The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.

Significant changes have taken place in higher education over the past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate learner needs and the process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active learner participation in the learning process is necessary for effective learning to take place. Only then can the desired outcome be reached. For a learner to actively participate in the learning process, the learner must know how to learn, and how to function as an independent learner. To reach these goals, sound knowledge of individual differences in learning styles is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updating or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning styles, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through inductive and deductive reasoning, the Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning styles and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education.

The aim of this study was to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organizational learning, and thence assess the level of organisational learning within the ferrometallurgical industry. From the outcomes of the assessment, recommendations to improve the state of affairs were to be made. Knowledge can be defined as actionable information. The creation, acquisition, sharing and leveraging of knowledge in today's industries are critical. Knowledge is now termed the fourth productive resource, and some authors claim, with some justification, that the widespread knowledge within a company is the only source of sustainable competitive advantage. With this in mind, it is obvious that companies need to nurture knowledge creation and effective utilisation thereof in order to meet organisational goals. Knowledge can be codified if it is explicit, but needs to be transferred using personalisation if it is tacit. Implicitness of tacit knowledge further confounds the issue. Knowledge management practices underpin the process of organisational learning. The level of organisational learning within the ferrometallurgical industry in South Africa was assessed, using a survey questionnaire obtained from the Harvard Business School. The results show that the industry lags behind the medians in the ten constructs measured, and much work will be required to significantly improve the situation. Key areas of concern are in the areas of psychological safety, time for reflection, education and training, and collection of information. As a consequence, a practical strategy for improving the state of knowledge management and organisational learning in the ferrometallurgical industry was developed. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

The aim of this study was to conduct a thorough theoretical study on the relevant aspects involved in knowledge management and organizational learning, and thence assess the level of organisational learning within the ferrometallurgical industry. From the outcomes of the assessment, recommendations to improve the state of affairs were to be made. Knowledge can be defined as actionable information. The creation, acquisition, sharing and leveraging of knowledge in today's industries are critical. Knowledge is now termed the fourth productive resource, and some authors claim, with some justification, that the widespread knowledge within a company is the only source of sustainable competitive advantage. With this in mind, it is obvious that companies need to nurture knowledge creation and effective utilisation thereof in order to meet organisational goals. Knowledge can be codified if it is explicit, but needs to be transferred using personalisation if it is tacit. Implicitness of tacit knowledge further confounds the issue. Knowledge management practices underpin the process of organisational learning. The level of organisational learning within the ferrometallurgical industry in South Africa was assessed, using a survey questionnaire obtained from the Harvard Business School. The results show that the industry lags behind the medians in the ten constructs measured, and much work will be required to significantly improve the situation. Key areas of concern are in the areas of psychological safety, time for reflection, education and training, and collection of information. As a consequence, a practical strategy for improving the state of knowledge management and organisational learning in the ferrometallurgical industry was developed. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

A tese apresenta uma contribuição à área da pesquisa educacional, para auxiliar na identificação de perfis cognitivos, utilizando o referencial teórico das Ciências Cognitivas e a instrumentação das Neurociências. O projeto elaborado para atender os objetivos desta tese compreendeu o desenvolvimento de metodologia experimental, apoiada pela técnica estatística de Projetos de Experimentos, juntamente com instrumentos neurocientíficos (uso de eletroencefalografia com técnica ERP – Event Related Potential), para a observação, quantificação e interpretação de evidências neuronais – sinais de eletroencefalografia - relacionadas ao processo cognitivo humano. Buscou, em particular, evidências relacionadas às diferentes demandas de energia despendida na realização de atividades espaciais (identificação, percepção ou atenção espacial de objetos virtuais), com base em instrumentos teóricos e tecnológicos das Neurociências, das Ciências Cognitivas e da Psicologia Cognitiva, para uso na área da pesquisa educacional, visando contribuir para identificação de diferentes perfis de estudantes em diferentes áreas do conhecimento. Na investigação experimental, o objetivo foi buscar indicadores (quantificação de energia alocada em atividade cerebral, medida de tempo de resposta ao estímulo, maior magnitude na faixa de freqüência do ritmo elétrico cerebral, evocados no experimento) dos sinais cerebrais que estejam sincronizados com o exercício proposto e que possam subsidiar a hipótese de que há diferenças significativas entre estudantes de áreas científicas e tecnológicas e estudantes de áreas humanas e sociais, no quesito habilidades espaciais. A proposta contextualiza e fundamenta experimentos com um grupo de alunos voluntários dos cursos de graduação, selecionados para a pesquisa, classificados por idade e sexo e avaliados e selecionados por diagnóstico psicológico indicativo da provável área de aptidão/habilidade cognitiva. O desenvolvimento da proposta investigativa, que visou atender os objetivos relacionados e pertinentes ao processo, foi possível devido a esforços de pesquisadores e cientistas das diferentes áreas de conhecimento, que colaboraram na modelagem do experimento realizado no Laboratório de Biosinais da Universidade de Caxias do Sul, no Campus Universitário da Região dos Vinhedos, junto ao Curso de Engenharia Elétrica. Como parte do processo metodológico experimental está compreendido o desenvolvimento do instrumento de medição: equipamento de eletroencefalografia (EEG) utilizando o sistema de aquisição e conversão de sinal analógico-digital da National Instruments e também, o equipamento conhecido como Gaiola de Faraday, que serviu para a realização das coletas de sinais elétricos cerebrais de baixa freqüência e amplitude, minimizando a presença de ruídos eletromagnéticos interferentes significativamente no sinal coletado. Os dados (sinais elétricos cerebrais) coletados durante o experimento que evocou raciocínio lógico espacial dos participantes foram modelados matematicamente por Fourier e interpretados por análise estatística – UNIVARIATE (análise de variância) e comparados aos resultados obtidos pelos instrumentos de apoio utilizados como forma de validar o processo investigativo: questionário verbal ao final do experimento e teste psicológico - subteste BPR5 – RE. Todos os dados coletados também foram armazenados com o propósito de permitir futura realização de outras simulações, com diferentes métodos de acesso aos conteúdos. Entende-se que os resultados obtidos nesse experimento possam colaborar com a Informática aplicada à Educação no planejamento, desenvolvimento e uso de objetos virtuais em ambientes destinados a mediar à aprendizagem, de acordo com necessidades específicas de cada público-alvo. Nesse sentido, os resultados dessa investigação podem prover dados ou características como medidas indicadoras de esforços cognitivos associados a perfis diferenciados, no caso das áreas de conhecimento, que envolvam processos de raciocínio espacial. O entendimento sobre o esforço manifestado pelo aluno durante o experimento foi interpretado como uma possível medida de um dos itens relacionados ao perfil cognitivo, à luz das Ciências Cognitivas (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998). / The thesis is to contribute for the area of educational research in order to aid on the identification of cognitive profiles, using theoretical references from cognitive sciences and instrumentation from neurosciences. The project designed to meet the objectives of the thesis included the development of experimental methodology, supported by the statistical technique for Experiment Projects, along with neuroscientific instruments (use of electroencephalography with the ERP technique – Event Related Potential), for the observation, quantification, and interpretation of neuronal evidences – electroencephalography signals – related to the human cognitive process. It particularly searched for evidences related to different demands of energy spent to perform spatial activities (identification, perception, or spatial attention of virtual objects), based on theoretical and technological instruments of Neurosciences, Cognitive Sciences and Cognitive Psychology, used in the field of educational research, with the aim to contribute for the identification of different profiles of students in different areas of knowledge. In the experimental investigation, the purpose was to look for indicators (quantification of energy allocated in brain activity, measuring response time to the stimulus, larger magnitude in the frequency band of the brain electrical rhythm, evoked on the experiment) of the brain signals that would be synchronized with the exercise proposed and that could subsidize the hypothesis that there are significant differences between students from scientific and technological fields and students from humanistic and social fields, regarding spatial abilities. The proposal contextualizes and fundaments experiments with a group of volunteer students from the undergraduate programs, selected for the research, classified by age and gender, and evaluated and selected according to a psychological diagnostic indicating a probable area of cognitive ability / aptitude. The development of the investigative proposal that intended to meet the objectives mentioned was possible thanks to efforts of a group of researchers and scientists from different fields of knowledge, pertinent to the process, who collaborated on the modeling of the experiment, carried out at the Biosignal Laboratory of the University of Caxias do Sul, at the University Campus of Região dos Vinhedos, in its Electrical Engineering Program. The development of the measuring instrument was part of the experimental methodological process: the equipment for electroencephalography (EEG) using the system acquisition and conversion of analog to digital signal (manufacturer: National Instruments) and also the equipment known as Faraday’s Cage, which served to the collections of electrical brain signals of low frequency and amplitude, minimizing the presence of electromagnetic noises interfering significantly on the signal collected.The data collected (brain electrical signals) during the experiment that evoked logical spatial reasoning by the participants were mathematically modeled by Fourier and interpreted by statistical analysis – UNIVARIATE (variance analysis) and compared to results obtained by support instruments used as a way of validating the investigative process: a verbal questionnaire at the end of the experiment and a psychological test – subtest BPR5 – RE. All data collected were also saved with the purpose of making it possible to carry out other simulations in the future, with different access methods to the contents. It is understood that the results obtained with this experiment collaborate Informatics applied to Education on planning, developing, and using virtual objects in environments destined to mediate learning according to specific needs of each target public. In that sense, the results of this investigation may provide data or characteristics as measures indicating cognitive efforts associated to differentiated profiles, which are in this case the knowledge fields involving spatial reasoning processes. Understanding the effort manifested by the student during the experiment was interpreted as a possible measure for one of the items related to the cognitive profile, the light of Cognitive Sciences (GARDNER, 1994, 2001), (STERNBERG, 2000), (PINKER, 1998).

[pt] A pesquisa trata da interação mediada por ferramentas de comunicação e colaboração em ambientes virtuais de aprendizagem, dentro do contexto da educação a distância (EAD), dentro do olhar da usabilidade pedagógica e do design de interação. O estudo parte da premissa de que existem problemas ligados à interação mediada por ambientes virtuais de aprendizagem que dificultam a implementação de estratégias de ensino da EAD baseadas em colaboração e comunicação. Foi, portanto, definido como objetivo localizar necessidades e questões que podem influenciar o uso de ambientes virtuais de aprendizagem para o planejamento e a implementação de estratégias pedagógicas colaborativas, a partir de relatos de docentes. Além de trazer contribuições para o projeto de uma EAD baseada em colaboração e comunicação, a pesquisa contribui metodologicamente para a área do design de interação com a proposição da técnica da entrevista baseada em cenários. A partir de entrevistas não-diretivas com profissionais da EAD, foram desenvolvidos cenários que têm como tema interações entre pessoas em ambientes virtuais de aprendizagem utilizados para EAD. Esses cenários serviram de base para entrevistas semiestruturadas, com docentes tutores. As entrevistas trazem descrições detalhadas sobre como esses profissionais colocam em práticas estratégias pedagógicas baseadas em comunicação e colaboração e mostram o crescimento do papel da tutoria em EAD nos modelos pedagógicos que utilizam essas estratégias, expondo situações que indicam a necessidade de sistemas que apoiem as tarefas do tutor dentro dos ambientes virtuais de aprendizagem. / [en] This research deals with interaction mediated by communication and collaboration tools in virtual learning environments, within the context of distance education, and from the standpoint of pedagogical usability and interaction design. It is assumed that there are problems related to interaction mediated by virtual learning environments that hinder the implementation of teaching strategies of DE-based collaboration and communication. Thus, the study, based on teachers reports, aims to find requirements and issues that may influence the use of virtual learning environments for planning and implementation of collaborative teaching strategies. In addition to bringing contributions to the design of a distance education based on collaboration and communication, research contributes methodologically to the area of interaction design with the proposition of the use of scenario-based interview technique. Unstructured interviews were conducted with professionals of distance education, to support the development of scenarios that served as subjects for the interview technique based on scenarios with teachers directly involved in interactions with students during courses. The interviews include detailed descriptions of how these professionals put into practice pedagogical strategies based on communication and collaboration and expose the growing role of tutoring in distance education pedagogical models that propose collaborative teaching strategies, resulting in the need for systems that support tutor tasks within virtual learning environments.

Esta tese apresenta mecanismos computacionais concebidos para reconhecer e inferir estados de ânimo de alunos em interação num ambiente virtual de aprendizagem (AVA). A pesquisa, tendo por base investigações interdisciplinar – Educação, Psicologia Cognitiva e Computação Afetiva (CA) –, apresenta, a título de problema central, o de como alcançar tais objetivos. A Psicogenética Construtivista, base teórica que fundamenta o exame dos aspectos afetivos envolvidos nos processos de aprendizagem, responde pela concepção epistemológica interacionista do AVA ROODA, ambiente de aplicação da pesquisa. A dimensão afetiva é examinada sob a perspectiva cognitivista associada à teoria de appraisal, em especial no que diz respeito ao modelo de Scherer, que tem por finalidade distinguir os diferentes fenômenos afetivos. No que tange à CA, área em torno da qual vêm sendo desenvolvidos estudos que buscam inferir, avaliar e tomar decisões sobre o estado cognitivo-afetivo do aluno, dois aspectos são considerados. De um lado, a análise de como se processa a interação do aluno com o sistema em função de sinais obtidos do comportamento observável no ambiente. De outro, como proceder ao reconhecimento da subjetividade a partir de materiais textuais. Projetos experimentais de CA vêm evidenciando o quanto, no âmbito cognitivo, o reconhecimento da afetividade assume novos contornos. A hipótese de estudo, a de que os estados de ânimo de um aluno podem ser reconhecidos em AVA através de um modelo computacional que inter-relacione fatores de personalidade e de comportamento, pôde ser confirmada, para isso concorrendo o emprego da técnica de redes bayesianas. A opção pelo fenômeno afetivo estado de ânimo, embasada na revisão da literatura, justifica-se por constituir um dos aspectos afetivos mais representativos no ambiente escolar, com respeito ao qual cumpre considerar duas classes de estados de ânimo: animação e satisfação. A Roda dos Estados Afetivos é o espaço de representação para o mapeamento de ambas as classes. Tendo em conta a interdisciplinaridade da pesquisa, e no intuito de identificar os estados de ânimo nas interações de alunos em AVA, construiu-se uma nova funcionalidade para o AVA ROODA, denominada ROODAafeto. Identificar os estados de ânimo em AVA significa ampliar o leque de comunicação professor-aluno, de modo a que não somente os aspectos cognitivos, mas também os afetivos sejam considerados. Em síntese, através dessa funcionalidade, pretende-se proporcionar meios, a partir dos quais seja possível obter informações associadas à vivência afetiva do aluno, notadamente em relação ao ensino não presencial. / This dissertation presents computing mechanisms conceived in order to get to know and infer students’ mood states when interacting in a virtual learning environment (VLE). The research, based on interdisciplinary studies – Education, Cognitive Psychology, and Affective Computing (AC) –, presents, as its main research problem, the aim of reaching such objectives. Constructivist psychogenetics, theoretical foundation for the examination of affective aspects involved in learning processes, is responsible for the interactionist epistemological conception of the ROODA VLE, the application environment for the research. The affective dimension is examined under the cognitive perspective associated to the appraisal theory, mainly regarding Scherer’s model, which aims to distinguish the different affective phenomena. Concerning AC, area that comprises studies developed in order to infer, assess, and take decisions about the student’s affective-cognitive status, two aspects are considered. On the one hand, the analysis of how the interaction of the student with the system is processed was carried out, based on signals obtained from the observable behavior in the environment. On the other hand, it was analyzed how to proceed when recognizing the subjectivity from textual materials. AC experimental projects have evidenced how much, in the cognitive sphere, the recognition of affectivity assumes new forms. The study hypothesis that a student’s mood state can be recognized in a VLE by means of a computing model that inter-relates personality and behavior factors could be confirmed, and for this purpose a Bayesian network technique was used. The option for the affective phenomena mood state, based on the literature review, is justified by the fact that it is one of the most representative affective aspects in the educational environment. With this regard, two types of mood states are considered: being interested and being satisfied. Wheel of Afffective States is the space of representation for the mapping of both types. Considering the interdisciplinarity of the research, and with the purpose of identifying the mood states in the students' interactions in a VLE, a new functionality for the ROODA VLE, called ROODAafeto was developed. Identifying mood states in VLE means to amplify the possibility of teacher-student communication so that affective aspects are also considered besides cognitive aspects. In short, the use of this functionality aims to provide means to obtain information associated with the student’s affective experience, mainly in relation to non-presential education. / Esta tesis presenta mecanismos computacionales diseñados para reconocer e inferir los estados de ánimo de los estudiantes en la interacción en un entorno virtual de aprendizaje (AVA). La investigación, basada en estudio interdisciplinar - Educación, Psicología Cognitiva y Computación Afectiva (CA) - presenta, como problema central, de qué modo alcanzar estos objetivos. La Psicogenética Constructivista, base teórica que se basa en el examen de los aspectos afectivos implicados en los procesos de aprendizaje, responde por la concepción epistemológica interaccionista de AVA ROODA, ambiente de ejecución de la investigación. La dimensión afectiva es examinada desde la perspectiva cognitivista asociada con la teoría de appraisal, en particular en lo que respecta al modelo de Scherer, que tiene por finalidad distinguir los diferentes fenómenos afectivos. Desde el punto de vista de la CA, la zona en torno a los cuales se han desarrollado estudios que buscan inferir, evaluar y tomar decisiones acerca del estado cognitivo-afectivo del alumno, se consideran dos aspectos. Por un lado, el análisis de cómo se procesa la interacción del alumno con el sistema en función de las señales obtenidas del comportamiento observado en el ambiente. Por otra parte, como proceder al reconocimiento de la subjetividad desde los materiales textuales. Proyectos experimentales en CA han confirmando cuanto, en la magnitud cognitiva, el reconocimiento de la afectividad asume nuevos contornos. La hipótesis del estudio, en la que los estados de ánimo de un alumno puede ser reconocida en AVA mediante un modelo computacional que interrelacione factores de la personalidad y del comportamiento, se pudo confirmar, para tanto concurriendo el empleo de la técnica de redes bayesianas. La elección por el fenómeno afectivo estado de ánimo, embasada en la revisión de la literatura, se justifica por constituir uno de los aspectos afectivos más representativos en el entorno escolar, por lo que respecta considerar dos clases de estados de ánimo: animación y satisfacción. El Círculo de los Estados Afectivos es el espacio de representación para el mapeo de ambas clases. Teniendo en cuenta la interdisciplinariedad de la investigación, y el objetivo de identificar los estados de ánimo en las interacciones de los alumnos en AVA, se construyo una nueva funcionalidad para AVA ROODA, llamada ROODAafeto. Identificar los estados de ánimo en AVA significa una ampliación del rango de comunicación profesor-alumno, de modo que no sólo los aspectos cognitivos, sino también los afectivos se tienen en cuenta. En resumen, por medio de esta funcionalidad, se intenta proporcionar los medios, a partir de los cuales sea posible obtener información relacionada con la experiencia afectiva de los alumnos, especialmente en relación con la enseñanza no presencial.

Esta tese tem como objeto de estudo os mecanismos de reputação em comunidades virtuais de aprendizagem implementadas através de redes de compartilhamento Peer-to-Peer. Os sistemas de reputação, modelados através da TIS de Piaget e dos conceitos de comunidade e sociedade apresentados por Ferdinand Tonnies consistem na contribuição desta tese e visam a eficiente implantação de Comunidades Virtuais de Aprendizagem através de Peer-to-Peer. A implementação de Comunidades Virtuais de Aprendizagem através de redes de compartilhamento Peer-to-Peer apresenta diversos aspectos a serem observados. Podemos considerar como fator positivo a popularização do conceito pelo compartilhamento de materiais na Internet, com o aumento do numero de usuários de softwares como o e-mule e o kazaa. Como limitante, temos principalmente a dificuldade de identificação de relevância dos materiais disponibilizados em relação ao contexto de aprendizagem que se pretende estabelecer. Considerando que a identificação de origem e relevância é uma condição indispensável à constituição de Comunidade Virtuais de Aprendizagem, faz-se necessário estabelecer mecanismos de reputação que contemplem tais questões. O conceito de valor, o estabelecimento de critérios de avaliação para os objetos disponibilizados, bem como de classificação dos agentes componentes da comunidade são objetos de estudo da presente tese. Este trabalho situa-se, então, na área de intersecção da Ciência da Computação com as Ciências da Educação e Sociologia. Na área das Ciências da Educação temos o aporte da Teoria de Interação Social de Piaget, da Sociologia buscamos apoio em Tonnies e, visando suportar a comunidade virtual a ser modelada, buscamos o aporte da Ciência da Computação no que diz respeito as redes peer-to-peer. / The main focus of this dissertation is on the reputation mechanisms of virtual learning communities implemented as peer-to-peer content sharing networks. The reputation systems modeled according to the Social Interaction Theory of Piaget and to the concepts of community and society introduced by Ferdinand Tonnies are the main contributions of the present study. The idea is to reach an effective deployment of virtual learning communities through peer-to-peer networks. The implementation of peer-to-peer networks in virtual communities raises several issues that should be noticed. The popularization of this concept due to the increase of content sharing by means of software such as e-mule and kazaa may be considered positive, but there are also limiting factors, as how to identify which material would be relevant for the content in question. Considering that the identification of origin and relevance is a key condition to the constitution of virtual learning communities, it is necessary to establish reputation mechanisms that approach such questions. The concept of value, the establishment of evaluation criteria for objects available, as well as the classification of agents that constitute the community are objects of study of this dissertation. This work takes place in an intersection area among Computer Science, Education and Sociology. The Social Interaction Theory, by Piaget, supports the Education area, Tonnies provides the support for the Sociology issues and, from Computer Science we take the support for the peer-to-peer networks approach.

Nesta tese, foi desenvolvida uma investigação, utilizando, principalmente, atividades digitais relacionadas com a aprendizagem dos conceitos de proporcionalidade. A base para analisar as construções conceituais dos alunos é a Teoria dos Campos Conceituais, de Gerard Vergnaud. Esta teoria é considerada cognitivista e busca compreender os processos de conceitualização, situando e estudando as filiações e rupturas entre conhecimentos do ponto de vista de seu conteúdo conceitual. Além disso, esta teoria trabalha com a noção de conhecimento a partir das habilidades e informações expressas pelas crianças e adolescentes. Para garantir uma maior abrangência de situações envolvendo o campo conceitual das estruturas multiplicativas e da proporcionalidade, selecionou-se os softwares Régua e Compasso, planilha eletrônica, geoplano, dois objetos de aprendizagem criados pelo grupo de pesquisa RIVED/UNIFRA, um vídeo “Matemática na Vida: Razão e Proporção”, do portal Domínio Público e objetos materiais como maquetes, molas, moedas, folhas de papel. Para o acompanhamento das aulas e permitir a socialização e a interação por meio de comentários, foi criado um Blog no Wordpress. A metodologia escolhida foi a Engenharia Didática, que valoriza as relações de dependência entre a dimensão teórica e a prática da pesquisa. Os sujeitos da pesquisa foram alunos da oitava série de uma escola municipal, situada na zona rural do município de Silveira Martins, RS. Os resultados demonstram potenciais contribuições das atividades digitais para o desenvolvimento das estruturas multiplicativas e da proporcionalidade. Verificou-se que as duplas de alunos conseguiram maior coerência no uso de modelos explicativos em diferentes situações, interpretando as situações e resolvendo-as de forma a explicitar seus conhecimentos, utilizando a linguagem natural ou simbólica e estabelecendo relações com as novas situações a vencer. Nesse sentido, os teoremas em ação e os conceitos em ação se tornaram mais claros, atingindo um novo patamar, em que os conceitos espontâneos evoluíram para conceitos científicos. Há de se destacar que o professor tem um papel importante no planejamento, na escolha das atividades e no nível de profundidade abordado, devendo levar em conta o desenvolvimento cognitivo dos sujeitos, pois isto é um fator que poderá motivar ou não o aluno a “aprender a aprender”, ou seja, a querer ser o autor do seu próprio processo de construção de conhecimento. / In this thesis, it was developed a research, using mainly digital activities related to learning the concepts of proportionality. The basis for analyzing the conceptual constructions of the students is the Theory of Conceptual Fields, Gerard Vergnaud. This theory is considered cognitive and seeks to understand the processes of conceptualization, standing and studying the breaks between affiliations and knowledge in terms of its conceptual content. Moreover, this theory works with the notion of knowledge from the skills and information expressed by children and teenagers. To ensure a wider range of situations involving such concepts of mul-tiplicative structures and proportionality, we selected the software ruler and compass, spread-sheet, geoplano, two learning objects created by the research group RIVED / UNIFRA, a video "MATEMÁTICA NA VIDA: RAZÃO E PROPORÇÃO", Domínio Público gateway material objects as models, springs, coins, pieces of paper. In monitoring the lessons and allow socialization and interaction through comments, it was created a blog on Wordpress. The method chosen was the Engineering Curriculum, which values the relations of dependence between the size of the theoretical and practical research. The subjects of the research were eighth graders students in a school hall, located in the rural area of Silveira Martins, RS. The results demonstrate the potential contributions of digital activities for the development of multiplicative structures and proportionality. It was found that pairs of students achieved greater consistency in the use of explanatory models in different situations. In this way, the theorems in action and the concepts in action became clearer, reaching a new level, where the spontaneous concepts to evolved to scientific concepts, getting interpret situations and resolve them in order to clarify their knowledge, using the natural or symbolic language and establishing relationships with new situations to win. It must be noted that the teacher has an important role in planning, choice of activities and level of depth addressed, should take into account the cognitive development of individuals, as this is one factor that may or may not motivate stu-dents to learn to learn, in other words, wanting to be the author of their own process of knowledge construction.