Cette recherche part du constat de l’utilisation des nouvelles technologies qui se généralise dans l’enseignement universitaire (tant sur campus qu’en enseignement à distance), et traite cette question sous trois aspects institutionnel, pédagogique et technologique. La recherche a été menée à travers quinze universités canadiennes où nous avons interrogé vingt-quatre universitaires, nommément des responsables de centres de pédagogie universitaire et des experts sur la question de l’intégration des technologies à l’enseignement universitaire. Pour le volet institutionnel, nous avons eu recours à un cadre théorique qui met en relief le changement de structure et de fonctionnement des universités à l’ère d’Internet, suivant le modèle théorique de l’Open System Communications Net de Kershaw et Safford (1998, 2001). Les résultats, à l’aune de ce modèle, confirment que les universités conventionnelles sont dans une phase de transformation due à l’utilisation des technologies de l'information et de la communication (TIC). De plus, les cours hybrides, la bimodalité, des universités entièrement à distance visant une clientèle estudiantine au-delà des frontières régionales et nationales, des universités associant plusieurs modèles, des universités fonctionnant à base d’intelligence artificielle, sont les modèles principaux qui ont la forte possibilité de s’imposer dans le paysage universitaire nord-américain au cours des prochaines décennies. Enfin, à la lumière du modèle théorique, nous avons exploré le rôle de l’université, ainsi en transformation, au sein de la société tout comme les rapports éventuels entre les institutions universitaires. S’agissant de l’aspect pédagogique, nous avons utilisé une perspective théorique fondée sur le modèle du Community of Inquiry (CoI) de Garrison, Anderson et Archer (2000), revu par Vaughan et Garrison (2005) et Garrison et Arbaugh (2007) qui prône notamment une nouvelle culture de travail à l’université fondée sur trois niveaux de présence. Les résultats indiquent l’importance d’éléments relatifs à la présence d’enseignement, à la présence cognitive et à la présence sociale, comme le suggère le modèle. Cependant, la récurrence -dans les trois niveaux de présence- de certains indicateurs, suggérés par les répondants, tels que l’échange d’information, la discussion et la collaboration, nous ont amenés à conclure à la non-étanchéité du modèle du CoI. De plus, certaines catégories, de par leur fréquence d’apparition dans les propos des interviewés, mériteraient d’avoir une considération plus grande dans les exigences pédagogiques que requiert le nouveau contexte prévalant dans les universités conventionnelles. C’est le cas par exemple de la catégorie « cohésion de groupe ». Enfin, dans le troisième volet de la recherche relatif à la dimension technologique, nous nous sommes inspirés du modèle théorique d’Olapiriyakul et Scher (2006) qui postule que l’infrastructure dans l’enseignement doit être à la fois une technologie pédagogique et une technologie d’apprentissage pour les étudiants (instructional technology and student learning technology). Partant de cette approche, le volet technologique de notre recherche a consisté à identifier les fonctionnalités exigées de la technologie pour induire une évolution institutionnelle et pédagogique. Les résultats à cet égard ont indiqué que les raisons pour lesquelles les universités choisissent d’intégrer les TIC à l’enseignement ne sont pas toujours d’ordre pédagogique, ce qui explique que la technologie elle-même ne revête pas forcément les qualités a priori requises pour une évolution pédagogique et institutionnelle. De ce constat, les technologies appropriées pour une réelle évolution pédagogique et institutionnelle des universités ont été identifiées. / This research is regarding the increasing use of Information and Communication Technology (ICT) in Higher Education, within conventional universities as well as open and distance education, and focuses on its institutional, educational and technological implications for campus-based and distance programs. The research was undertaken throughout fifteen Canadian universities in which twenty-four directors and experts, working in teaching and learning centres, were interviewed. For the institutional aspect, the research relied on the Kershaw & Safford's Open System Communications Net (1998, 2001) theoretical framework that considers the universities' structural and function change in the digital era. The research results confirm that conventional universities are in a period of transformation due to the use of digital technologies; and, that blended learning courses, bimodality, virtual universities, universities using diverse models and universities operating with artificial intelligence, will be the models with high-growth probability during the next decades in North America. Regarding the educational aspect, the research used a theoretical perspective pertaining to Garrison, Anderson & Archer Community of Inquiry Framework (2000) reviewed by Vaughan & Garrison (2005) and Garrison & Arbaugh (2007) that advocates a cultural change in University work, based on three levels of presence. The research results indicate the importance of elements related to teaching presence, cognitive presence and social presence, as the model suggests. However, the recurrence- at the three levels of presence- of some indicators the interviewees mentioned led to conclude that the CoI model has some interchangeable indicators within its categories. Furthermore, some categories frequently mentioned by the respondents should require a greater consideration. That is the case of the “Group Cohesion” category. Finally, with respect to the technology employed, the theoretical framework used Olapiriyakul & Scher's Content Design and Development Model (2006) that postulates that the technological infrastructure for university teaching must be both instructional technology and student learning technology. The research results reveal that educational reasons are not necessarily the ones for which universities make the decision to apply ICT to teaching; and, because of that, the technology used may not have been chosen for its learning benefits. This observation led to the interviewees describing opportunities for the development of the next generation of learning technologies applicable to conventional universities.

This MA thesis is a descriptive theoretical study dealing with the work of the conference interpreter, teacher and researcher Kilian Seeber. The thesis explores individual fields of interest of Kilian Seeber and the results of his research. It describes mainly the cognitive load in simultaneous interpreting, prosody and intonation, but also ethical decisions in simultaneous interpreting and issues connected with training of trainers. Furthermore, the thesis presents Seeber's teaching and interpreting projects and, last but not least, the reaction to his work and its reception in the international interpreting community. Key words: Kilian Seeber, cognitive load, eye tracking experiment, pupillometry, prosody, intonation, ethical decisions, simultaneous interpreting, blended learning.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-08-24T14:02:54Z No. of bitstreams: 1 Adriana Soeiro Pino.pdf: 6156261 bytes, checksum: 0d473585460f48776e7f8414e16e586b (MD5) / Made available in DSpace on 2017-08-24T14:02:54Z (GMT). No. of bitstreams: 1 Adriana Soeiro Pino.pdf: 6156261 bytes, checksum: 0d473585460f48776e7f8414e16e586b (MD5) Previous issue date: 2017-06-20 / The Distance Education Courses have grown in Brazil for several reasons, among them: lower costs, flexibility of schedules, quality of technological resources. Nowadays, with the high unemployment rates in Brazil in 2016-2017, and the need for continued formation and aca-demic education to maintain or to get a job, they make the University degree courses, espe-cially those that offered in the distance modalities, a great option for busy citizens and for people who needs flexible schedules to study. It is clear that the costs of this type of educa-tion are lower, because students don’t have transportation costs, nor a classroom at Universi-ties, so educational Institutions investing less in building infrastructure and virtual student can study at home. In this context, the growth of the distance modality is impressive, but we still have many challenges ahead, since many students of this modality are not “digital natives” and they tend to give up the courses because of technological problems and adjustment on the pedagogical model. According to data from the latest EAD Census BR 2015, there are 5,048,912 students enrolled in the modality, that is 1,180,296 more students registered than in 2014. The dropout rates are also high, they are ranging from 26% to 50%, however, Distance Education is already part of the educational context of the 21st century and this modality has recently been contributing to some of its strategies and digital tools iin face-to-face teaching, since the profile of students has also changed rapidly and, in the near future, they will be more familiar with technological devices, and with interactive activities,that will provide the inte-gration of modalities: blended learning. In time of changes, the institutional challenges are many: pedagogical, technological and even in the adjustment of business model. This study investigated the pedagogical approach and the structure of digital courses, tutor´s models and the impact of regulatory changes for the sector. The purpose of this study is to analyze two undergraduate courses: one from a private univer-sity and another from a public college institution, in order to of current legislation, identifying their respective methodologies and strategies, which guided the structuring of their courses, in order to Analyze the theoretical bases that support the diverse and varied practices in the area. Also check what tools are available in their Learning Management System – LMS and how they help the learning process in this new millennium. / Los cursos superiores de la modalidad por distancia han crecido en Brasil por diversas razones, entre ellas: costos más bajos, flexibilidad de los horarios y calidad de los recursos tecnológi-cos. Actualmente, con el alto índice de desempleo en Brasil y la necesidad de capacitación continuada y formación académica, para el mantenimiento del empleo y la vuelta al mercado de trabajo, hacen de los cursos de graduación ofrecidos en las modalidades por distancia una óptima opción, para aquellos demasiado Ocupados y también para los dispuestos a gastar me-nos.En este contexto, es visible el crecimiento de esa modalidad por distancia y los números impresionan, todavía tenemos muchos desafíos por delante, ya que los estudiantes no son na-tivos digitales y tienden a evadirse ante los diversos problemas de orden tecnológico y ajuste al modelo pedagógico . En acuerdo con los datos del último censo EAD, en el año 2015, hay 5.048.912 de los alumnos matriculados en esa modalidad, es decir, 1.180.296 estudiantes re-gistrados, más que en 2014.Los índices de evasión también son altos: varían de 26% hasta 50%, sin embargo, la Educación por Distancia ya hace parte del contexto educativo del siglo XXI y recientemente, ven contribuyendo con algunas de sus estrategias y herramientas digita-les en la enseñanza presencial, ya que el perfil de los estudiantes también se ha modificado rápidamente y en el futuro próximo, esos presentarán una mayor familiaridad con los disposi-tivos tecnológicos, así como la preferencia por las actividades interactivas, favoreciendo la integración de las modalidades. Ante este escenario de cambios, los retos Institucionales son muchos: pedagógicos, tecnológicos y hasta en el ajuste de modelo de negocios. Esta tesis tiene como objetivo investigar las propuestas pedagógicas y tendencias para la estructuración de los cursos de contenido digital, modelos de tutoría e impactos de los cambios en la reglamentaci-ón para el sector. El objeto de este estudio está orientado al análisis de los cursos de gradua-ción: uno de Institución particular de enseñanza y otro de pública, bajo la luz de la legislación vigente, identificando sus respectivas metodologías y estrategias, que orientaron la estructura-ción de sus cursos, a fin de analizar las bases teóricas que sostienen a las diversas y variadas prácticas en el área. Comprobar, también, qué herramientas están disponibles en sus respecti-vos Ambientes Virtuales de Aprendizaje – AVA- y como ellas auxilian el aprendizaje de este nuevo milenio. / Os cursos superiores da modalidade a distância têm crescido no Brasil por diversas razões, dentre elas: custos mais baixos, flexibilidade de horários, qualidade dos recursos tecnológicos. Atualmente, com o alto índice de desemprego no Brasil, ocasionadas em parte pelos escânda-los políticos de 2016 e 2017, e a necessidade de capacitação continuada e formação acadêmi-ca, para manutenção do emprego ou retorno ao mercado de trabalho, fazem dos cursos de gra-duação ofertados nas modalidades a distância uma ótima opção, para aqueles demasiadamente ocupados e também para os dispostos a gastar menos. Neste contexto, é notório o crescimento da modalidade a distância e os números impressionam, mas temos ainda muitos desafios pela frente, já que muitos estudantes desta modalidade não são nativos digitais e tendem a evadir diante dos diversos problemas de ordem tecnológica e ajuste ao modelo pedagógico. De acor-do com os dados do último Censo EAD. BR 2015, existem 5.048.912 alunos matriculados na modalidade, ou seja, 1.180.296 estudantes registrados a mais do que em 2014. Os índices de evasão também são altos: variam de 26% a 50%, no entanto, a Educação a Distância já faz parte do contexto educacional do século XXI e esta modalidade, recentemente, vem contribu-indo com algumas de suas estratégias e ferramentas digitais no ensino presencial, uma vez que o perfil dos estudantes também têm se modificado rapidamente e, num futuro próximo, estes apresentarão maior familiaridade com os dispositivos tecnológicos, bem como preferência pe-las atividades interativas, favorecendo a integração das modalidades. Diante deste cenário de mudanças, os desafios Institucionais são muitos: pedagógicos, tecnológicos e até no ajuste de modelo de negócio. Esta tese tem como objetivo levantar as propostas pedagógicas e tendên-cias para a estruturação cursos, de conteúdo digital, modelos de tutoria e impactos das mu-danças na regulamentação para o setor. O objeto deste estudo está voltado à análise de dois cursos de graduação: um de Instituição particular de ensino e outro de pública, sob a luz da legislação vigente, identificando suas respectivas metodologias e estratégias, que orientaram a estruturação de seus cursos, a fim de analisar as bases teóricas que sustentam as diversas e variadas práticas na área. Verificar, também, que ferramentas estão disponíveis nos seus res-pectivos Ambientes Virtuais de Aprendizagem – AVAs e como elas auxiliam a aprendizagem deste novo milênio.

Szenarien mit Blended-Learning-Charakter sind Alltag an deutschen Hochschulen: Insbesondere durch die Verbreitung von Learning-Management- Systemen, in Sachsen namentlich „OPAL“, können Lehrveranstaltungen über die Präsenzveranstaltungen hinaus in nahezu allen Fachbereichen um computergestützte Lerneinheiten ergänzt werden. Nach der Etablierung von Web Based Trainings als typische digitale Ergänzungsmodule streben einige didaktische Konzepte die verstärkte Abstimmung von Präsenz- und Onlinephase an. In der jüngeren Zeit wurde vor allem die Idee des Flipped Classroom (auch Inverted Classroom genannt) diskutiert. Hierbei wird die traditionelle Aufteilung der Lehr-Lern-Aktivitäten, bei der die Wissensvermittlung in den Präsenzveranstaltungen und die Vertiefung des Gelernten in Übungen zu Hause stattfinden, vertauscht. Stattdessen erwerben die Studierenden das nötige Wissen online und im Vorfeld der Präsenzphase, in der dann mithilfe komplexer Beispiele und unter aktiver Einbeziehung der Studierenden das Verständnis gefestigt und durch den Lehrenden unterstützt angewendet werden kann. Auch die Großveranstaltung „Grundlagen der Wirtschaftsinformatik“ (GWI) an der TU Chemnitz soll im Übungsbetrieb durch ein Flipped-Classroom-Konzept verbessert werden. Hierfür werden bestehende Aufgaben mithilfe einer Fachlandkarte und der Bewertung der jeweiligen Lehrziele zu einem Online-Materialien-Pool aufgebaut. Die Präsenzphase soll zur stärkeren Einbeziehung der Studierenden in Form eines aktiven Plenums abgehalten werden.

Can adult learners of international English learn the language online? This thesis relates research in the domains of the English language learning paradigm, Second Language Acquisition theories, and online language learning findings to produce a model for an English Language Learning Online Network (ELLON) for usage from within an educational institution. This model is partially designable over Moodle. The main original features of this learning design are the reversal of the knowledge transmission system through learner-generated lessons and learning objects, a model designed towards an expanding network of users, knowledge conceptualization and reuse of generated language learning objects; personalization to the socio-economic context of learner needs in English; and its focus on the learning of “online international English” competences. Guidelines are given towards the building and testing of this “ELLON” model. ELLON is designed for learners of English with a B1 level onwards.

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.

The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners.

Indiana University-Purdue University Indianapolis (IUPUI) / In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.