concludes with the following types of motivation being confronted with the possibilities online art communities offer to their users. The last chapter deals with empirical research aimed at finding dominant forms of motivation, comparing different types of users, exploring their relationship with other users as well as habits in sharing their own creations. Based on results the partial recommendations to the creators of the community websites on which these communities grow are formulated.

Orientador: Jose Armando Valente / Tesse (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-18T17:15:35Z (GMT). No. of bitstreams: 1 Rodriguez_CarlaLopes_D.pdf: 11016734 bytes, checksum: 6a2d545bb521a2719494194fb55a6e8b (MD5) Previous issue date: 2011 / Resumo: Esta tese tem como objetivo mostrar de quais formas a utilização de recursos audiovisuais, como câmeras digitais, aparelhos portáteis multiplayer e ferramentas hipermidiáticas disponíveis em um ambiente de Educação a Distância (EAD), pode favorecer a comunicação e a construção de conhecimentos em rede em um contexto de Inclusão Digital. Esses recursos foram utilizados para o processo de interação e produção de conhecimentos por uma Comunidade Virtual de Aprendizagem (CVA) em formação. Essa CVA, denominada Re@ge - Rede virtual de Agentes - instanciada no ambiente de EAD Tidia-Ae/Sakai, foi composta por pesquisadores, médicos, agentes comunitários de saúde, educador físico, enfermeiros e pessoas vinculadas aos espaços públicos de acesso as Tecnologias de Informação e Comunicação (TIC) do município de Pedreira, interior do estado de São Paulo (Brasil). Neste contexto, foram criadas situações colaborativas de aprendizagem onde os usuários/aprendizes se apropriavam dos procedimentos, estratégias e recursos disponíveis para coletar, discutir e gerar conteúdos multimidiáticos. Os conteúdos coletados eram compartilhados, discutidos e reelaborados pelos participantes na comunidade virtual e, posteriormente, distribuídos à população por meio de diferentes mídias. A metodologia utilizada para esta investigação foi a da pesquisa-ação e os dados coletados, por meio de questionários, entrevistas semiestruturadas e observação participante, foram analisados qualitativamente com o apoio do software para Classificação Hierárquica Implicativa e Coesiva (CHIC). A análise dos dados compilados explicitou como o uso dos recursos audiovisuais e ferramentas hipermidiáticas disponíveis, aliados às estratégias de capacitação utilizadas, possibilitaram as diferentes formas de expressão (texto, áudio, vídeo e foto), o estabelecimento da comunicação e a construção de conhecimentos entre os participantes da CVA. Com base nos resultados alcançados foi possível ainda compreender as potencialidades e os limites dos recursos disponíveis de forma que o seu uso pudesse ser capaz de incrementar o processo de interação, superando as limitações da capacitação nos moldes tradicionais e ampliando as possibilidades de aprendizagem / Abstract: This thesis aims to show how the use of audiovisual resources, such as digital cameras, handheld devices and multiplayer tools available in a hypermedia environment for Distance Education (EAD), can help build communication and networking skills in a context Digital Inclusion. These funds were used for the process of interaction and knowledge production by a Virtual Learning Community (VLC) in training. This VLC, called Re@ge - Network Virtual Agents - instantiated in the distance education environment Tidia-Ae/Sakai was comprised of researchers, physicians, community health agents, physical educator, nurses and other people linked to public spaces Access Technologies Information and Communication Technology (ICT) in the municipality of Pedreira, the state of São Paulo (Brazil). Thus, we created collaborative learning situations where the users/learners take ownership of the procedures, strategies and resources to gather, discuss and generate multimediatic content. The contents collected were shared, discussed and reworked by the participants in the virtual community and then distributed to the population through different media. The methodology for this research was action research and data collected through questionnaires, interviews and participant observation, were qualitatively analyzed with the assistance of software for Hierarchical Classification Implicative and Cohesive (CHIC). The analysis of data compiled explained how the use of audiovisual aids and hypermedia tools available, combined with capacity building strategies used, allowed the different forms of expression (text, audio, video and photo), the establishment of communication and the construction of knowledge among participants of the VLC. Based on the results was impossible to understand the potential and limits of available resources so that their use might be able to boost the interaction process, overcoming the limitations of training in the traditional and expanding learning opportunities / Doutorado / Artes Visuais / Doutor em Artes

El presente trabajo analiza la influencia que tienen las películas en la creación de comunidades, usando cómo referencia el caso de la película “Call me by your name” y la creación del grupo de Facebook: “Call me by your name global”. Asimismo, se analizarán las características que comparten los integrantes del grupo, los valores y normas creados a partir del fanatismo hacia la película y la interacción que se mantiene presente entre los participantes que provienen de diferentes culturas y países desde el año 2017 / 2018. La investigación tiene un diseño etnográfico y de tipo cualitativo, y se pondrá en práctica a través de entrevistas a los participantes de la comunidad virtual en Facebook: Call me by your name global. A partir del grupo de Facebook analizado: “Call me by your name global”, se pudo observar que la comunidad de fans se mantiene unida y activa a través de los años debido a su fanatismo por la película y que comparten valores y normas especificadas al momento de entrar al grupo y a través de diferentes publicaciones. En síntesis, la investigación demuestra que las películas tienen una gran influencia en la creación de comunidades formadas por los fans, sobre todo de manera online. / This investigation analyzes the influence that films have on the creation of communities, using as a reference the case of the film “Call me by your name” and the creation of the Facebook group: “Call me by your name global”. Likewise, the characteristics shared by the members of the group, the values ​​and norms created from the fanaticism towards the film and the interaction that remains present between the participants who come from different cultures and countries since 2017/2018 will be analyzed. The research has an ethnographic and qualitative design, and will be put into practice through interviews with the participants of the virtual community on Facebook: Call me by your name global. From the analyzed Facebook group: "Call me by your name global", it was observed that the fan community remains united and active over the years due to their fanaticism for the film and that they share values ​​and norms specified when entering the group and through different publications.In summary, the research shows that films have a great influence on the creation of communities formed by fans, especially online. / Trabajo de investigación

No description available.

Aus der Einleitung: "Virtuelle Gemeinschaften sind wie andere Gemeinschaften ein Zusammenschluss von Menschen, charakterisiert durch ein Zusammengehörigkeitsgefühl und eine Abgrenzung nach außen. In diesen Gemeinschaften gelten Regeln der Gruppenbildung, Gruppendynamik und sozialer Interaktion. Um in sozialen Umfeldern erfolgreich zu agieren, ist es wichtig, ein Selbstbild zu besitzen, eine eigene Identität. Diese dient sowohl zur Selbst- als auch zur Fremdwahrnehmung."