Made available in DSpace on 2016-06-02T19:14:26Z (GMT). No. of bitstreams: 1 5516.pdf: 2961406 bytes, checksum: eb5d8e218d81d0294cc08025592ba178 (MD5) Previous issue date: 2013-08-21 / The object of this work is the Orkut as a mean of politic socialization. The goal is to analyze the role of new communication and information technologies, specially the Orkut communities Government and Politic , to identify if there are any contribution for expansion and strengthening of a democratic political culture. Our hypothesis is that the Orkut, faced with the possibility of virtual communities creation and discussion referring to political issues, end out creating a public space which corroborates as an agent of political socialization, contributing to amplify politic discussions and for democratic politic culture consolidation. The criterion for selection of communities related to political issues in the Orkut was realized focusing in the diversity of political issues positioning, such as support, rejection and evaluation about politic and democracy. The methodology for this analyze correspond to DAIA criterion , once this criterion is not limited only in thinking communication in terms of instrumentalization and technique, but as a process of social relationship. In this way, we aimed trough this Orkut study, mainly of its communities, to investigate the role of NTCI s in the consolidation of a democratic politic culture and to contribute for the investigation about digital democracy in democratic process. / O objeto desta pesquisa é o Orkut como um meio de socialização política. O objetivo é analisar o papel das novas tecnologias de informação e comunicação, sobretudo as comunidades Governo e Política do Orkut, no sentido de perceber se há uma contribuição para a expansão e fortalecimento de uma cultura política democrática. A nossa hipótese é de que o Orkut, diante da possibilidade de criação de comunidades virtuais e de discussões em referência a assuntos políticos, acaba por criar um espaço público que corrobora como um agente de socialização política, contribuindo, assim, para uma ampliação das discussões políticas e para a consolidação de uma cultura política democrática. O critério de seleção das comunidades relacionadas a assuntos políticos no Orkut foi realizado tendo em vista a diversidade de posicionamentos frente às questões políticas, como exemplo, o apoio, o repúdio e as avaliações a respeito da política e da democracia. A metodologia para a análise em questão corresponde ao critério DAIA , uma vez que tal critério não se limita apenas em pensar a comunicação em termos de instrumentalização e técnica, mas sim como um processo de relação social. Neste sentido, procuramos através desse estudo do Orkut, sobretudo de suas comunidades, investigar o papel das NTIC s na consolidação de uma cultura política democrática e contribuir para a análise sobre a democracia digital nos processos democráticos.

Criado a partir do trabalho colaborativo de grupos de pessoas, o ciberespaço expressa vocação para abrigar incontáveis agrupamentos, diversos e distintos como a natureza humana. Parte desses agrupamentos tem recebido o nome de redes de aprendizagem online e comunidades virtuais de aprendizagem. Uma vez que a aprendizagem é intrínseca ao homem, em variados tempos, lugares e situações, todos os agrupamentos do ciberespaço podem proporcionar aprendizagens. Mas o fato de que há aspectos em comum na diversidade não retiraria a necessidade de estabelecer diferenças entre os agrupamentos porque não se deve confundir multiplicidade com indistinção. Nesse sentido, esta investigação buscou identificar elementos que podem distinguir as redes e comunidades virtuais de aprendizagem dos demais agrupamentos do ciberespaço. A partir da compreensão de que as palavras são signos ideológicos e que seu emprego formata a realidade (BAKHTIN, 1981), verificamos que também há distinção entre redes de aprendizagem online e comunidades virtuais de aprendizagem. A reflexão proporcionou ainda mapearmos indicadores de formação de comunidades virtuais em situação de aprendizagem. Para levantar os elementos mencionados, realizamos revisão bibliográfica e examinamos três agrupamentos do ciberespaço, apontados neste trabalho como uma rede social, uma rede de aprendizagem online e uma comunidade virtual de aprendizagem. Mais do que apresentar uma sugestão quanto ao emprego dessas expressões, esta dissertação costura uma série de reflexões sobre rede e intencionalidade educativa, certos de que rede é a metáfora mais fundamental para a Educação do século XXI. / Elaborated from co-operated work by groups of people, the cyberspace expresses the vocation to shelter countless groupings, several and different as the human nature. Some of these groupings have been receiving the name of online learning networks and virtual learning communities. Once the learning is intrinsic to the man, in several times, places and situations, all groupings of the cyberspace can provide learning. But the fact that there are aspects in common in the diversity would not remove the need to establish differences among the groupings because it should not confuse multiplicity with indistinct. In that sense, this investigation looked for to identify elements that can distinguish the online learning networks and the virtual learning communities of the other groupings of the cyberspace. Starting from the understanding that the words are ideological signs and that its use formats the reality (BAKHTIN, 1981), we verified that there is also distinction between online learning networks and virtual learning communities. The reflection provided mapping of indicators of virtual communities\' formation in learning situation. To survey the mentioned elements, we accomplished bibliographical revision and examined three groupings of the cyberspace, pointed in this work as a social network, an online learning network and a virtual learning community. More than to present a suggestion for the use of those expressions, this dissertation sews a series of reflections on net and educational intentionality, convinced that net is the most fundamental metaphor for the Education of the XXI century.

The diploma thesis focuses on motivations for watching beauty videos on YouTube. The aim is to clarify why viewers watch amateur videos that communicate topics related to physical appearance. Assuming the audience as an active actor of media communication the thesis is based on uses and gratification theory. Viewers watch beauty videos consciously to meet their individual needs. Based on an analysis of eleven interviews with regular viewers of beauty videos this thesis reveals five categories of motivation. Beauty videos represent the source of information, the source of entertainment, the platform for communication with individuals with shared theme of interest and the tool for self-education. These motivations are not specific for this specific type of media and can motivate viewers to watch amateur beauty videos and professional beauty shows equally. The key motivation for watching beauty videos on YouTube is the interest of videobloggers. Authors of beauty videos disclose parts of their privacy, show their imperfections and interact with their audience. Using these practices videobloggers evoke the illusion of a close relationship between them and their viewers. Viewers have the opportunity the create strong social ties to videobloggers.

No description available.

This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.

No description available.

No description available.

Dieser Artikel stellt sich die Frage wie eine Informations- und Arbeitsumgebung einer (Fern)Universität gestaltet sein muss, um den veränderten technischen und personalen Lebensumwelten Fernstudierender gerecht zu werden. Im Mittelpunkt steht die Entwicklung eines Community-Konzeptes als zentrales Element der Lehre im Fernstudium. Dazu wird zunächst die Notwendigkeit einer solchen Community-Umgebung als Unterstützung für zukünftiges virtuelles Studieren Lernen und Lehren in der Fernlehre belegt, mit dem Ziel, ein geeignetes Community-Konzept zu entwickeln. Nach einer kurzen Einführung wird die aktuelle Situation der FernUniversität dargestellt. Es folgt die Bestandsaufnahme der Bedürfnisse der Studierenden mit entsprechenden Schlussfolgerungen für ein Anforderungsprofil. Darauf aufbauend soll das Konzept der zukünftigen Umgebung vorgestellt. Dieses Konzept kann nicht in der Kürze dieses Artikels dargestellt werden, daher soll eine exemplarische skizzenhafte Darstellung der fertigen Umgebung einen Eindruck über die tatsächliche Nutzung der Umgebung vermitteln. Wichtiges Hilfsmittel zum Entwurf sind neben bestehenden Forschungsergebnissen die Ergebnisse einer eigenen Erhebung unter Fernstudierenden sowie Erfahrungen aus verschiedenen Lehrveranstaltungen. Diese Studie ist gerade erst abgeschlossen und noch nicht im Detail ausgewertet, es lassen sich allerdings bereits Trends feststellen, die bereits im Artikel eingearbeitet sind. Die Ergebnisse der Studie (Virutelle Communities im Fernstudium) sind zum Konferenzvortrag fertig ausgewertet.

No description available.

In der E-Commerce-Forschung wird aus Sicht von Wertschöpfung und Marketing das Konzept virtueller Gemeinschaften ausgiebig erforscht. Solche Gemeinschaften sollten Wissen zu Verfügung stellen, Kundenkontakte vereinfachen oder zusammen eine Wertschöpfung erbringen, an der nach [1] der Anbieter der virtuellen Plattform Profite erwirtschaftet. E-Government zielt auf die elektronische Abbildung von Vorgängen der öffentlichen Verwaltung. Nach der Speyer Definition [2] besteht E-Government aus Informationsdiensten, Partizipation der Bürger und elektronischer Abwicklung der Transaktionen innerhalb der Verwaltung und zwischen Verwaltung und den anderen Sektoren. Auffällig ist die Beschränkung von E-Government auf die Umsetzung existierender Verwaltungsvorgänge. Dies beschränkt die Wertschöpfung im EGovernment auf Effizienzgewinne, schließt die Profite durch virtuelle Gemeinschaften in einer Bürgergesellschaft jedoch weitgehend aus.