Made available in DSpace on 2016-04-27T14:31:55Z (GMT). No. of bitstreams: 1 CED - Patricia Torres.pdf: 414707 bytes, checksum: b26f590fda887597642603b06b399fab (MD5) Previous issue date: 2006-10-27 / There is a consensus in acknowledgement that traditional human resource model for education in the health field is one of the factors that impedes the attainment of the objectives of SUS (Sistema Único de Saúde the Brazilian Public Health System). Because of this, new education and professional qualification processes begin to appear, with the necessity for viability strategies to inform and mobilize those who need to be involved in the implementation of the changes, beginning with critical reflection. This paper is a circumstantiated and a analysis of an exploratory experiment and construction of new curriculum structures. The objective is to widen the debate over human resource development in the health field through the description, analysis and reflection on the curriculum and learning model used by EPISUS ((Programa de Treinamento em Epidemiologia Aplicada aos Serviços do Sistema Único de Saúde SUS Traning Program) bringing out the acknowledgement and systematization of concepts involved in the proposed program. This paper was written on the basis of document research, direct observation of focus groups and student and graduate questionnaires. The conclusions indicate that it is possible to base the development of health field professionals on a paradigm built around the following aspects, demonstrated as characteristics of the EPISUS proposal by the study. - emancipation of the education process; - acknowledgement of the dynamic of service contexts; - incorporation of experience in the education process; - recognition of the workplace as a learning environment; - incorporation of basic skills in curriculum design. The data show the importance of the construction of an educational process intentionally designed to produce transforming agents by EPISUS; conferring on them the due importance of the role of these professionals in widening the scope of vigilance in the health field, taking as reference people and population needs, the local management and social control in health. / Há um amplo consenso no reconhecimento de que o modelo tradicional de formação de recursos humanos em saúde é um dos fatores que comprometem o alcance dos objetivos do SUS (Sistema Único de Saúde). Com isso, novos processos de formação e qualificação profissional começam a surgir, sendo necessária para sua viabilização estratégias no sentido de sensibilizar e mobilizar todos os que necessitam envolver-se na construção da mudança, partindo de uma reflexão crítica. O presente trabalho é uma descrição circunstanciada e uma análise apurada sobre uma experiência de exploração e construção de novas estruturas para o currículo. O objetivo é ampliar o debate sobre a formação de recursos humanos em saúde, através da descrição, análise e reflexão em torno do currículo e do modelo de aprendizagem em serviço do EPISUS (Programa de Treinamento em Epidemiologia Aplicada aos Serviços do Sistema Único de Saúde), buscando o reconhecimento e a sistematização dos conceitos envolvidos na proposta do programa. Este estudo foi realizado por meio de pesquisa documental, observação direta de grupos focais e de questionários junto aos alunos e egressos do programa. As conclusões indicam que é possível fundamentar a formação de profissionais de saúde num paradigma voltado para os seguintes aspectos, apontados pelo estudo como característicos da proposta do EPISUS: - emancipação do processo educativo; - reconhecimento da dinâmica própria do contexto dos serviços; - incorporação da experiência no processo formativo; - reconhecimento do ambiente de trabalho como cenário de aprendizagem; - incorporação de competências básicas no desenho curricular. Ainda assim, os dados remetem à importância de que o EPISUS construa uma proposta pedagógica voltada intencionalmente para a formação de agentes transformadores, conferindo a devida importância ao papel desses profissionais na ampliação do objeto e ação da vigilância em saúde, tomando como referência as necessidades das pessoas e das populações, a gestão setorial e o controle social em saúde.

A modalidade de Educação a Distância (EAD) ocupa atualmente um lugar importante no desenvolvimento e expansão da Educação no Brasil. A EAD a partir de novas tecnologias, teve um grande impulso, principalmente aquela que envolve a rede Internet. O uso das tecnologias digitais em espaços educativos permitiu que a comunicação, interação, armazenamento e distribuição de conteúdos para o processo educativo, fossem realizados de maneira mais eficiente. Em meio à diversidade de mídias e tecnologias na atualidade, a IPTV surge como uma nova proposta, um veículo de comunicação interativo que possibilita novas perspectivas para a modalidade de EAD. Neste contexto, a IPTV torna-se fundamental, pois possibilita através de seu alto índice de interatividade e qualidade na entrega de conteúdos síncronos e assíncronos oferecer uma gama cada vez maior de opções para seus usuários. O presente trabalho tem como objetivo apresentar elementos visando o uso da IPTV como modalidade de Educação no sistema a distância, para a entrega de conteúdos no Ensino de Engenharia, buscando reduzir as distâncias no processo de ensino-aprendizagem. Dessa forma, são apresentados os benefícios da integração da IPTV e a Educação em Engenharia, dentro de uma estratégia de Educação a Distância na IPTV. / Distance Education (DE) plays an important role nowadays on the development and expansion of education in Brazil. Due to new technologies, DE had a great propulsion, mainly on those which involve the Internet. The use of digital technologies in educational spaces allowed that communication, interaction, storage and distribution of content became more efficient. In between the diversity of medias and technologies, IPTV arises as a new proposal; an interactive communication tool which enables new perspectives for DE. In this context, IPTV is paramount, since its high rates of interaction and synchronous and asynchronous content delivery quality enables a great range of options for its users. This work aims at presenting elements of IPTV use as a modality of DE in the content delivering for Engineering Teaching and Learning, focusing the reduction of distances in the teaching and learning process. Thus, it is presented benefits of the integration between IPTV and Engineering Education through a strategy of DE in IPTV.

Esta tese objetiva descrever a constituição e o papel de unidades fraseológicas presentes em tutoriais de ambientes virtuais de aprendizagem da Educação a Distância (EAD). O surgimento do ensino-aprendizagem mediado por ambientes virtuais de aprendizagem na internet foi um marco para o domínio da EAD, em que pese a mudança conceitual de sua terminologia. Desse modo, percebeu-se que, a partir da inclusão do computador e da internet, a EAD passou a criar, a adaptar e a tomar de empréstimo termos e fraseologias específicas de áreas correlatas, principalmente da informática. A pesquisa se apoia nos fundamentos teóricos da Teoria de Valências, especialmente na classificação sintático-semântica dos verbos proposta por Borba (1996), bem como na Fraseologia Especializada, considerando a denominação de Cabré, Estopà e Lorente (1996) e as concepções de Gouadec (1994), Desmet (2002) e Bevilacqua (2004). Partiu-se do entendimento basilar que as unidades fraseológicas especializadas correspondem aos modos de expressão essenciais de uma dada área de especialidade, visto que têm a função de transmitir conhecimento especializado. O corpus da pesquisa é constituído de tutoriais de ambientes virtuais de aprendizagem. Cumpre salientar que estes textos objetivam primordialmente a instrumentalização de professores, tutores e alunos para a utilização de um sistema informatizado baseado em conceitos da EAD. Executou-se a análise do corpus com o auxílio da ferramenta AntConc 3.2.3w, a fim de identificar e descrever os padrões lexicais, gramaticais e linguísticos dos dados. Em seguida, as informações foram armazenadas em fichas elaboradas em uma base de dados construída no programa Microsoft Access 2010. Mediante o desenvolvimento da investigação, pôde-se definir as unidades fraseológicas presentes em tutoriais como operacionais-pedagógicas, considerando as ações e procedimentos que elas expressam. Através desse resultado, foi possível estabelecer subcategorias para essas unidades fraseológicas especializadas, segundo seu grau de importância no ambiente virtual e sua utilização pelos usuários, o que possibilitou à proposição de um sistema classificatório. / This thesis aims at describing the composition and the role of phraseological units found in virtual environment tutorials of Distance Education (DE) courses. The emergence of education mediated by virtual learning environments on the Internet was a milestone for the DE field, in spite of the conceptual change of its terminology. Therefore, the widespread of computers and the Internet facilitated the expansion of DE and gave rise to the creation, adaptation and borrowing of specific terms and phraseologies from related areas, especially informatics. This research is grounded on the theoretical assumptions of the Valency Theory, and mostly the syntactic-semantic classification of verbs proposed by Borba (1996), as well as on Specialized Phraseology, considering the denomination found in Cabré, Estopà and Lorente (1996) and the concepts found in Gouadec (1994), Desmet (2002) and Bevilacqua (2004). The understanding that specialized phraseological units correspond to the essential modes of expression of a given specialty area was the point of departure for this study, as these units play an important role in transmitting expert knowledge. The corpus used for this research is comprised by tutorials found virtual learning environments. It is also relevant to note that the texts are primarily directed to the instrumentalization of professors, tutors and students for the utilization of a computerized system based on DE concepts. In order to identify and describe the lexical, grammatical and linguistic patterns found in the data, the corpus was analyzed with the aid of a tool called AntConc 3.2.3w. Afterwards, the data was stored in files in a database built using Microsoft Access 2010. By considering the actions and procedures which are expressed by the phraseological units present in the tutorials, the ones classified as operational-pedagogical were defined. Through this result, it was possible to establish subcategories for these specialized phraseological units according to their level of importance in the virtual environment and its utilization by the users, which, in turn, made it possible to propose a classification system. / El objetivo principal de esta tesis es describir la formación y el papel de las unidades fraseológicas presentes en los tutoriales de los ambientes virtuales de aprendizaje de la Educación a Distancia (ED). El surgimiento de la enseñanza – aprendizaje mediada a través de ambientes virtuales de aprendizaje en Internet constituyó un hito de la Educación a Distancia, a pesar del cambio conceptual de su terminología. Así, se observó que, a partir de la inclusión del computador e Internet, la ED comenzó a crear, adaptar y tomar prestados términos y unidades fraseológicas específicas de dominios afines, especialmente del dominio de la informática. Esta investigación se enmarca en los fundamentos de la Teoría de las Valencias, específicamente en la clasificación sintáctico-semántica de los verbos propuesta por Borba (1996), así como la Fraseología Especializada planteada por Cabré, Estopà y Lorente (1996) y los estudios realizados por Gouadec (1994), Desmet (2002) y Bevilacqua (2004). Esta investigación parte de la base de que las unidades fraseológicas especializadas corresponden a modos de expresión específicos de un dominio de especialidad, debido a que tienen la función de transmitir conocimiento especializado. Para llevar a cabo esta investigación, se recopiló un corpus de tutoriales de ambientes virtuales de aprendizaje. Cabe resaltar que los textos que conforman el corpus cumplen con el objetivo de instruir a profesores, tutores y estudiantes para utilizar un sistema informatizado basado en conceptos de la ED. El análisis del corpus se realizó con la ayuda de la herramienta AntConc 3.2.3w, con el fin de identificar y describir los patrones lexicales, gramaticales y lingüísticos de los datos, los cuales se organizaron en una base de datos elaborada con el programa Microsoft Access 2010. El desarrollo de la investigación permitió definir las unidades fraseológicas presentes en los tutoriales como operaciones pedagógicas, teniendo en cuenta las acciones y procedimientos que dichas unidades expresan. A partir de este resultado se establecieron subcategorías para las unidades fraseológicas especializadas, de acuerdo con su grado de importancia en el entorno virtual y su utilización por parte de los usuarios, lo cual permitió la propuesta de un sistema de clasificación.

Made available in DSpace on 2015-04-16T15:23:51Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2133762 bytes, checksum: b34b752ed47f3b9821ca96154f10e962 (MD5) Previous issue date: 2011-04-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Assumes that the use of Collaborative Learning Environments (CLE), along with the educational practices and methods that encourage collaboration, can act as mechanisms that contribute to educational improvement of education in courses of Higher Education Institutions (HEI). The research investigates the use of Moodle promotes a collaborative learning in the discipline of Economics Introduction to Economics course for UFPB / Campus I. And aims to verify how the information resources are developed in the learning process, identifying the procedures of the Information Management (IM), and investigate the conditions of teaching and learning offered in Moodle to encourage students to construct knowledge collaboratively, identifying the procedures of knowledge management (KM) in the discipline exercised. To do that, as theoretical concepts of Information Science (IS), Education, Information and Communication Technology (ICT), Information, Knowledge, Collaboration, Collaborative Learning, CLE, GI and CG, to provide the necessary basis the study to achieve their goals. It adopts a qualitative approach is an exploratory, analytical method and case study as methodological tools to guide the search. Elect to interview, systematic observation and semi-structured questionnaire to collect tools and analysis and data. The results show that the use of Moodle promoted the construction of knowledge in a collaborative manner among students of introductory economics course, however differently, since not all cases of GI and CG, needed to provide the opportunity for development of learning collaborative were dealt with as stated by the theories advocated by the research. The situations of collaborative learning among students were not carried out continuously in the discipline. The analysis of participation of students in the tools, forums, quizzes, resources and tasks, show hypothetically possible problems related to motivation and attitude of students in relation to the use of Moodle. We stress the need to promote actions that allow a means for students to understand the benefits of using Moodle and realize that learning collaboratively, beyond the barriers of an individualized learning, for suggesting the exchange, transfer, and gain knowledge among all participants. Finally, it suggests new prospects for the involvement of CI in CLE, emphasizing their social responsibility to promote information and knowledge to citizens, even education as a field for that goal. / Presume que a utilização de Ambientes Colaborativos de Aprendizagem (ACA), juntamente com a utilização de práticas educacionais e métodos que estimulem a colaboração, podem atuar como mecanismos capazes de contribuir para a melhoria educacional do ensino dos cursos presenciais de Instituições de Ensino Superior (IES). A pesquisa investiga como a utilização da plataforma Moodle promove a aprendizagem de forma colaborativa na disciplina Introdução à Economia do curso presencial de Ciências Econômicas da UFPB/Campus I. E tem como objetivos verificar como os recursos informacionais são desenvolvidos no processo de aprendizagem, identificando quais os procedimentos da Gestão da Informação (GI), e investigar as condições de ensino-aprendizagem proporcionadas no Moodle para estimular os alunos a construírem conhecimento de forma colaborativa, identificando quais os procedimentos da Gestão do Conhecimento (GC) exercidos na disciplina. Para tanto, adota-se como referencial teórico os conceitos da Ciência da Informação (CI), Educação, Tecnologias da Informação e Comunicação (TIC), Informação, Conhecimento, Colaboração, Aprendizagem Colaborativa, ACA, GI e GC, para dar o embasamento necessário ao estudo visando alcançar os objetivos propostos. Adota-se a abordagem qualitativa do tipo exploratório-analítico e o método do estudo de caso como recursos metodológicos para direcionar a pesquisa. Elegem-se a entrevista, a observação sistemática e o questionário semiestruturado como instrumentos de coleta e análise e dados. Os resultados mostram que a utilização do Moodle promoveu a construção de conhecimentos de forma colaborativa entre os alunos da disciplina Introdução à Economia, no entanto de maneira diferenciada, visto que, nem todos os processos de GI e GC, necessários para oportunizar o desenvolvimento da aprendizagem colaborativa, foram contemplados conforme postulam as teorias defendidas pela pesquisa. As situações colaborativas de aprendizagem entre os alunos não foram realizadas de forma contínua na disciplina. A análise das participações dos alunos nas ferramentas fóruns, questionários, recursos e tarefas, mostram de forma hipotética, possíveis problemas relacionados à motivação e a postura dos alunos frente à utilização do Moodle. Ressalta-se a necessidade de promover ações que possibilitem meios para que os alunos entendam os benefícios da utilização do Moodle e percebam que aprender de forma colaborativa, ultrapassa as barreiras de uma aprendizagem individualizada, por sugerir a troca, o repasse, e o ganho de conhecimento entre todos os participantes. Por fim, ela sugere novas perspectivas de atuação da CI em ACA, enfatizando a sua responsabilidade social em promover a informação e o conhecimento para os cidadãos, admitindo a Educação como um campo de atuação para tal meta.

Text in Afrikaans / Practical research has shown that children experiencing learning restraints may suffer from high stress levels. These children encounter difficulty adapting to normal scholastic challenges and their performance often appear marginalised. The objective of this study is to explore the phenomenon of stress experienced by three eleven year old learners with learning restraints in the intermediate phase. The literature study on this topic has shown that learning restraints not only affect a child scholastically, but in his entire being. Based on this understanding, learning restraints may cause stress due to habitual underachievement in the learning environment. These learners might not necessarily have extremely poor cognitive abilities, but perceive themselves as incompetent or "dumb". In the empirical study, projection techniques were mainly utilised to determine stress levels experienced by learning restrained learners, from their internal frame of reference. From these findings, certain recommendations are proposed for psychotherapy. / Educational Studies / M. Ed. (Guidance and Counseling)

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts. / Teacher Education / D. Ed. (Didactics)

This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research. / Mathematics Education / M. Ed. (Mathematical Education)

Text in English / The purpose of this study, was to identify and describe factors, which facilitate or impede learning in clinical learning settings. The study adopted an exploratory descriptive approach, incorporating both quantitative and qualitative designs. Data collection tool, comprised of two sections: Section 1 focused on demographic characteristics. While section 2 addressed study variables of clinical setting, staffing, patient care/ practice standards, nurse manager's commitment and interpersonal relationships. The last section had two parts; part 1 being close ended Likert type scale ranging from strongly agree to strongly disagree. Part 2, was open ended, and solicited respondents' feelings opinions and experiences on factors they perceived to facilitate or impede clinical learning. The findings indicate that the majority of settings studied did not provide adequate factors to facilitate clinical learning. Factors such as availability of learning experiences, acceptable unit organization, space and resource availability, and accessibility to students, adequate staffing with qualified staff who actively participate in teaching, appropriate and quality patient care role modelled, lecturer availability and involvement in clinical teaching, team building and inclusion of students in the team, committed nurse managers involved in students' learning, conducive relationships among staff, students and patients, comfort relationships, advocacy and creating conducive relationship by the nurse manager, were identified as necessary for learning. These factors however, were found to be either lacking, inadequate or inaccessible to students. Findings were based on data from a quota sample of 202 participants proportionately drawn from students, nurse managers and nurse lecturers. The study made recommendations to improve and enhance the conduciveness of clinical practice settings used for learning in Botswana. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

This study was motivated by a desire to address the challenges of introductory programming courses. Ethiopian universities teach such courses in large classes (80+ students) and students complain about the difficulty of the courses and teaching variation of instructors. The study was set to explore optimum course and learning environment design approaches. The research question raised was: how can a blended learning approach be used to improve large class teaching of programming? In an action design research approach, the study was initiated with redesigning two consecutive courses and a supportive blended learning environment on the basis of existing learning theories and educational design frameworks. Two cycles of action research were conducted for a dual goal of refinement and evaluation of the intervention. The action research was conducted during the 2012/13 academic year with 240 students at the beginning. A predominantly quantitative first cycle of action research produced a mixed outcome. The students’ marks from assessment activities were fairly close to results from two other international universities. A pre- and post-implementation survey of students’ approach to learning showed a slight class level change towards the deep learning approach. Conversely, some students were found at-risk (not progressing well) and certain technologies, particularly program visualisation tools, were found underutilised. The second action research cycle aimed to explain the result from the first round. A grounded action research evaluation of data from focus group discussions, interviews and participants’ memos identified plausible factors for meaningful programming learning in a large class. These factors were use of collaborative and pair programming; alignment of learning and assignment activities; integrated use of e-learning; and use of large class strategies like student mentors and team teaching. A critical realist interpretation of the result of the action research suggested that students can learn programming in large classes, 200+ in this study, with a course and learning environment design that keeps them engaged in learning and assessment activities. The study concludes that improved learning of programming can be possible with the use of students as mentors and changed role-dynamics of instructors, which presupposes adaptation of suitable pedagogical approaches and use of technologies. / School of Computing / D. Litt. et Phil. (Information Systems)

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)