Made available in DSpace on 2014-08-20T13:47:51Z (GMT). No. of bitstreams: 1 Mauro Lallal dos Anjos_Dissertacao.pdf: 3806882 bytes, checksum: 934c7b815ddd638474a86ba864076fa6 (MD5) Previous issue date: 2012-09-28 / This dissertation is constituted from an investigation that aims to better train teachers to work in the authoring process in Distance Education (EAD). It was aimed to investigate the challenges faced by teachers when developing subjects that are part of the "STRUCTURING PROJECT AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN UNDERGRADUATE COURSES OF IFSUL", developed at the Open University of Brazil (UAB ) of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFSUL), and which covered 28 subjects of the curriculum framework of the classroom-based model undergraduate courses and that were designed to be offered to distance education students, featuring a convergence in the teaching methods in what is called hybrid or blended learning model. In this study it was considered their need to acquire specific skills for EAD in three major dimensions: technological, pedagogical and collective work. The technological dimension sought to show that the evolution of the information and communications technologies (ICTs) enables changes in the teaching practices, allowing the shift of distributive learning processes to interactive and collaborative ones, taking off the emphasis on content and putting it on the student. In regard to the dimension collective work, it questioned the teaching practice which is paradoxically collaborative and fragmented. On the other hand, the pedagogical dimension seeks to show that although the methodological and epistemological knowledge are the same, when mediated by technology, they require different procedures constituting a theory of EAD in which the focus shifts from the teacher to the student, from the teaching to the learning, but requiring advance and detailed planning. In order to identify the challenges faced by teachers in these three dimensions, a qualitative study is performed, using as tools a multiple choice form, interviews and the analysis of papers made by the authoring-teachers for the subjects. To identify the challenges concerning the teaching practices that are revealed in the authoring process in the design of teaching materials, it was necessary to identify the elements that indicated a quality material for EAD. Then an instrument that guided the analysis of the materials produced was designed, and it constituted four subcategories of the pedagogical dimension: the structure, the content, the language and the activities. It was noticed that teachers exploit ICT very little because the work is still lonely, but with the help of a multidisciplinary team, and consequently transfer their classroom practices to the distance learning. It was found that teachers have difficulties in writing in dialogic language, making summaries and structuring the content that will be present in different media, which was aggravated by the great research work and planning necessary as well as the short time that teachers have to design it due to other teaching commitments in the classroom-based environment and the lack of training to perform the authoring of the teaching-learning process for EAD. / A presente dissertação se compõe a partir de uma investigação com o objetivo de melhor capacitar os professores para atuarem no processo de autoria em EAD. Buscou-se investigar os desafios enfrentados pelos professores ao elaborarem as disciplinas que fazem parte do PROJETO DE ESTRUTURAÇÃO E USO DE TECNOLOGIAS DE COMUNICAÇÃO E INFORMAÇÃO (TICs) NOS CURSOS DE GRADUAÇÃO DO IFSul , desenvolvido no âmbito da Universidade Aberta do Brasil (UAB) do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), e que abrangeu 28 disciplinas da grade curricular dos cursos de graduação do modelo presencial e que foram elaboradas para serem ofertadas aos estudantes na modalidade a distância, caracterizando uma convergência nas modalidades de ensino no que se chama de modelo híbrido ou blended learning. No âmbito desta pesquisa considerou-se a necessidade de adquirirem competências específicas para a modalidade EAD, em três grandes dimensões: tecnológica, pedagógica e de trabalho coletivo. A dimensão tecnológica procurou mostrar que a evolução das tecnologias da informação e comunicação (TIC) possibilita mudanças nas práticas pedagógicas, permitindo a passagem de processos distributivos para interativos e colaborativos de aprendizagem, tirando a ênfase do conteúdo e colocando no estudante. Com respeito à dimensão trabalho coletivo, problematizou o fazer docente, paradoxalmente colaborativo e fragmentado. Por outro lado, a dimensão pedagógica procura mostrar que, embora os conhecimentos metodológicos e epistemológicos sejam os mesmos, ao serem mediatizados pela tecnologia, requerem procedimentos diferentes, constituindo uma teoria da EAD, onde o foco se desloca do professor para o estudante, do ensino para a aprendizagem, mas exigindo um planejamento com antecedência e detalhado. Para identificar os desafios encontrados pelos professores nestas três dimensões, é realizada uma pesquisa qualitativa, usando como instrumentos um formulário com questões objetivas, entrevistas e análise dos documentos elaborados pelos professores-autores para as disciplinas. Para a identificação dos desafios relativos às práticas pedagógicas que se revelam no processo de autoria na elaboração dos materiais didáticos, foi necessário identificar os elementos que indicavam um material de qualidade para a EAD. Construiu-se então, um instrumento que orientou a análise dos materiais elaborados, e que constituíram quatro subcategorias da dimensão pedagógica: a estrutura, o conteúdo, a linguagem e as atividades. Percebeu-se que os professores exploram pouco as TIC porque o trabalho ainda é solitário, embora com auxílio de equipe multidisciplinar, e por consequência transferem suas práticas presenciais para a modalidade a distancia. Constatou-se que os professores têm dificuldades para escrever em linguagem dialógica, fazer sínteses e estruturar o conteúdo que estará presente em diferentes mídias, o que foi agravado pelo grande trabalho de pesquisa e planejamento necessários e pelo curto prazo que os professores têm para esta elaboração face a outros compromissos com a docência na modalidade presencial e à falta de capacitação para exercer a autoria do processo de ensino-aprendizagem para EAD.

[pt] A principal vantagem da TV Digital é a disponibilização da interatividade nos programas televisivos. Entretanto, autores que desejam produzir programas interativos precisam aprender alguma linguagem de programaação, como a NCL, que é a linguagem declarativa do Sistema Brasileiro de TV Digital. Ferramentas de autoria nos fornecem um nível de abstração adequado sobre a linguagem de programação para facilitar esse processo de autoria. Entretanto, atualmente não encontramos ferramentas de autoria que abstraiam completamente a NCL. Este trabalho apresenta uma ferramenta de autoria que permite aos autores visualizar e editar aplicações interativas para a TV Digital sem precisar saber NCL. Além disso, essa ferramenta acelera e facilita a autoria dessas aplicações através de componentes gráficos. / [en] Digital TV enables interaction in television programs. However, authors who want to produce this kind of application have to learn programming languages, such as NCL, the declarative language of the Brazilian standard for digital TV. Authoring tools can provide us with adequate abstractions that facilitates the authoring process. However, nowadays we don’t have authoring tools that do so for the NCL language. In this dissertation, we present a tool that allows authors to visualize and edit content without knowing NCL. This tool accelerates and makes easier the authoring process of Digital TV applications.

Sentiment analysis is a field of computational linguistics involving identification, extraction, and classification of opinions, sentiments, and emotions expressed in natural language. Sentiment classification algorithms aim to identify whether the author of a text has a positive or a negative opinion about a topic. One of the main indicators which help to detect the opinion are the words used in the texts. Needless to say, the sentiments expressed in the texts also depend on the syntactic structure and the discourse context. Supervised machine learning approaches to sentiment classification were shown to achieve good results. Classifying texts by emotions requires finer-grained analysis than sentiment classification. In this thesis, we explore the task of emotion and mood classification for blog postings. We propose a novel approach that uses the hierarchy of possible moods to achieve better results than a standard flat classification approach. We also show that using sentiment orientation features improves the performance of classification. We used the LiveJournal blog corpus as a dataset to train and evaluate our method. Another contribution of this work is extracting paraphrases for emotion terms based on the six basics emotions proposed by Ekman (\textit{happiness, anger, sadness, disgust, surprise, fear}). Paraphrases are different ways to express the same information. Algorithms to extract and automatically identify paraphrases are of interest from both linguistic and practical points of view. Our paraphrase extraction method is based on a bootstrapping algorithms that starts with seed words. Unlike in previous work, our algorithm does not need a parallel corpus. In Natural Language Generation (NLG), paraphrasing is employed to create more varied and natural text. In our research, we extract paraphrases for emotions, with the goal of using them to automatically generate emotional texts (such as friendly or hostile texts) for conversations between intelligent agents and characters in educational games. Nowadays, online services are popular in many disciplines such as: e-learning, interactive games, educational games, stock market, chat rooms and so on. NLG methods can be used in order to generate more interesting and normal texts for such applications. Generating text with emotions is one of the contributions of our work. In the last part of this thesis, we give an overview of NLG from an applied system's points of view. We discuss when NLG techniques can be used; we explained the requirements analysis and specification of NLG systems. We also, describe the main NLG tasks of content determination, discourse planning, sentence aggregation, lexicalization, referring expression generation, and linguistic realisation. Moreover, we describe our Authoring Tool that we developed in order to allow writers without programming skills to automatically generate texts for educational games. We develop an NLG system that can generate text with different emotions. To do this, we introduce our pattern-based model for generation. We show our model starts with initial patterns, then constructs extended patterns from which we choose ``final'' patterns that are suitable for generating emotion sentences. A user can generate sentences to express the desired emotions by using our patterns. Alternatively, the user can use our Authoring Tool to generate sentences with emotions. Our acquired paraphrases will be employed by the tool in order to generate more varied outputs.

Nowadays the World Wide Web increasingly provides rich multimedia contents to its users.In order to further enhance the experience of web-users, researchers have sought solutions to integrate yet another modality into the web experience by augmenting web content with haptic properties. In those applications, users are able to interact with web virtual environments (such as games and e-learning systems) enriched with haptic contents. However, it is not easy for designers without pro cient web programming background and basic knowledge regarding haptics, to develop a web application with haptic content enabled. Additionally, there is currently no standard to describe and reuse a well-described haptic application which can be played in web browsers. In this thesis, I present an MPEG-V based authoring tool for facilitating the development procedure of haptics-enabled web applications. The system provides an interface for users to create their own application, add custom 3D models, and modify their graphic and haptic properties. Haptic properties include the speci cation of collision detection mechanism and object surface properties which in turn directly a ect the force simulations. Finally, the user is able to export a haptic-enabled 3D scene in a standard MPEG-V format which can be reconstructed in a web haptic player. A detailed experiment is conducted to evaluate the force simulations, application development process and design of user interface. The results not only verify my proposed methodology, but also show the high acceptance level by users with all levels of programming knowledge of the system.

The attention directed toward computer software research has been sparse which is quite evident in particular facets such as learning methods, specifically towards tutorials. Some authors have identified various important issues which include cognitive factors, reduction of presentation of superfluous information, and the importance of interaction with software and hardware. The present . study examined two tutorials which were similar except in their level of required user behaviors. Tutorial A required only user manipulation of disk stored data. Tutorial B required the user to enter the data into the computer, design the screen format, and then to manipulate it. It was predicted that the extra task of entering data and designing the screen format would provoke more positive scores for Tutorial B as measured by two independent questionnaires, would require fewer requests for assistance than for those using Tutorial A, and require a comparative duration period to complete. The results obtained supported all hypotheses except for the duration period which took longer for Tutorial B. The implication is that there should be development of improved Tutorial options utilizing research based methods such as these presented.

[pt] A presente tese tem como objetivo compreender, com maior profundidade, os processos emergentes na vida do acadêmico com a apropriação dos suportes digitais e seu formato específico de armazenamento, tratamento e acesso à informação. Essa apropriação ocorre especialmente a partir do início dos anos 90 em que se processa a expansão da computação pessoal e da rede internet em larga escala, em ritmo diferente em diversos países, com o aprofundamento da sociedade em rede nos anos 2000. Analisa-se o modo de agir dos intelectuais acadêmicos contemporâneos e suas práticas, em uma fase na qual a mídia tradicional analógica, representada pelos meios de comunicação impressos (livros e revistas científicas) é mesclada com a nova mídia digital, que redesenha os antigos formatos e propõe outros novos. Para isso foram selecionados dezesseis doutores ligados à área de Educação que se formaram entre os anos de 2005 e 2010, oito no Brasil (PUC-Rio) e oito na Itália (UCSC Milano), para compor um estudo de casos múltiplos (Yin, 2001) através de entrevistas semi-estruturadas. Pela exaustiva análise de conteúdo das transcrições (Bardin, 1977), emergiram sete grandes Eixos temáticos, a saber: (I) Trajetória de vida acadêmica e digital; (II) Usos da tecnologia; (III) Modo de leitura; (IV) Modo de escrita; (V) Uso de fontes; (VI) Modo de organização; (VII) Modo de comunicação. Entre os resultados encontrados, a atividade autoral do acadêmico usando tecnologias digitais possui inúmeros fatores de influência: o tema de pesquisa escolhido, os agentes de interesse inicial pelo uso das tecnologias, a predisposição em explorar novos recursos disponíveis, o tipo de empiria (presencial ou via internet) e o tipo de fontes necessárias para formar a base teórica. O modelo de análise aplicado a cada entrevista mostrou que esta multideterminação se traduz em inúmeras práticas individuais originais, como a busca circular contínua em diferentes suportes, a leitura de textos em tela, a escrita simultânea e em camadas, o uso das novas fontes empíricas e a re-análise de bases de dados disponíveis na internet. Embora o processo de digitalização de fontes e meios de buscá-las esteja em plena marcha através de buscadores generalistas e bases de dados universitárias, no que tange aos modos de leitura ainda persiste a conservação de hábitos ligados ao meio impresso e analógico e a subutilização dos potenciais oferecidos para a comunicação com outros pesquisadores, especialmente o receio de compartilhar projetos e resultados de pesquisa em meios informais e comunidades virtuais abertas. Visando traçar um conjunto de informações úteis que auxiliem nos futuros programas de formação do professor-pesquisador, esta tese pode servir para a construção de atividades e cursos que ajudem a desenvolver uma aprendizagem mais sólida no uso das mídias digitais nos cursos de doutoramento em Educação e nas ciências humanas em geral. / [en] This thesis aims to understand, in depth, the processes emerging in the academic life with the appropriation of digital media and its specific format storage, treatment and access to information. This appropriation is especially true since the early 90s in which proceeds the expansion of personal computing and internet network on a large scale in different countries, with the deepening of the network society in the 2000s. It analyzes the mood of the contemporary intellectual and academic practices in a phase in which the traditional analog media, represented by print media (books and journals) is merged with the new digital media, which redraws the old formats and proposes new ones. For this we selected sixteen doctors related to the field of Education who graduated between the years 2005 and 2010, eight in Brazil (PUC-Rio) and eight in Italy (UCSC Milano), to compose a multiple case study (Yin, 2001) through semi-structured interviews. Through exhaustive content analysis of the transcripts (Bardin, 1977), emerged seven major thematic axes, namely: (I) Trajectory of digital and academic life; (II) Uses of technology; (III) Reading mode, (IV) Writing mode; (V) Use of sources; (VI) Mode of organization; (VII) Communication mode. Among the findings, the author of scholarly activity using digital technologies has numerous influencing factors: the research topic chosen, the agents of initial interest in the use of technology, the willingness to explore new resources available, the type of empiricism (in person or via internet) and type of resources needed to form the theoretical basis. The analysis model applied to each interview showed that this multiplicity is reflected in numerous unique individual practices, such as continuous circular search in different media, reading texts on screen, writing and simultaneous layers, the use of new empirical sources and re-analysis of available databases on the Internet. Although the process of scanning sources ways to pick them up is well underway through general search engines and academic databases, with respect to ways of reading persists conservation habits linked to print and analog and underutilization of potential available for communication with other researchers, especially the fear of sharing projects and research results in informal ways and open virtual communities. Seeking to draw a set of useful information to assist in future training programs of teacherresearcher, this thesis can serve to build activities and courses that will help develop a stronger learning in the use of digital media in Education PhD courses and in the humanities in general.

An agile approach is most often used in software development but has been applied in other areas such as manufacturing and project management as well. Within literature, there are only a few studies that investigate the use of an agile approach for authoring educational content. This study explores how an agile approach could facilitate rapid and collaborative authoring of educational content. This qualitative study utilised a multiple case study strategy. The data were collected through semi-structured interviews and observations. The insight gained from this study indicated that the agile approach that emerged was a valuable lens through which to explore rapid and collaborative authoring of educational content. The study also revealed that community building among those participating in the authoring process is fundamental to the success of an agile approach. Further insights include offering training and support to the participants of the authoring sprints regarding an agile process, the applications utilised and imminent change. An agile approach in education emerged from the study and could be an alternative to traditional content authoring approaches for educational content. Finally, the study revealed the need for a comprehensive software package that included file sharing, instant messaging, task management, screen sharing and conferencing capabilities alongside the authoring software. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

<p><a>In animated film production, a great bulk of work goes into animating and scene layout. Currently, the industry is centered around flat screens and keyboard and mouse interfaces, which require a substantial amount of time to lay out scene sets and animate shots, resulting in high production costs and lengthy production schedules. This study was designed to determine whether immersive VR interfaces could reduce the time taken to lay out 3D scene sets and animate those scenes compared to traditional interfaces. More specifically, this study compared the time 38 participants took to set up and animate a 3D scene by using two different interfaces, e.g. a VR immersive interface and a traditional mouse and keyboard interface. Further, the study investigated subjects’ interface preference. Findings show that the virtual reality interface was about twice as fast for laying out the scene as the traditional interface. When surveyed, participants preferred the virtual reality interface by a large margin over the provided traditional interface.</a></p>

DVD-Authoring am Beispiel von Digital Video (DV) und digitalisierten Bildern. Generierung von DVD-Video Menüs mit OpenSource Werkzeugen.

With the vast amount of information in various formats that is produced today it becomes necessary for consumers ofthis information to be able to judge if it is relevant for them. One way to enable that is to provide information abouteach piece of information, i.e. provide metadata. When metadata is to be edited by a human being, a metadata editorneeds to be provided. This thesis describes the design and practical use of a configuration mechanism for metadataeditors called annotation profiles, that is intended to enable a flexible metadata editing environment. An annotationprofile is an instance of an Annotation Profile Model (APM), which is an information model that can gatherinformation from many sources. This model has been developed by the author together with colleagues at the RoyalInstitute of Technology and Uppsala University in Sweden. It is designed so that an annotation profile can holdenough information for an application to generate a customized metadata editor from it. The APM works withmetadata expressed in a format called RDF (Resource Description Framwork), which forms the technical basis for theSemantic Web. It also works with metadata that is expressed using a model similar to RDF. The RDF model providesa simple way of combining metadata standards and this makes it possible for the resulting metadata editor to combinedifferent metadata standards into one metadata description. Resources that are meant to be used in a learning situationcan be of various media types (audio- or video-files, documents, etc.), which gives rise to a situation where differentmetadata standards have to be used in combination. Such a resource would typically contain educational metadatafrom one standard, but for each media type a different metadata standard might be used for the technical description.To combine all the metadata into a single metadata record is desirable and made possible when using RDF. The focusin this thesis is on metadata for resources that can be used in such learning contexts.One of the major advantages of using annotation profiles is that they enable change of metadata editor without havingto modify the code of an application. In contrast, the annotation profile is updated to fit the required changes. In thisway, the programmer of an application can avoid the responsibility of deciding which metadata that can be edited aswell as the structure of it. Instead, such decisions can be left to the metadata specialist that creates the annotationprofiles to be used.The Annotation Profile Model can be divided into two models, the Graph Pattern Model that holds information onwhat parts of the metadata that can be edited, and the Form Template Model that provides information about how thedifferent parts of the metadata editor should be structured. An instance of the Graph Pattern Model is called a graphpattern, and it defines which parts of the metadata that the annotation profile will be editable. The author hasdeveloped an approach to how this information can be used when the RDF metadata to edit is stored on a remotesystem, e.g. a system that can only be accessed over a network. In such cases the graph pattern cannot be useddirectly, even though it defines the structures that can be affected in the editing process. The method developeddescribes how the specific parts of metadata are extracted for editing and updating when the metadata author hasfinished editing.A situation where annotation profiles have proven valuable is presented in chapter 6. Here the author have taken partin developing a portfolio system for learning resources in the area of blood diseases, hematology. A set of annotationprofiles was developed in order to adapt the portfolio system for this particular community. The annotation profilesmade use of an existing curriculum for hematology that provides a competence profile of this field. The annotationprofile makes use this curriculum in two ways:1. As a part of the personal profile for each user, i.e. metadata about a person. Through the editor, created from anannotation profile, the user can express his/her skill/knowledge/competence in the field of hematology.2. The metadata can associate a learning resource can with certain parts of the competence description, thusexpressing that the learning resource deals with a specific part of the competence profile. This provides a mechanismfor matching learning need with available learning resources.As the field of hematology is evolving, the competence profile will need to be updated. Because of the use ofannotation profiles, the metadata editors in question can be updated simply by changing the corresponding annotationprofiles. This is an example of the benefits of annotation profiles within an installed application. Annotation Profilescan also be used for applications that aim to support different metadata expressions, since the set of metadata editorscan be easily changed.The system of portfolios mentioned above provides this flexibility in metadata expression, and it has successfullybeen configured to work with resources from other domain areas, notably organic farming, by using another set ofannotation profiles. Hence, to use annotation profiles has proven useful in these settings due to the flexibility that theAnnotation Profile Model enables. Plans for the future include developing an editor for annotation profiles in order toprovide a simple way to create such profiles. / QC 20110426