隨著服務體驗經濟時代的來臨，服務提供商所面臨到的環境是愈來愈競爭及逐漸是轉由消費者所主導的型式，因此服務提供商如何去滿足顧客的需求並且達成更高的滿意度便是主要的目標之一。特別是在發展型服務提供者的環境下，他們需要去考量自已本身較不充足的服務能力及資源來設計及提供服務給顧客，而這樣的條件之下，他們也很難在短時間及時的去改善並且提供穩定的服務品質。因此，本研究提出一套是基於顧客期望理論及粒子群演算法的架構下所發展的協同式互動設計機制，希望協助發展型服務提供商解決他們所面臨的問題及創造出更大的服務價值。 本研究將協同式互動設計機制應用在會展產業的服務環境底下，並利用模擬實驗的方式去驗證此機制的有效性及鞏固性。協同式互動設計機制共有四大模組：(1)顧客偏好識別模組 (2) 粒子群期望因子選擇模組 (3) 情境式旅程抉擇模組 及(4) 服務執行模組。本研究設計此機制時考量了加入顧客間互動的能力來幫助發展型服務提供商進行更有效的服務互動並且執有效的顧客群體期望控制的目標，以便在減輕服務提供商所付出的成本之下，還能達成良好的顧客滿意度。而本研究的研究貢獻為幫助發展型服務提供商解決他們所面臨的挑戰，並且在有限的資源和能力底下，仍然可以使得他們保持與高能力服務廠商之間的競爭;而另一貢獻為在整體的服務環境底下，能讓所有的參與角色都能夠得到最大的價值，而形成一個高效能的服務生態系統。 / With the progressive advancement of the technology and fiercely-competitive environment in recent years, customers have paid more attention to the issue that how diversity and rich the service experience could satisfy their needs; in other words, the service providers must acquire the competitive advantage among other service competitors by pondering on that how to deliver the qualified service offerings in every service encounter to achieve the objective of customer satisfaction. On the other hand, many research findings noted that customers’ service quality evaluation in service encounter were influenced by the comparison between the customer expectation toward service and the service performance that they perceived; therefore, managing the customer expectation becomes the vital part concerning the customer satisfaction. Furthermore, the shortcomings of the low-moderate competence service providers is that they could not provide the constant qualified service offerings to customers in each service interaction in terms of the reason for lesser service capability and resource. Consequently, this study propose the collaborative interaction design approach which based on the Particle Swarm Optimization(PSO) algorithm to generate the dynamical service interaction among the service providers and customers for the low-moderate competence service providers and aids them to control their group customers’ expectation by collaborating with customers; in other words, the service effort of the service provider could be lightened by engaging the customer capability and the service offerings could be enhanced to provider for customers. Therefore, this study utilizes the four modules in the research framework to achieve the aforementioned objective. Ultimately, the expected contributions of this study are two-folds: (1) Aid the low-moderate competence service providers to improve the service experience for customers on the restriction of lesser service capability. (2) Utilize the PSO algorithm to decide the determinants that effectively influence on customers’ expectation considering the whole benefits among stakeholders. Hence, the collaborative interaction design proposed in this study has conspicuous benefits for the low-moderate competence service providers to preserve the competitive advantage by providing the well-design exemplar to let them follow.

This study investigated the performance of the Multidisciplinary Team of the Open University of Brazil (UAB) at the Federal University of Santa Maria (UFSM), concerning the actions of research, development and training for the production of hypermediatic didactic materials on the Moodle. The objectives are as listed: track and record the actions in the orientation process of the didactic materials preparation on the Moodle; update the Perfo_List indicators form as a methodology for the retrospective and prospective actions in the team; program a subject on the Moodle in order to exemplify the hypermediatic resources associated to the study activities; and elaborate indicators of pedagogical orientation to the hypermediatic structuring of resources and study activities in the virtual environment. An action research was developed, in order to achieve the proposed objectives, establishing cyclic planning stages, implementation, evaluation and replanning of the actions that pervade the development of hypermediatic didactic materials. The action research strategies were supported by the propositions of three mediator matrices: the Dialogical-Problem Posing Matrix (DPM), the Theme-Organizer Matrix (TOM) and the Theme-Analytical Matrix (TAM), which respectively guided the data collection, organization and analysis. The research instruments (diary of participant observations and survey questionnaires) were steered by the sixteen questions of the DPM and by the Perfo_List form indicators. Therefore, the action research is structured in five chapters, reasoned by the Freirean concept of Dialogical Problem-Posing Education, the Actor-Network Theory and the Study Activity Theory. In the light of the analytical categories elected (technological and pedagogical innovation and collaborative interaction), the research action results, which are sustained by data triangulation, indicate that the multidisciplinary performance enhances the integration of hypermedia in the development of didactic materials. Thus, actions of research, development and training, guided by the collaborative interaction of the team, generate technological and pedagogical innovation that boosts the teaching and learning mediated by network technologies. / Neste estudo, investigou-se a performance da Equipe Multidisciplinar da Universidade Aberta do Brasil (UAB) na Universidade Federal de Santa Maria (UFSM), nas ações de pesquisa, desenvolvimento e capacitação para a produção de materiais didáticos hipermidiáticos no Moodle. Como objetivos, elencaram-se: acompanhar e registrar as ações no processo de orientação à elaboração de materiais didáticos no Moodle; atualizar o formulário de indicadores Perfo_List como metodologia para ações retrospectivas e prospectivas na equipe; programar uma disciplina no Moodle, para exemplificar recursos hipermidiáticos associados a atividades de estudo; e elaborar indicadores de orientação pedagógica, para estruturação hipermidiática de recursos e atividades de estudo no ambiente virtual. Para alcançar os objetivos propostos, desenvolveu-se pesquisa-ação estabelecendo etapas cíclicas de planejamento, implementação, avaliação e replanejamento das ações que permeiam a produção de materiais didáticos hipermidiáticos. As estratégias de pesquisa-ação sustentaram-se nas proposições de três matrizes mediadoras: a Matriz Dialógico-Problematizadora (MDP), a Matriz Temático-Organizadora (MTO) e a Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a coleta de dados, sua organização e sua análise. Os instrumentos de pesquisa (diário de observação participante e questionários tipo survey) nortearam-se nas dezesseis questões da MDP e nos indicadores do formulário Perfo_List. Por conseguinte, esta pesquisa-ação está estruturada em cinco capítulos, fundamentados na concepção freiriana de Educação Dialógico- Problematizadora, na Teoria da Rede de Mediadores e na Teoria da Atividade de Estudo. À luz das categorias analíticas (inovação tecnológico-pedagógica e interação colaborativa) eleitas, os resultados da pesquisa-ação, sustentados na triangulação dos dados, apontam que a performance multidisciplinar potencializa a integração da hipermídia na produção de materiais didáticos. Portanto, as ações de pesquisa, desenvolvimento e capacitação, pautadas na interação colaborativa da equipe, geram inovações tecnológico-pedagógicas potencializadoras de ensino-aprendizagem mediado por tecnologias em rede.

The study investigates the potential of teacher talk in enhancing learner capacity to negotiate learning, premised on a view of classroom interaction as guided construction of knowledge. It examines the extent to which levels of oracy - essentially, awareness of the language of instruction, and the ability to use it more effectively - can be raised by exposing teachers to an in-service distance education language-based course. The main research questions are: a. What are the effects of the course in classroom text and discourse on oracy in the high school classroom? b. How can the quality of classroom discourse be assessed in a relatively systematic and objective manner? With regard to the second question, an analytical framework was developed that defined three key constructs in terms of discourse acts, namely teacher dominance, teacher effectiveness and learner initiative, and these constructs formed the basis of the three hypotheses. Patterns of interaction in English, mathematics and geography classes during the first year of high school in Harare, Zimbabwe (main study) and Zomba, Malawi (supplementary study) were analysed. The Zimbabwe study used a pretest-posttest control group design, with six teachers in the experimental group and three as controls, while the Malawi study used a posttest-only control group design with three teachers in each group. The experimental groups took part in an intervention programme known as the Litraid Project, a course on classroom text and discourse. The findings, interpreted both quantitatively and qualitatively, showed that after intervention the experimental group teachers dominated classrooms less and used discourse input more consciously and effectively. Similarly, their learners showed improved ability to negotiate learning, as reflected in their heightened levels of initiative and discourse output, both in class and group discussion. Hence the conclusion that classroom praxis, specifically in English second language situations, benefits from a conscious enhancement of oracy, leading to more effective teaching and learning. / Linguistics / D.Litt. et Phil. (Linguistics)

The study investigates the potential of teacher talk in enhancing learner capacity to negotiate learning, premised on a view of classroom interaction as guided construction of knowledge. It examines the extent to which levels of oracy - essentially, awareness of the language of instruction, and the ability to use it more effectively - can be raised by exposing teachers to an in-service distance education language-based course. The main research questions are: a. What are the effects of the course in classroom text and discourse on oracy in the high school classroom? b. How can the quality of classroom discourse be assessed in a relatively systematic and objective manner? With regard to the second question, an analytical framework was developed that defined three key constructs in terms of discourse acts, namely teacher dominance, teacher effectiveness and learner initiative, and these constructs formed the basis of the three hypotheses. Patterns of interaction in English, mathematics and geography classes during the first year of high school in Harare, Zimbabwe (main study) and Zomba, Malawi (supplementary study) were analysed. The Zimbabwe study used a pretest-posttest control group design, with six teachers in the experimental group and three as controls, while the Malawi study used a posttest-only control group design with three teachers in each group. The experimental groups took part in an intervention programme known as the Litraid Project, a course on classroom text and discourse. The findings, interpreted both quantitatively and qualitatively, showed that after intervention the experimental group teachers dominated classrooms less and used discourse input more consciously and effectively. Similarly, their learners showed improved ability to negotiate learning, as reflected in their heightened levels of initiative and discourse output, both in class and group discussion. Hence the conclusion that classroom praxis, specifically in English second language situations, benefits from a conscious enhancement of oracy, leading to more effective teaching and learning. / Linguistics and Modern Languages / D.Litt. et Phil. (Linguistics)

O ensino da Engenharia por meios eletrônicos de aprendizagem demanda a implementação de métodos práticos que facilitem ao aluno aprender conteúdos do tipo procedimentos e atitudes, por meio da ação, da interação dos participantes, e da integração de conhecimentos de diferentes áreas. Esta aprendizagem só pode ser efetiva em contextos significativos e a partir de situações específicas, que são estimulados com a utilização do método de projeto. A eficácia deste método é alcançada quando utilizado em grupos, onde um membro aprende na integração com outro, compartilhando recursos e conhecimentos, e adquirindo ou exercitando um conjunto de habilidades pessoais, atualmente muito necessárias no trabalho profissional do Engenheiro. Embora conhecida a importância do método de projeto no estilo de aprendizagem colaborativa, não existem orientações para sua utilização no modelo de ensino-aprendizagem a distância. Este cenário representou a principal motivação para propor, neste trabalho, um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web (MAC-BP). O modelo é organizado em três submodelos relacionados entre si, que caracterizam a criação, a execução e o suporte das atividades instrucionais colaborativas utilizadas no ensino da Engenharia. Um modelo para planejar as atividades e responsabilidades do especialista, encarregado pela criação do conteúdo e das atividades de grupo baseados no método de projeto; um modelo de colaboração que formaliza a coordenação das interações dos membros do grupo, através de um autômato finito; e um modelo para o ambiente de suporte às atividades instrucionais colaborativas, que busca integrar as funcionalidades requeridas pelos ambientes CSCL (Computer Supported Cooperative Learning), algumas presentes, porém dispersas, entre os sistemas disponíveis de suporte à colaboração. Por outro lado, a concepção das atividades instrucionais para grupos, além de representar uma tarefa que consome muito tempo, constitui um processo trabalhoso. Em geral, neste processo, a criação dos recursos envolvidos numa ação de aprendizagem específica está estreitamente relacionada ao formato da ferramenta utilizada para sua criação e gerenciamento, dificultando assim a reutilização dos elementos educacionais por novas aplicações. Este novo cenário converteu-se numa outra motivação para colaborar nesta área. Neste trabalho identificam-se os elementos (objetos e ações) compartilháveis de aprendizagem colaborativa envolvidos no modelo MAC-BP e propõe-se um conjunto de especificações técnicas para a criação e utilização destes elementos, segundo as especificações ADL-SCORM e IMS-LD divulgadas para o modelo de EAD orientado à aprendizagem individual. Assim, as duas propostas apresentadas neste trabalho pretendem contribuir com os esforços de padronização dos recursos e procedimentos de suporte ao ensino-aprendizagem, em sistemas eletrônicos de suporte à aprendizagem colaborativa na área de pesquisa dos sistemas CSCL. Especificamente, as propostas indicam caminhos para a inovação do processo pedagógico, e se constituem em guias para os instrutores na criação das aplicações de aprendizagem colaborativa baseadas em projeto e na criação dos elementos instrucionais envolvidos nelas, além de oferecer uma solução para a coordenação das interações colaborativas do grupo durante a execução de projetos, o que representa um suporte à aprendizagem em grupo na área de Engenharia. / Engineering Education in e-learning environments demands the implementation of practical methods that facilitates learning of contents of the type: procedures and attitudes by means of action, of the interaction among participants and the integration of knowledge of different fields. This learning can only be effective in significant contexts and from specific situations that are stimulated by using the project method. The effectiveness of this method is reached when used of preference in groups; in such a way that a participant learns with another by sharing resources and knowledge and acquiring or exercising a set of personal abilities, which are necessary for the professional work of the engineer. In spite of the well-recognized importance of the project method for collaborative e-learning, no comprehensive guidelines have yet been set out for distance education. This scenario represented the main motivation to propose a conceptual Model for Collaborative e-Learning Based on the execution of Web supported Projects (MAC-BP). This model is organized in three sub models related among them representing the creation, the execution, and the support of the collaborative instructional activities used in Engineering Teaching. One model is devoted to plan the activities and responsibilities of the specialist, the person in charge of the elaboration of contents and planning the activities of the group based on the project method. The second is a collaborative model aiming to formalize the coordination of the interactions among the members of the group, through a finite automaton. The last model is conceived as a supporting environment to the collaborative instructional activities aiming to integrate the functionalities required by CSCL (Computer Supported Cooperative Learning) environments, some of them already existing, however highly scattered among the available systems for supporting collaboration. On the other hand, the conception of instructional activities for groups is a time-consuming task and constitutes a laborious process. In general, the creation of the involved resources in a specific learning action is intimately related to the format of the tool used for its creation and management, making difficult to reuse the educational elements in new applications. This is a additional motivation to intend to make some contribution to this field. In this work, the shareable elements of collaborative learning (objects and actions) involved in the model MAC-BP are identified. In addition, a set of technical specifications is suggested for the elaboration and use of these elements, according to ADL-SCORM and IMS-LD specifications previously reported for the EAD model focused on individual learning. In summary, the two proposals showed in this work intend to contribute to the efforts of standardization of resources and procedures in order to support the teaching-learning process by means of electronic systems conceived to support the collaborative learning in the investigation of CSCL systems. These proposals indicate ways to innovate the pedagogical process, and constitute guides for instructors to develop new applications of project-based collaborative learning and the elaboration of the involved instructional elements. In addition, the proposals give a solution to the coordination of group collaborative interactions during the execution of projects and represent a support to collaborative learning in Engineering.

O ensino da Engenharia por meios eletrônicos de aprendizagem demanda a implementação de métodos práticos que facilitem ao aluno aprender conteúdos do tipo procedimentos e atitudes, por meio da ação, da interação dos participantes, e da integração de conhecimentos de diferentes áreas. Esta aprendizagem só pode ser efetiva em contextos significativos e a partir de situações específicas, que são estimulados com a utilização do método de projeto. A eficácia deste método é alcançada quando utilizado em grupos, onde um membro aprende na integração com outro, compartilhando recursos e conhecimentos, e adquirindo ou exercitando um conjunto de habilidades pessoais, atualmente muito necessárias no trabalho profissional do Engenheiro. Embora conhecida a importância do método de projeto no estilo de aprendizagem colaborativa, não existem orientações para sua utilização no modelo de ensino-aprendizagem a distância. Este cenário representou a principal motivação para propor, neste trabalho, um modelo conceitual para aprendizagem colaborativa baseada na execução de projetos pela Web (MAC-BP). O modelo é organizado em três submodelos relacionados entre si, que caracterizam a criação, a execução e o suporte das atividades instrucionais colaborativas utilizadas no ensino da Engenharia. Um modelo para planejar as atividades e responsabilidades do especialista, encarregado pela criação do conteúdo e das atividades de grupo baseados no método de projeto; um modelo de colaboração que formaliza a coordenação das interações dos membros do grupo, através de um autômato finito; e um modelo para o ambiente de suporte às atividades instrucionais colaborativas, que busca integrar as funcionalidades requeridas pelos ambientes CSCL (Computer Supported Cooperative Learning), algumas presentes, porém dispersas, entre os sistemas disponíveis de suporte à colaboração. Por outro lado, a concepção das atividades instrucionais para grupos, além de representar uma tarefa que consome muito tempo, constitui um processo trabalhoso. Em geral, neste processo, a criação dos recursos envolvidos numa ação de aprendizagem específica está estreitamente relacionada ao formato da ferramenta utilizada para sua criação e gerenciamento, dificultando assim a reutilização dos elementos educacionais por novas aplicações. Este novo cenário converteu-se numa outra motivação para colaborar nesta área. Neste trabalho identificam-se os elementos (objetos e ações) compartilháveis de aprendizagem colaborativa envolvidos no modelo MAC-BP e propõe-se um conjunto de especificações técnicas para a criação e utilização destes elementos, segundo as especificações ADL-SCORM e IMS-LD divulgadas para o modelo de EAD orientado à aprendizagem individual. Assim, as duas propostas apresentadas neste trabalho pretendem contribuir com os esforços de padronização dos recursos e procedimentos de suporte ao ensino-aprendizagem, em sistemas eletrônicos de suporte à aprendizagem colaborativa na área de pesquisa dos sistemas CSCL. Especificamente, as propostas indicam caminhos para a inovação do processo pedagógico, e se constituem em guias para os instrutores na criação das aplicações de aprendizagem colaborativa baseadas em projeto e na criação dos elementos instrucionais envolvidos nelas, além de oferecer uma solução para a coordenação das interações colaborativas do grupo durante a execução de projetos, o que representa um suporte à aprendizagem em grupo na área de Engenharia. / Engineering Education in e-learning environments demands the implementation of practical methods that facilitates learning of contents of the type: procedures and attitudes by means of action, of the interaction among participants and the integration of knowledge of different fields. This learning can only be effective in significant contexts and from specific situations that are stimulated by using the project method. The effectiveness of this method is reached when used of preference in groups; in such a way that a participant learns with another by sharing resources and knowledge and acquiring or exercising a set of personal abilities, which are necessary for the professional work of the engineer. In spite of the well-recognized importance of the project method for collaborative e-learning, no comprehensive guidelines have yet been set out for distance education. This scenario represented the main motivation to propose a conceptual Model for Collaborative e-Learning Based on the execution of Web supported Projects (MAC-BP). This model is organized in three sub models related among them representing the creation, the execution, and the support of the collaborative instructional activities used in Engineering Teaching. One model is devoted to plan the activities and responsibilities of the specialist, the person in charge of the elaboration of contents and planning the activities of the group based on the project method. The second is a collaborative model aiming to formalize the coordination of the interactions among the members of the group, through a finite automaton. The last model is conceived as a supporting environment to the collaborative instructional activities aiming to integrate the functionalities required by CSCL (Computer Supported Cooperative Learning) environments, some of them already existing, however highly scattered among the available systems for supporting collaboration. On the other hand, the conception of instructional activities for groups is a time-consuming task and constitutes a laborious process. In general, the creation of the involved resources in a specific learning action is intimately related to the format of the tool used for its creation and management, making difficult to reuse the educational elements in new applications. This is a additional motivation to intend to make some contribution to this field. In this work, the shareable elements of collaborative learning (objects and actions) involved in the model MAC-BP are identified. In addition, a set of technical specifications is suggested for the elaboration and use of these elements, according to ADL-SCORM and IMS-LD specifications previously reported for the EAD model focused on individual learning. In summary, the two proposals showed in this work intend to contribute to the efforts of standardization of resources and procedures in order to support the teaching-learning process by means of electronic systems conceived to support the collaborative learning in the investigation of CSCL systems. These proposals indicate ways to innovate the pedagogical process, and constitute guides for instructors to develop new applications of project-based collaborative learning and the elaboration of the involved instructional elements. In addition, the proposals give a solution to the coordination of group collaborative interactions during the execution of projects and represent a support to collaborative learning in Engineering.