Bildungsnetzwerke werden oft per se für bedeutsam erklärt, ohne ihren konkreten Nutzen zu hinterfragen. Letzteres ist auch schwierig, denn langfristige Wirkungen auf den Bildungserfolg einzelner sind kaum zu messen. Untersuchen kann man allerdings, wie sich neu angestoßene Netzwerke auf soziale und technische Interaktionsprozesse von Lernenden auswirken. Diese reflexive Betrachtung von Netzwerken ist besonders dann notwendig, wenn sie sich nicht informell gründen, sondern in formalen Bildungskontexten wie der akademischen Lehre didaktisch geplant sind, um Kooperations- und Reflexionsfähigkeiten von Studierenden gezielt zu fördern. Dieser Beitrag thematisiert, wie sich ein Bildungsnetzwerk aufgrund eines didaktischen Arrangements der Universitäten Augsburg und Mainz temporär konstituiert hat. Aus theoretisch-konzeptioneller und empirisch-praktischer Perspektive wird diskutiert, welche Herausforderungen die Gestaltung eines Studierens unter vernetzten Bedingungen für alle Beteiligten mit sich bringt.

Thesis (MDistance Ed) -- University of South Australia

Bildungsnetzwerke werden oft per se für bedeutsam erklärt, ohne ihren konkreten Nutzen zu hinterfragen. Letzteres ist auch schwierig, denn langfristige Wirkungen auf den Bildungserfolg einzelner sind kaum zu messen. Untersuchen kann man allerdings, wie sich neu angestoßene Netzwerke auf soziale und technische Interaktionsprozesse von Lernenden auswirken. Diese reflexive Betrachtung von Netzwerken ist besonders dann notwendig, wenn sie sich nicht informell gründen, sondern in formalen Bildungskontexten wie der akademischen Lehre didaktisch geplant sind, um Kooperations- und Reflexionsfähigkeiten von Studierenden gezielt zu fördern. Dieser Beitrag thematisiert, wie sich ein Bildungsnetzwerk aufgrund eines didaktischen Arrangements der Universitäten Augsburg und Mainz temporär konstituiert hat. Aus theoretisch-konzeptioneller und empirisch-praktischer Perspektive wird diskutiert, welche Herausforderungen die Gestaltung eines Studierens unter vernetzten Bedingungen für alle Beteiligten mit sich bringt.

Orientador: Pedro Ganzeli / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T06:56:13Z (GMT). No. of bitstreams: 1 Ortigara_Claudino_D.pdf: 2744154 bytes, checksum: 0419d3e6b63e5003eede66316063ef8c (MD5) Previous issue date: 2012 / Resumo: Realizamos neste trabalho uma análise da implementação de políticas para educação profissional alicerçadas em princípios e fundamentos de formação integral, com a possibilidade de superar a dualidade estrutural que historicamente permeia a relação existente entre a formação geral e a formação para o trabalho. Analisamos a conformação das políticas implementadas no período do governo Luiz Inácio Lula da Silva (2003 a 2010), tendo como fio condutor a perspectiva dos mecanismos de regulação, com destaque para o conjunto de influências que atuam no processo de formulação e implementação de políticas, culminado na produção de ordenamentos normativos que representam um dos aspectos da relação entre o Estado e a sociedade. Tivemos como objetivo analisar como as escolas da rede federal de educação profissional e tecnológica, a partir desses ordenamentos normativos, elaboraram e executaram seus projetos pedagógicos, tendo em vista a relação entre o ensino propedêutico e o ensino técnico de nível médio. O percurso metodológico da pesquisa consiste numa abordagem qualitativa na qual foram utilizados três procedimentos básicos na coleta de dados: revisão bibliográfica, análise documental e entrevistas do tipo semi estruturadas, realizadas em dois estudos de caso em instituições da Rede Federal. Os resultados mostraram o ensino integrado em processo de construção e apontaram para redução dessa dualidade, mas ainda limitado na sua capacidade de proporcionar as condições de exercício da plena cidadania. / Abstract: We accomplished in this work an analysis of implantation of education professional politics based in rudiment and fundamental of integral education, with the possibility to overcome the structural duality that historically permeate the relationship between general education and education for work. We parsed the form of politics deployed at the period of Luiz Inácio Lula da Silva's government (2003 to 2010), and had like linkage the perspective of the mechanism of regulation, with highlight for the influence's kit that act of the process of formulation and implementation of politics, culminated of production of normative orders that represent one of the relationship's aspect between State and society. Our goal was to analyze how federal system schools of professional and technological education, from this normative orders, elaborated and performed their pedagogic plan, with stress the relationship between the initial teaching and technical teaching of secondary school. The methodological course of the research consist in a qualitative approaching where was used three basics procedures at the data collection: bibliographic review, documental review and semistructured interviews, accomplished in two case studies in Federal System institutions. The results showed the integrated system in building process and showed for the reduction of this duality, but still limited in your capacity to provide the conditions for the exercise of full citizenship. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutor em Educação

Even if all the technical security solutions appropriate for an organisation’s network are implemented, for example, firewalls, antivirus programs and encryption, if the human factor is neglected then these technical security solutions will serve no purpose. The greatest challenge to network security is probably not the technological solutions that organisations invest in, but the human factor (non-technical solutions), which most organisations neglect. The human factor is often ignored even though humans are the most important resources of organisations and perform all the physical tasks, configure and manage equipment, enter data, manage people and operate the systems and networks. The same people that manage and operate networks and systems have vulnerabilities. They are not perfect and there will always be an element of mistake-making or error. In other words, humans make mistakes that could result in security vulnerabilities, and the exploitation of these vulnerabilities could in turn result in network security breaches. Human vulnerabilities are driven by many factors including insufficient security education, training and awareness, a lack of security policies and procedures in the organisation, a limited attention span and negligence. Network security may thus be compromised by this human vulnerability. In the context of this dissertation, both physical and technological controls should be implemented to ensure the security of the SANReN network. However, if the human factors are not adequately addressed, the network would become vulnerable to risks posed by the human factor which could threaten the security of the network. Accordingly, the primary research objective of this study is to formulate guidelines that address the information security related human factors in the rolling out and continued management of the SANReN network. An analysis of existing policies and procedures governing the SANReN network was conducted and it was determined that there are currently no guidelines addressing the human factor in the SANReN beneficiary institutions. Therefore, the aim of this study is to provide the guidelines for addressing the human factor threats in the SANReN beneficiary institutions.

This study examined the uses of computer-mediated communication (CMC) by educators in selected public schools. It used Rogers' Diffusion of Innovation Theory as the underpinnings of the study. CMC refers to any exchange of information that involves the use of computers for communication between individuals or individuals and a machine. This study was an exploration of difficulties users confront, what services they access, and the tasks they accomplish when using CMC. It investigated the factors that affect the use of CMC. The sample population was drawn from registered users on TENET, the Texas Education Network as of December 1997. The educators were described with frequency and percentages analyzing the demographic data. For the research, eight indices were selected to test how strongly these user and environmental attributes were associated with the use of CMC. These variables were (1) education, (2) position, (3) place of employment, (4) geographic location, (5) district size, (6) organization vitality, (7) adopter resources, and (8) instrumentality Two dependent variables were used to test for usage: (1) depth or frequency of CMC usage and amount of time spent online and (2) breadth or variety of Internet utilities used. Additionally, the users' perception of network benefits was measured. Network benefits were correlated with social interaction and perception of CMC to investigate what tasks educators were accomplishing with CMC. Correlations, SEQ CHAPTER h r 1 crosstabulations, and ANOVAs were used to analysis the data for testing the four hypotheses. The major findings of the study, based on the hypotheses tested, were that the socioeconomic variables of education and position influenced the use of CMC. A significant finding is that teachers used e-mail and for Internet resources less frequently than those in other positions. An interesting finding was that frequency of use was more significant for usage than amount of time spent online. This implied that an accessible computer and network connection was more important than the amount of time available to use it. There was little evidence that place of employment, geographic location, or school district size influenced differences in use or nonuse of CMC features. Significant findings for Organization Vitality suggest that a school could contribute to usage by educators when computers and network connections that were close, convenient, and accessible. The Individual Resources of importance for usage were years of experience and confidence with computers and Internet usage. The heavy uses of CMC for communication attested to the importance of CMC in reducing practitioner isolation for many educators. Communication, professional development, work productivity, and professional information seeking showed significant relationships with network benefits and perceived CMC attributes. CMC is a pervasive communication technology that continues to expand in all areas of society. For educators and education it is a venue promising great rewards.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in the field of ICT Policy and Regulation / The research report examined the value brought by NRENs, by investigating the utilization of the South African National Research Network (SANReN) at the University of the Witwatersrand (Wits). It explored the SANReN as the main international bandwidth service for the university and assessed how the university is able to efficiently provide a range of e-services in scientific research through the NREN. Wits scientists engaged in data intensive research and international research collaboration shared the view that the SANReN infrastructure is critical to such work, however due to infrastructure limitations at university level, it is sometimes difficult to maximize the value of this dedicated network, where data storage capacity is low. A wide range of e-services, such as grid computing, use SANReN, but are limited by international bandwidth. A further problem is the high cost of international bandwidth, particularly as the demand for bandwidth increases with the amount of data required in scientific research. The biggest challenge is the growth of demand and the ability to meet this demand. As scientific research relies on real time data, but experiences problems with data storage, advanced data infrastructure is needed in the form of a medium sized data centre, which would be used for storing and transferring large data sets and terabytes of data in and out of the country. In conclusion, although SANReN makes it possible for big science projects to take place at universities, it is somewhat difficult to measure the value that SANReN brings, due to the many limitations mentioned. Therefore a matrix to measure outputs and value of SANReN is required, as proposed in Chapter 6 of this research report. / GR2017

Este trabalho aborda a gestão escolar na Rede Sinodal de Educação a partir da análise de textos e documentos divulgados pela própria Rede. A primeira parte apresenta o conceito de gestão escolar. Uma escola tem responsabilidade única com a sociedade de garantir o aprendizado dos estudantes. Portanto, a gestão se utiliza de ferramentas que promovam a democratização de seus processos, a participação das pessoas envolvidas, o desenvolvimento e a aprendizagem contínua tanto de seus profissionais como da instituição em si. Na segunda parte, é abordada a gestão escolar realizada na Rede Sinodal de Educação. A pesquisa revelou que a escola evangélico-luterana busca o desenvolvimento contínuo das pessoas que nela atuam. Há um conjunto de iniciativas da Rede voltadas para o desenvolvimento de lideranças que possam atuar na própria instituição ou em escolas coirmãs. Além disso, existe uma clara relação da gestão com os princípios evangélico-luteranos que norteiam a prática pedagógica. Por último, a pesquisa concluiu que um dos maiores desafios da gestão está em procurar a renovação a fim de garantir a sobrevivência das instituições diante das mudanças e das novas exigências. / This paper deals with school management in the Rede Sinodal de Educação [Sinodal Education Network] based on the analysis of texts and documents disclosed by the Network itself. The first part presents the concept of school management. A school has a unique responsibility toward society, to guarantee that the students learn. Therefore the management uses tools to promote the democratization of its processes, the participation of the people involved, the development and continuing learning process of its professionals as well as of the institution itself. The second part deals with the school management carried out in the Sinodal Education Network. The research revealed that the Lutheran Evangelical school seeks the continuous development of the people who work in it. There is a set of initiatives of the Network directed toward the development of leaderships who can work in the institution itself or in sister schools. Besides this, there is a clear relationship between the management and the Evangelical Lutheran principles which guide the pedagogical practice. Last, the research concluded that one of the major challenges of the management is to seek renewal so as to guarantee the survival of the institutions confronted with changes and new demands.

This dissertation addresses the problem of a lack of a formal incident response capability in the South African National Research and Education Network (SA NREN). While investigating alternatives it was found that no clear method exists to solve this problem. Therefore, a second problem is identified: the lack of a definitive method for establishing a Computer Security Incident Response Team (CSIRT) or Computer Emergency Response Team (CERT) in general. Solving the second problem is important as we then have a means of knowing how to start when building a CSIRT. This will set the basis for addressing the initial problem, resulting in a prepared, improved and coordinated response to IT security incidents affecting the SANREN. To commence, the requirements for establishing a CSIRT are identified via a comprehensive literature review. These requirements are categorized into five areas, namely, the basic business requirements followed by the four Ps of the IT Infrastructure Library (ITIL). That is, People, Processes, Product and Partners, adapted to suit the CSIRT context. Through the use of argumentation, the relationships between the areas are uncovered and explored. Thereafter, a Design Science Research-based process is utilised to develop a generic model for establishing a CSIRT. The model is based on the interactions uncovered between the business requirements and the adapted four Ps. These are summarised through two views -- strategic and tactical -- together forming an holistic model for establishing a CSIRT. The model highlights the decisions required for the business requirements, services, team model and staff, policies and processes, tools and technologies, and partners of a CSIRT respectively. Finally, to address the primary objective, the generic model is applied to the SANREN environment. Thus, the second artefact is an instantiation, a specific model, which can be implemented to create a CSIRT for the SA NREN. To produce the specific model, insight into the nature of the SANREN environment was required. The status quo was revealed through the use of a survey and argumentative analysis of the results. The specific decisions in each area required to establish an SA NREN CSIRT are explored throughout the development of the model. The result is a comprehensive framework for implementing a CSIRT in the SA NREN, detailing the decisions required in each of the areas. This model additionally acts as a demonstration of the utility of the generic model. The implications of this research are twofold. Firstly, the generic model is useful as a basis for anyone wanting to establish a CSIRT. It helps to ensure that all factors are considered and that no important decisions are neglected, thereby enabling an holistic view. Secondly, the specific model for the SA NREN CSIRT serves as a foundation for implementing the CSIRT going forward. It accelerates the process by addressing the important considerations and highlighting the concerns that must be addressed while establishing the CSIRT.

Social Academic Analytics (SAA) is proposed as a new scientific approach toward developing suitable instruments to promote virtual collaboration among participants in the higher education field. SAA refers to the process of extracting relational data for the purpose of exploring organizational structures within virtual learning organizations and knowledge networks. Implementation of SAA provides opportunities for organizers and instructors to optimize socio-technological infrastructures within (virtual) knowledge networks so as to encourage collaborative work, while offering significant potential for quality assurance. SAA combines theories and models from both informatics and the social sciences at the macro level in order to formulate data analysis for the field of (web-based) educational research. In this paper we introduce SAA and its constituent activities. Finally we select case studies and applications to compare analytical concepts from diverse disciplines and conclude with further suggestions as to how SAA concepts can be applied in educational data management.