Darbo tikslas: Įvertinti Lietuvos gydytojų nuomonę apie nuotolines studijas. Tyrimo metodika: 2008 m. sausio–kovo mėnesiais buvo išsiųstos anketos 480 Lietuvos ligoninių gydytojų, kurie studijavo Kauno medicinos ir Vilniaus universitetų kvalifikacijos tobulinimosi kursuose nuotoliniu būdu. Iš jų tinkamai užpildyta buvo 204 anketos (atsako dažnis 42,5 proc.). Respondentai turėjo galimybę dalyvauti daugiau nei vienuose kursuose: pedagogikos ir bendravimo pagrindų, vaikų ligų, kompiuterinio raštingumo, visuomenės psichikos sveikatos, vidaus ligų, chirurgijos, akušerijos ir ginekologijos, traumatologijos ir ortopedijos. Duomenų statistinė analizė atlikta „SPSS 13.0 for Windows“ programa. Rezultatai: Tarp kursų dalyvių buvo 149 moterys (73 proc.) ir 55 vyrai (27 proc.) iš Vilniaus (19,1 proc.), Kauno (19,1 proc.), Klaipėdos (8,3 proc.), kitų Lietuvos vietovių (53,4 proc.). Visi tyrimo dalyviai buvo gydytojai, 29–71 metų amžiaus. Pagal specializaciją jie buvo suskirstyti į 3 grupes: vaikų ligų gydytojai (33,3 proc.), šeimos gydytojai (19,6 proc.), gydytojai specialistai ir kiti (47,1 proc.). 87,7 proc. respondentų norėtų kelti kvalifikaciją nuotolinių būdu, jei persikvalifikavimas ir nebūtų reikalingas licencijai pratęsti. Kvalifikacijos tobulinimosi kursuose nuotoliniu būdu 66,7 proc. respondentų įgytas žinias pritaikė kasdieniniame darbe. 56,9 proc. respondentų visiškai sutinka, kad švietimo sistemoje reikėtų plačiau taikyti nuotolinį mokymą. Vyresniems nei 45 m. gydytojams ir... [toliau žr. visą tekstą] / Aim of the study: to evaluate the opinion of Lithuanian physicians on distance learning courses. Material and methods. During January–March 2008 there were 480 questionnaires sent to Lithuanian physicians, who participated in distance learning qualification courses at Kaunas University of Medicine and Vilnius University. They returned as properly fullfilled 204 questionnaires (response rate 42.5%). The responders were able to participate in one or some following courses: basics of education and communication, child diseases, computer literacy, mental public health, internal diseases, surgery, obstetrics and gynecology, traumatology and orthopedics. Statistical data analysis was performed using statistical package „SPSS 13.0 for Windows“. Results. The study sample comprised 73% women (n=149) and 27% men (n=55). They were from Vilnius (19.1%), Kaunas (19.1%), Klaipėda (8.3%), and other localities in Lithuania (53.4%). The responders were 29–71 y/o physicians, categorized into three subgroups according to specialty: pediatrician (33.3%), family physicians (19.6%), and other physicians (47.1%). If qualification would not be required for licence renewal, 87.7% of responders would choose distance learning qualification courses anyway. As physicians stated, 66.7% of them have applied new knowledge obtained in courses in everyday practice. At all, 56.9% of courses' participants agreed, that distance learning as such should be put more into education system of Lithuania. Poor... [to full text]

本研究主要是針對高中數學課程中「信賴區間」的這個單元，依據99 課綱中的課程規劃，設計出一套專題式的研究教材，並以筆者所任教高中的高二及高三學生作為研究對象，進行專題性的課程授課，且對其學習成果進行評量。主要研究結果如下： 一、高三學生雖已進行過「信賴區間」及其先備知識之授課，但前測的成績並不理想。 二、高二與高三學生經由筆者授課教學後，其後測成績均較前測成績有非常明顯之進步，不過高二與高三學生的後測成績並無顯著差異。 三、高二自然組與高二社會組學生經由筆者授課教學後，其學習成效亦無顯著差異，但社會組學生學習上普遍較為認真，後測成績稍高於自然組。 四、高三自然組與高三社會組學生經由筆者授課教學後，其後測成績具顯著差異，而進步成績的學習成效亦具有顯著差異，自然組優於社會組。 五、依高中數學學習成就分成高分群、中分群與低分群三群，雖然在前測與後測成績表現上顯著不同，但進步的成績則三群並無顯著差異。 此外，筆者於本次研究中也對學生問卷調查一些筆者有興趣的相關議題，並進行問卷分析，得到以下結果： 一、對於本研究所編撰「信賴區間」之課程教材，學生普遍能夠接受且瞭解，並知曉「信賴區間」在生活上的用處，且能解讀其資訊。唯實務面上，他們對「信賴區間」之學習則持可有可無的態度。 二、本次研究的授課方式對於自然組與社會組學生的接受程度是具有差異的，其中自然組學生較能接受本次非傳統型的授課方式。 三、學生普遍認為高中數學中，「非統計類數學課程」是比較有趣的，「統計類數學課程」則在學習上具相對困難性。而在統計的課程中，「信賴區間」倒是比較感興趣的這單元。 整體而言，本次研究對學生進行信賴區間的教學結果，是具有學習成效的。 / Based on the 99 Curriculum Guidelines for the Senior High School Math, a special set of study material for Confidence Interval was composed. Eleventh and twelfth grade students from a girl’s senior high school were recruited voluntarily and lectured, and their learning performance were evaluated before and after the completion of the lecture. The primary findings are as the following: 1. Though twelfth grade students have already studied Confidence Interval before the lecture, their pre-test scores were still low. 2. On the average, both eleventh and twelfth grade students performed better after the lecture, and no significant differences were observed between them. 3. For the eleventh grade students, no significant differences were observed between social science and natural science groups. However, students in social science group appeared to work harder, and their post-test results were slightly better than those in natural science group. 4. For the twelfth grade students, significant differences were observed between social science and natural science groups. Natural science group students appeared to outperform their counterparts in social science group. 5. Among the top third, the middle third, and the bottom third of all the participating students, although their pre-test and post-test scores differed significantly, the differences between the two tests were not significant. In addition, some secondary issues were also explored, and the related findings are summarized as follows: 1. Students showed appreciation for the study material, understood the concept of Confidence Interval better after the lecture and even realize how to apply the concept to their daily life. Surprisingly, however, they didn’t think learning Confidence Interval would make any difference in their life. 2. Students in the natural science group appeared to have greater acceptance toward the unconventional teaching method than those in the social science group. 3. For the topics covered in senior high school math, students generally considered those unrelated to statistics more interesting, and thought that statistics-related topics were more difficult to learn. However, among the statistics-related topics, Confidence Interval was the most intriguing one. In conclusion, this study reveals that the experimental teaching approach concerning Confidence Interval are apparently positive and effective.

Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.

Juday Creek, in St. Joseph County, Indiana, has been designated a salmonid stream due to its reproducing population of brown trout (Salmo trutta). Increasing development in the watershed in recent years has been accompanied by deterioration of the stream habitat. The purpose of this project is to analyze a proposed golf course project and develop a set of recommendations for best management practices (BMP's) which will mitigate the effects of the golf course on the trout habitat of Juday Creek.Site features were inventoried, and the design program was formulated to include aesthetics, playability, impact to fisheries and wildlife, and groundwater quality. Current stormwater best management practices were assessed for their applicability to this project. Additionally, cultural best management practices currently utilized in the golf course industry were reviewed. BMP recommendations include: 1. Use of temporary erosion control practices during construction to avoid sedimentation of the stream.2. Use of Integrated Pest Management including selection of low maintenance grass species.3. Use of vegetated swales to filter and divert golf course runoff to out-of-play areas for further filtering.4. Use of vegetated storm filter/infiltration/wetland retention areas as stormwater filters in out- of-play areas.5. Supplemental tree planting along the stream corridor to provide additional shading of the stream.6. Restoration of structure such as logs, boulders, and cobble in the stream to improve fish habitat. / Department of Landscape Architecture

近年來高等教育逐漸重視資訊素養教育，各大學校院陸續以通識課程的形式開設資訊素養課程，期望在通識教育之精神下，培育學生具備問題解決的能力，並能有效地與人溝通合作。然而，我國目前資訊素養通識課程，在各個學校的開設有不同的名稱，且不同教師所教授的資訊素養課程內容亦有所分歧；這些課程都是以提升學生資訊素養能力為教學目標，若能發展具有共識的課程內容、尋覓適當的教學方式，應有助於協助教師規劃課程，改善大學生整體的資訊素養。 　　本研究之目的即在探討目前資訊素養課程開設之情形，以及授課教師對課程規劃之看法，以提出資訊素養通識課程規劃之建議。本研究對我國九十七學年度資訊素養通識課程進行內容分析，瞭解資訊素養通識課程開設之現況；並透過問卷和訪談調查資訊素養課程授課教師之教學模式與評量方法。 　　經調查顯示，大學校院資訊素養通識課程開課數量較往年有所成長，資訊素養教育已愈來愈受學校重視。而資訊素養通識課程名稱相當多元，課程內容以「查找資訊資源」為資訊素養課程主要的核心，但亦包含建立知識背景、評估資訊資源等內容，較以往的課程更重視資訊的組織與呈現，以及資訊倫理和法律議題。而從授課教師教學型態中發現，資訊素養課程已開始朝向數位學習發展，教師亦運用多樣化的教學活動與教材規劃課程，並從知識、技能與態度面來評量學生學習成果。 　　由研究結果歸納建議，大學校院資訊素養通識課程在開設方面，應由通識教育中心主動規劃，且可與圖書館共同合作發展課程，將其納入整個教學人力和資源；在課程規劃方面，教師可以「圖書館和資訊素養」為課程名稱，並依《高等教育資訊素養能力標準》為目標彈性設計課程、開發問題導向式學習教材、善用數位學習教材輔助教學，並以數位學習認證規範開發課程與教材；在評量方面可透過學習歷程檔案來評量學生學習成果。最後，應建立資訊素養教材資源交流的平台，互相分享資訊素養課程教材，做為推動資訊素養教育之管道。 / In recent years, information literacy education has gained more and more attention in higher education. Some universities offer courses about information literacy in general education program. With the spirit of general education, these information literacy courses enable students to solve problems independently, as well as communicate and cooperate with others efficiently. However, currently, each university adopts different course names for information literacy courses and each teacher teaches in different ways. Since the aims of these courses are to build up information literacy ability of students, a consensus on the course content and developing suitable teaching methods will help teachers in designing information literacy courses and effectively improve students’ information literacy skills. The purpose of this study is to explore the current situation of information literacy courses and to understand teachers’ perspectives on course design, and further make suggestions on information literacy courses planning. This study analyzed the information literacy course contents in general education program of 2008 School Year in Taiwan, and investigated teachers’ teaching model and assessment methods through questionnaires and interviews. Findings show that the numbers of information literacy courses have been increased than that in last year and information literacy course has gotten more attention in universities. The names of information literacy courses are diverse. The contents of information literacy courses mostly focus on information searching, but also emphasize on building background knowledge, evaluating information sources, organizing and presenting information, and recognizing issues of information ethics and information laws. The instructional patterns of information literacy courses have been moved toward e-learning style. Teachers use various activities and materials to design courses, and evaluate students’ learning performance in terms of knowledge, skills and attitudes. Based on the results, this study suggests that: (1) General education center should offer information literacy courses initiatively. (2) Teachers could cooperate with the library to develop information literacy courses. (3) Use “Library and Information Literacy” as the course name. (4) Designing courses flexibly based on the “Information Literacy Competency Standards for Higher Education”. (5) Developing problem-based learning materials. (6) Use e-learning materials to support teaching. (7) Developing courses and teaching materials in accordance with the e-Learning Quality Certification. (8) Use portfolio to assess students’ learning performance. (9) Establishing an information exchange platform to share the resources of information literacy.

Actualmente existen en Colombia cuarenta y seis programas destinados a la formación de profesionales en Música, los cuales se desarrollan en treinta y dos centros de Educación Superior. Gracias a la libertad de cátedra, vista como un derecho de los maestros para proponer y desarrollar los programas, contenidos y metodología de sus clases, sin ir en contravía a lo estipulado por la Constitución Nacional ni a la normativa impuesta desde el Ministerio de Educación Nacional, cada docente de la asignatura Historia de la Música, puede impartir sus procesos de enseñanza en forma diferente. Debido a ello y con el objeto de caracterizarlos, se desarrolla el análisis comparativo, objeto de la presente investigación. Mediante esta investigación se pretende resolver la siguiente pregunta: ¿Cómo se están generando los procesos de enseñanza de Historia de la Música, dentro de los programas de Licenciatura en Música en Colombia? El objetivo general de la investigación es realizar un análisis comparativo de cómo se están generando los procesos de enseñanza de Historia de la Música, dentro de los programas de Licenciatura en Música en Colombia, teniendo como objetivos específicos los siguientes: - Determinar el enfoque y la razón de ser de Historia de la Música. - Establecer si en los programas se comprenden todos los aspectos que componen los registros curriculares. - Determinar las estrategias metodológicas y los criterios de evaluación más utilizados por los docentes. - Establecer las tendencias, modelos, métodos pedagógicos y didácticas contemporáneas que se utilizan en los procesos de enseñanza de Historia de la Música, dentro de los programas de Licenciatura en Música en Colombia. - Establecer el cumplimiento del Decreto 2566 del 10 de septiembre de 2003 y de la Resolución 3456 del 30 de diciembre de 2003. Esta investigación corresponde a un estudio transversal y se desarrolla a partir de un Análisis Comparativo compuesto por cuatro etapas: descripción, interpretación, yuxtaposición y comparación. Como técnicas para recolección de datos se realizaron entrevistas semiestructuradas a los docentes de Historia de la Música y a los coordinadores de las carreras de Licenciatura en Música, Observaciones de clase, una por cada uno de los docentes de Historia de la Música, Revisión documental de los Programas de Licenciatura en Música y de los diseños curriculares de Historia de la Música, y Revisión de los materiales disponibles para desarrollar la asignatura. Entre las conclusiones encontradas se encuentran las siguientes: - En el enfoque y la razón de ser de Historia de la Música, dentro de los programas de Licenciatura en Música es el de estudiar la música del hombre a través de su historia, incluyendo información relacionada a los hechos, personajes, fechas y acontecimientos más destacados de cada periodo. - En cuanto a los componentes del diseño curricular de Historia de la Música, solo tres de los once programas (27%), cuentan con todos los aspectos que se deben contemplar en la elaboración de un documento de este tipo. - En cuanto a los Contenidos para la enseñanza de Historia de la Música, el 100% de los programas presenta dos características comunes: son desarrollados según un orden cronológico, desde la Antigüedad o la Edad media hasta el s. XX y entre las temáticas planteadas incluyen formas, estilos, géneros musicales, principales compositores y obras. / "The teaching of History of music in the Bachelor of Arts in Music syllabus in Colombia" Among the guidelines provided by the National Education Ministry Bureau of Colombia, we find the Resolution 3456 of 30 December,2003, “in virtue of which the specific characteristics are provided for the supply and development of professional formation programs in Arts” by turning the History of Music into a course of basic and professional formation . Thanks to the freedom of teaching/lecturing , foreseen under the National Constitution , each and every teacher may provide his/her teaching processes freely. Due to it and with the purpose in mind of typifying how the process of History of Music is occurring, is that the present research is undertaken. The general purpose of this research, is to undertake a comparative analysis of how the teaching processes of History of Music are being generated, within the programs or syllabus of Bachelor degree in Music in Colombia, by having these specific goals: - Determine the approach and raison d´etré of the History of Music. - Establish if within the formal syllabus we find all the aspects that should normally be found in this sort of document. - Determine the most used methodological strategies and evaluation criteria by teachers. - Establish the trends, models, teaching methods and contemporary didactics employed in the teaching processes of the course. - Establish the adequate fulfillment of the Decree 2566 10th September,2003 and of the Resolution 3456 of 30th December, 2003. This research work is a cross-study developed in virtue of a Comparative Analysis divided into four phases: description, interpretation, juxtaposition and comparison. In order to collect data a series of semi-structured interviews were held to History of Music teachers and coordinators of the career of Bachelor in Music , class Notes and Remarks, documentary review of the syllabi or academic programs of Bachelor in Music and of the curricular designs of History of Music, and the Review of the material available for performing the course.

The performance of golf greens in terms of rootzone physical properties, sward characteristics and playing quality is highly dependent upon the original rootzone composition and subsequent management. Such performance also continuously changes with time under usage. A study to this performance was conducted from April 1998 to January 2003 at the research site of the New Zealand Sports Turf Institute. This thesis reports results of both the field measurements made of rootzone physical properties, sward characteristics and playing quality of five alternative golf green rootzones during the first five years after sowing, and of the simulation modeling of their performance predicted for the first 30 years after sowing. Rootzone treatments were partially amended sand rootzone, soil rootzone, pure sand rootzone, fully amended sand rootzone, and partially amended sand + zeolite rootzone. A split-plot design was superimposed on the rootzone treatments consisting of twice-yearly cultivation/aeration treatments (control, HydroJect, scarification and Verti-drain). Results showed that performance of golf greens could be objectively, quantitatively and comprehensively assessed and monitored over the long-term at the rootzone level by using an Integrated Rate Methodology (IRM) model through computing the Comprehensive Golf Green Performance Index (CGGPI). The performance of golf greens showed a gradual improvement during the first two years after sowing. It then deteriorated progressively over the remainder of the 30 years predicted for all rootzone and cultivation/aeration treatments. This general trend was reflected mainly by a gradual decrease with time in water infiltration rate, oxygen diffusion rate, air-filled porosity and deep rooting. Also, there was a gradual increase in green speed, surface hardness, root mass and organic matter content near the surface profiles. By the 14th and 27th year after sowing, the IRM model predicted that the CGGPI for all the three amended sand rootzones and the pure sand rootzone were below the minimum acceptable threshold. The key factor that caused the general deterioration in green performance of all the sand-based rootzones appeared to be excess accumulation of organic matter in the surface of the profiles. Whilst there were marked differences in the performance of golf greens between the rootzone types, it was only the conventional soil rootzone that consistently performed unacceptably. Quantitative benefits of upgrading from a soil-based to a sand-based rootzone were evident in terms of improved infiltration rate, increased oxygen diffusion rate and macroporosity, reduced organic matter accumulation near the surface, better root growth and distribution, more stable turfgrass sward, lower weed cover and less fluctuation with seasons in surface hardness. Among the four sand-based rootzones, the pure sand rootzone had the highest incidence of dry patch disorder, poorest turf visual quality, greatest changes over time in the relative balance of Festuca and Agrostis, and largest fluctuation with seasons in surface hardness. However, it contained the best root growth distribution. After the fifth year from sowing, the green performance of the pure sand rootzone remained significantly better than the three amended sand rootzones. There was negligible difference in the performance of golf greens between the three amended sand rootzones on all measured or predicted occasions. The supposed benefits of burying a zeolite-amended sand layer at 100-200 mm depth, ostensibly for encouraging deep rooting, were not apparent under the experimental conditions used, possibly because the experimental plots were never managed under nutrient or moisture stress conditions. Beneficial effects of twice-yearly cultivation/aeration treatments on rootzone physical properties, sward characteristics and playing quality were evident, although these effects were extremely short-lived. Verti-drain treatment with hollow tines tended to be most effective in controlling surface organic matter accumulation and the resultant rootzone physical deterioration. In contrast, the scarification treatment gave variable response, reducing root mass, hence organic matter accumulation, near the surface on the one hand, but on the other decreasing infiltration rate and turfgrass cover. HydroJect treatment, although tending to induce a higher incidence of disease and pest damage, appeared particularly effective in minimizing the occurrence of dry patch disorder on sand-based rootzones when used in conjunction with a proprietary wetting agent. None of the cultivation/aeration treatments could effectively halt the general deterioration with time in the performance of golf greens under the twice-yearly treatment frequency used. It was concluded that: (a) The performance of sand-based rootzones for golf greens will be limited in the long term by excess accumulation of organic matter near the surface of the profile; (b) Cultivation/aeration treatments will need to commence immediately after full turf establishment and should be carried out more than twice per year on golf greens under New Zealand conditions; (c) HydroJect treatment, when used in conjunction with wetting agent application, is an effective management tool for prevention of dry patch disorder on sand-based golf greens; while scarification should not be used in isolation of other physical cultivation; (d) Upgrading from a conventional soil rootzone to a high-grade, sand-based rootzone will greatly improve golf green performance; (e) The practice of constructing only the top 100 mm of the sand rootzone with organic-amended sand is an alternative method that can be used successfully for putting green construction instead of the fully amended, standard USGA-type profile; the pure sand rootzone system is also an appropriate alternative for rootzone construction of golf greens, provided the initial establishment can be managed successfully; (f) The integrated rate modeling approach is potentially an effective decision-making tool for rootzone upgrading, surface preparation planning, performance assessment and monitoring, professional consultancy, and seasonal management of golf greens.

Made available in DSpace on 2015-04-16T15:23:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1101799 bytes, checksum: d54bb52c10e9f93c9be5c261d13a4cd3 (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This inquiry analyses the search behavior and the information used by the teachers in Law Courses of the CCJ UFPB/Campus I and of the UNIPÊ João Pessoa University Center. It was used quantitative and qualitative nature approach and descriptive type for the data collection, using the mixed questionnaire created by Google Docs and sent by e-mail, associated with the application in loco. Examined by the partnership category technique, taking as a method the model Sense Making proposed by Brenda Derwin which emphasizes the active subject paper in the search process and the information use through the sense construction. Referring to the results, it can be noted that the teachers are predominantly men, age between 25 and 55 years old, white skin and all married. Besides this, they from Paraiba, most of them resides in João Pessoa. They have more than five years of academic formation plus two years acting in superior teaching, having, simultaneously, other legal activities. Regarding search process, it is done daily, aiming to provide academic nature needs and legal-technically, in digital channels specially. / Analisa o comportamento de busca e uso da informação dos docentes dos Cursos de Direito do CCJ UFPB/Campus I e do UNIPÊ Centro Universitário de João Pessoa. De natureza quanti-qualitativa, quanto a abordagem, e de tipo descritiva, utilizou, para a coleta de dados o questionário misto criado pelo Google Docs e enviado por e-mail, associado com a aplicação em loco. Para a análise lançou mão da técnica de categorização em parceria com método o modelo Sense Making proposto por Brenda Derwin, que ressalta o papel ativo do sujeito no processo de busca e uso da informação, através da construção de sentido. No que se refere aos resultados, verificou-se, no que tange ao perfil, que os docentes são predominantemente do sexo masculino, com idade entre 25 e 55 anos de idade, cor da pele declarada branca e casados. Além disto, têm origem paraibana, a maioria da própria cidade de João Pessoa, onde residem predominantemente. Possuem mais de cinco anos de formação acadêmica e mais dois anos de atuação no ensino superior, compartilhada, simultaneamente com outras atividades jurídicas. Em relação a processo de busca, o fazem diariamente, tendo como objetivos suprir suas necessidades de natureza acadêmica e técnico-jurídica, em canais, predominantemente, digitais.

This thesis contributes to knowledge about how Massive Open Online Courses (MOOCs) as educational online platforms can be utilized in achieving the purposes of Education for Sustainable Development (ESD). Starting out from a view that, in the face of global challenges every individual is an important actor with agency to drive for necessary social changes, the overall ambition of this thesis is to investigate the role of MOOCs, as a specific form of online learning, in empowering and enabling learners to acquire the competences needed to take responsible actions and informed decisions in a rapidly changing, interdependent and unequal world. More specifically, this thesis aims at providing a deeper insight into the question of whether the pedagogic approaches used in ESD (learner-centered, action-oriented and transformative learning) and the learning processes that they promote, can be incorporated in the MOOC environment. This issue holds importance due to the global and intergenerational character of ESD where providing access to training and learning for sustainable development for all is vital. In this respect, MOOCs have been envisioned as revolutionary in the provision of access to education to a wider audience. Nevertheless, the “massive” part of MOOCs could pose a challenge in connection to ESD, due to the fact that ESD is not easily generalized and aims at upholding local relevance. Therefore, this thesis also looks into the question of the implications posed by scale and the issue of scalability when investigating how MOOCs can enable the application of ESD pedagogic approaches, thus also contributing to the achievement of the purposes and learning objectives of ESD and Climate Change Education as its constituent part. Utilizing a case study methodology, the MOOC in Climate Change Leadership at Uppsala University is chosen as a case example of the MOOC learning environment and learning circumstances. By conducting a content analysis of the MOOC materials as presented on the online platform, and developing an analytical framework based on the ESD pedagogic approaches, this thesis reaches the conclusion that some aspects of the ESD approaches benefit from the networked environment and large-scale participation in the MOOC environment, while the incorporation of others is more challenging and asks for further research and improvement of the MOOC learning environment in order for them to provide for the optimal learning circumstances and outcomes in connection to ESD.

O trabalho busca discutir a relação entre os cursinhos pré-vestibulares populares e a educação popular, a partir das categorias “inclusão” e “emancipação”. Procura-se analisar o histórico do acesso à universidade brasileira, e os mecanismos de segregação utilizados para tal. Como resposta às provas de vestibulares realizadas pelas universidades, surgem cursos preparatórios, primeiramente ligados ao movimento estudantil e depois constituídos como um mercado próprio. A partir da década de 1980 ressurgem experiências que visam trabalhar com a tomada de consciência e engajamento nas lutas das classes populares, através da apropriação de um conhecimento muitas vezes disponível apenas aos que por ele poderiam pagar: os cursinhos populares. Procuramos discutir as seguintes questões: os cursinhos populares representam projetos de “inclusão social” no sentido de manter as estruturas que geram excluídos? Ou há elementos que confirmem tais experiências como negação desta ordem, que construam novas relações, como, por exemplo, de emancipação? Para o alcance dos objetivos propostos efetuou-se um estudo de caso focalizando o Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo. Nesta análise evidenciamos algumas das principais contradições, como a relação dos professores com a prática docente (voluntariado ou militância?), a relação de institucionalização através de Fundações ou Organizações Sociais Civis de Interesse Público (OSCIPs), e como encaram seu papel frente ao Estado. A pesquisa efetuada permite concluir que muitos dos cursinhos populares não apenas capacitam estudantes que buscam conquistar uma vaga na universidade, mas também podem colocar em xeque a lógica meritocrática e o caráter de classe da universidade. / This work aims to discuss the relation between preparatory courses for university admission and popular education, using the categories “inclusion” and “emancipation”. Here we analyze the history of university admission in Brazil, and the segregating means used for that admission. Preparatory courses then emerge as a response to the admission tests organized by universities. Those first courses were connected to university student movement, and then configurated as enterprises. In the 1980’s new experiences emerge, which aim to work with consciousness-raising and struggle engagement of popular classes, through apropriation of a private knowledge: the popular preparatory courses. We discuss the following questions: do popular preparatory courses represent “social inclusion” projects, mantaining structures that generate exclusion? Or are there elements that make those educational experiences confront social order, building new relations, as emancipation? To reach the objectives proposed, we designed a case study of Cursinho Popular Chico Mendes/Rede Emancipa in São Paulo metropolitan area. Among those social groups we can highlight some contradictions, as teachers´ practice (voluntary work or militancy?), the relation between institucionalization through Foundations or Non-Governmental Organizations, and how they face their role towards State. Our results made us conclude that many of the popular courses not only train students that look forward a seat in university, but can as well undermine university´s meritocracy and class character.