Access to educational resources by teachers contributes to improve the quality ofteaching and learning at school. In order to inquiry to what extent teachers accessto these resources an exploratory study took place in eight public schools of Lima.School libraries and innovation classrooms were observed, a survey was applied toteachers; there were also focus groups with them and interviews to schools’ principals.Results reveal the scarce availability of resources that teachers have at schools,the precariousness of school libraries in collections, personnel and services, thepoor development of innovation classrooms, as well as the gap between the officialdiscourse and the practice in order to reach educational achievements / El acceso a los recursos educativos por los docentes contribuye a mejorar la calidad de la enseñanza y el aprendizaje en la escuela. Con el fin de conocer en qué medida los docentes acceden y usan tales recursos, se realizó un estudio exploratorio en ocho instituciones educativas estatales de Lima. Para ello, se observaron las bibliotecas escolares y las aulas de innovación, se aplicaron encuestas a los docentes, seorganizaron focus groups y se entrevistó a los directores. Los resultados revelan la poca disponibilidad de recursos educativos que tienen los docentes en la institución, la precariedad de las bibliotecas escolares en cuanto a colecciones, personal y servicios, el escaso desarrollo de las aulas de innovación, así como la distancia entre el discurso oficial y la práctica para alcanzar mayores logros en materia de enseñanza.

Orientador: Jair Lopes Junior / Banca: Márcia Cristina da Costa Trindade Cyrino / Banca: Nelson Antonio Pirola / Resumo: A proposta e as orientações curriculares do Ensino Fundamental para a área de Matemática e as Matrizes de Referência do SARESP preconizam conteúdo curriculares e expectativas de aprendizagem expressas sob a forma de competências passíveis de avaliação ao final dos Ciclos I e II. Este trabalho, fundamentado teoricamente na Análise do Comportamento, utilizou essas propostas para analisar registros em vídeo de aulas ministradas por docentes das 4ª e 8ª séries, sustentando dois objetivos: 1) caracterizar práticas de ensino de professores da rede estadual que ministram conteúdos de matemática, com ênfase na identificação e na descrição de consistências entre as contingências de ensino registradas, os conteúdos ministrados e as competências explicitadas na documentação acima especificada; 2) verificar se a caracterização das práticas de ensino desses professores se constituiria em condição favorecedora para o delineamento de recursos didáticos para o ensino de conteúdos curriculares de matemática previstos nesta mesma documentação. O primeiro objetivo justificou a execução das três etapas do Procedimento de Descrição e Análise, de acordo com a sequência: seleção dos registros em vídeo de duas unidades didáticas (UDs) e vinculação de habilidades e competências parametrizadas pelo SARESP às práticas de ensino de duas professoras; descrições e análises das interações observadas; síntese das análises das UDs, salientando as ocorrências de ações mais incidentes nas práticas de ensino das professoras. Pela síntese, constatou-se que as professoras prescindiram de (1) fornecer condições com as quais os alunos pudessem elaborar suas próprias respostas às atividades propostas e (2) apresentar consequências imediatas contingentes às respostas dos alunos; (3) explorar possíveis relações de controle das respostas fornecidas pelos alunos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The proposal and curricular guidelines for elementary school of Mathematics and São Paulo Student Performance Appraisal System (Sistema de Avaliação do Rendimento Escolar de São Paulo) - SARESP suggest curriculum content and learning expectations expressed as skills which could be assessed at the end of Cycles I and II. Basing on the Behavior Analysis theories, this study aimed to analyze video recorded 4th and 8th grade classes, considering two goals: 1) to characterize3 the educational practices of public school teachers, when teaching contents in mathematics with emphasis on identifiying and describing consistencies among the recorded teaching contingencies, the contents taught as well as the skills explained in the documentation specified above and 2) to verify if the characterization of these teacher's educational practices would constitute in a favoring condition for the instructional design of educational resources for teaching mathematics contents provided in the same documentation previously mentioned The first goal justified the realization of the Analysis and Description Procedure, completing the three stages concerned, according to the following sequence: video recording selection of two teaching units (TUs) and linking skills and competencies parameterized by SARESP to the teaching practices of two teachers; descriptions and analysis of the observed interactions; synthesis of both TU analysis, pointing the most frequent actions in the teacher's educational practices. Through the synthesis referred, it was found that the teachers have chosen not (1) to provide conditions in which students could develop their own asnwers to the proposed activities and (2) to present immediate consequences related to the students' answers, (3) to explore possible relations for controlling the answers given by students who differed from those predicted previously. For the seconde goal... (Complete abstract click electronic acces below) / Mestre

Foi desenvolvido um protótipo de hardware de sistema de monitoramento meteorológico como tecnologia aberta e livre e voltado para a ciência cidadã, chamado de Estações Meteorológicas Modulares (EMM). Foram considerados critérios de acessibilidade dos materiais e facilidade de modificação no desenvolvimento do projeto. Todos os programas utilizados no desenvolvimento são softwares livres. Um dos elementos desenvolvidos, a placa de controle das EMM, possibilita medir diferentes parâmetros meteorológicos, além de realizar o registro dados e envio para um servidor. Também possibilita a inclusão de novos sensores. Por todos esses fatores, é considerada satisfatória quanto a sua funcionalidade. A estrutura mecânica das EMM atingiu um patamar de preço acessível a indivíduos e organizações como escolas e associações de moradores de bairro, e apresenta fácil adaptabilidade a diferentes condições de instalação. O custo total do sistema ficou abaixo de alternativas proprietárias amadoras e significativamente abaixo de alternativas proprietárias profissionais. Soluções acessíveis para alguns elementos da EMM ainda requerem testes mais aprofundados. Parte das ferramentas utilizadas na fabricação da placa de controle ainda carece de maior disseminação junto à sociedade para acessibilizar o sistema das EMM. Os registros de desenvolvimento do trabalho foram feitos em forma de documentação aberta por meio de cadernos de laboratório abertos. As atividades de fabricação, montagem e instalação das EMM foram feitas seguindo métodos colaborativos chamados de Encontros de Fabricação Colaborativa e Mutirões das EMM. O resultado deste trabalho, unindo as documentações, os registros dos métodos colaborativos de fabricação, montagem e instalação e as consolidadas oficinas do projeto, é sintetizado no Guia da Comunidade EMM. Este é um roteiro para quem quiser fazer parte e ampliar uma rede de monitoramento ambiental colaborativo com as EMM, e é baseado em atividades educacionais para compreensão dos diferentes elementos da ferramenta e para a emancipação tecnológica. Uma das EMM foi comparada com uma estação automática oficial do Instituto Nacional de Meteorologia (INMET). Nessas comparações, as medidas de temperatura e pressão atmosférica apresentaram diferenças menores do que a acurácia dos sensores, enquanto a umidade relativa do ar apresentou uma diferença acima da acurácia do sensor. Este foi um primeiro passo de validação das EMM. / It was developed the hardware prototype of a meteorological monitoring system as free and open source hardware with focus on citizen science. The system is called Estações Meteorológicas Modulares (EMM, from Portuguese Modular Meteorological Stations). Affordability and reachability of materials and ease of remix were criteria considered in the development of this project. All the programs used in the development are free software. One of the elements developed, the control board of the EMM, is considered satisfactory in terms of: the parameters it enables to measure, the functionalities of communication and register of data, and the possibility of inclusion of new sensors.. The resulting solution to the mechanical structure of the EMM is low cost, affordable to schools and neighborhood associations, and is easy to adapt to different conditions of installation. The whole cost of the system is lower than proprietary amateur alternatives and significantly lower than proprietary professional solutions. Reachable and affordable solutions to some elements of the EMM still need some deeper testing. Some of the tools used to produce the control board still need a broader dissemination among the society in order to ensure the reachability and affordability of the EMM system. The work development registers were made as open documentation by means of open laboratory notebooks. The EMM fabrication, mounting and installations activities were made as collaborative methods called Encontros de Fabricação Colaborativa (from Portuguese, Collaborative Fabrication Gatherings) and Mutirões of the EMM. The result of this work, merging the documentation, the register of collaborative methods of fabrication, mounting and installations, and the consolidated workshops of the EMM project, are synthesized in the EMM Community Guide. This is a script to the ones who want to make part and expand the collaborative environmental monitoring network with the EMM, and it is based in educational activities to comprehend the different elements of the tool and to promote the technological emancipations. One of the EMM was compared to an official automatic meteorological station from Instituto Nacional de Meteorologia (INMET, from Portuguese Meteorology National Institute). In this comparison, the temperature and atmospheric pressure measurements showed differences lower than the accuracy of the sensors used, and the relative air humidity presented a difference higher than the accuracy of the sensor. This was the first step to validate the EMM.

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-22Bitstream added on 2014-06-13T20:52:37Z : No. of bitstreams: 1 maestro_dc_me_bauru.pdf: 2016523 bytes, checksum: 86c445f9281c00c77dbe3124cd916cf0 (MD5) / A proposta e as orientações curriculares do Ensino Fundamental para a área de Matemática e as Matrizes de Referência do SARESP preconizam conteúdo curriculares e expectativas de aprendizagem expressas sob a forma de competências passíveis de avaliação ao final dos Ciclos I e II. Este trabalho, fundamentado teoricamente na Análise do Comportamento, utilizou essas propostas para analisar registros em vídeo de aulas ministradas por docentes das 4ª e 8ª séries, sustentando dois objetivos: 1) caracterizar práticas de ensino de professores da rede estadual que ministram conteúdos de matemática, com ênfase na identificação e na descrição de consistências entre as contingências de ensino registradas, os conteúdos ministrados e as competências explicitadas na documentação acima especificada; 2) verificar se a caracterização das práticas de ensino desses professores se constituiria em condição favorecedora para o delineamento de recursos didáticos para o ensino de conteúdos curriculares de matemática previstos nesta mesma documentação. O primeiro objetivo justificou a execução das três etapas do Procedimento de Descrição e Análise, de acordo com a sequência: seleção dos registros em vídeo de duas unidades didáticas (UDs) e vinculação de habilidades e competências parametrizadas pelo SARESP às práticas de ensino de duas professoras; descrições e análises das interações observadas; síntese das análises das UDs, salientando as ocorrências de ações mais incidentes nas práticas de ensino das professoras. Pela síntese, constatou-se que as professoras prescindiram de (1) fornecer condições com as quais os alunos pudessem elaborar suas próprias respostas às atividades propostas e (2) apresentar consequências imediatas contingentes às respostas dos alunos; (3) explorar possíveis relações de controle das respostas fornecidas pelos alunos... / The proposal and curricular guidelines for elementary school of Mathematics and São Paulo Student Performance Appraisal System (Sistema de Avaliação do Rendimento Escolar de São Paulo) - SARESP suggest curriculum content and learning expectations expressed as skills which could be assessed at the end of Cycles I and II. Basing on the Behavior Analysis theories, this study aimed to analyze video recorded 4th and 8th grade classes, considering two goals: 1) to characterize3 the educational practices of public school teachers, when teaching contents in mathematics with emphasis on identifiying and describing consistencies among the recorded teaching contingencies, the contents taught as well as the skills explained in the documentation specified above and 2) to verify if the characterization of these teacher's educational practices would constitute in a favoring condition for the instructional design of educational resources for teaching mathematics contents provided in the same documentation previously mentioned The first goal justified the realization of the Analysis and Description Procedure, completing the three stages concerned, according to the following sequence: video recording selection of two teaching units (TUs) and linking skills and competencies parameterized by SARESP to the teaching practices of two teachers; descriptions and analysis of the observed interactions; synthesis of both TU analysis, pointing the most frequent actions in the teacher's educational practices. Through the synthesis referred, it was found that the teachers have chosen not (1) to provide conditions in which students could develop their own asnwers to the proposed activities and (2) to present immediate consequences related to the students' answers, (3) to explore possible relations for controlling the answers given by students who differed from those predicted previously. For the seconde goal... (Complete abstract click electronic acces below)

Foi desenvolvido um protótipo de hardware de sistema de monitoramento meteorológico como tecnologia aberta e livre e voltado para a ciência cidadã, chamado de Estações Meteorológicas Modulares (EMM). Foram considerados critérios de acessibilidade dos materiais e facilidade de modificação no desenvolvimento do projeto. Todos os programas utilizados no desenvolvimento são softwares livres. Um dos elementos desenvolvidos, a placa de controle das EMM, possibilita medir diferentes parâmetros meteorológicos, além de realizar o registro dados e envio para um servidor. Também possibilita a inclusão de novos sensores. Por todos esses fatores, é considerada satisfatória quanto a sua funcionalidade. A estrutura mecânica das EMM atingiu um patamar de preço acessível a indivíduos e organizações como escolas e associações de moradores de bairro, e apresenta fácil adaptabilidade a diferentes condições de instalação. O custo total do sistema ficou abaixo de alternativas proprietárias amadoras e significativamente abaixo de alternativas proprietárias profissionais. Soluções acessíveis para alguns elementos da EMM ainda requerem testes mais aprofundados. Parte das ferramentas utilizadas na fabricação da placa de controle ainda carece de maior disseminação junto à sociedade para acessibilizar o sistema das EMM. Os registros de desenvolvimento do trabalho foram feitos em forma de documentação aberta por meio de cadernos de laboratório abertos. As atividades de fabricação, montagem e instalação das EMM foram feitas seguindo métodos colaborativos chamados de Encontros de Fabricação Colaborativa e Mutirões das EMM. O resultado deste trabalho, unindo as documentações, os registros dos métodos colaborativos de fabricação, montagem e instalação e as consolidadas oficinas do projeto, é sintetizado no Guia da Comunidade EMM. Este é um roteiro para quem quiser fazer parte e ampliar uma rede de monitoramento ambiental colaborativo com as EMM, e é baseado em atividades educacionais para compreensão dos diferentes elementos da ferramenta e para a emancipação tecnológica. Uma das EMM foi comparada com uma estação automática oficial do Instituto Nacional de Meteorologia (INMET). Nessas comparações, as medidas de temperatura e pressão atmosférica apresentaram diferenças menores do que a acurácia dos sensores, enquanto a umidade relativa do ar apresentou uma diferença acima da acurácia do sensor. Este foi um primeiro passo de validação das EMM. / It was developed the hardware prototype of a meteorological monitoring system as free and open source hardware with focus on citizen science. The system is called Estações Meteorológicas Modulares (EMM, from Portuguese Modular Meteorological Stations). Affordability and reachability of materials and ease of remix were criteria considered in the development of this project. All the programs used in the development are free software. One of the elements developed, the control board of the EMM, is considered satisfactory in terms of: the parameters it enables to measure, the functionalities of communication and register of data, and the possibility of inclusion of new sensors.. The resulting solution to the mechanical structure of the EMM is low cost, affordable to schools and neighborhood associations, and is easy to adapt to different conditions of installation. The whole cost of the system is lower than proprietary amateur alternatives and significantly lower than proprietary professional solutions. Reachable and affordable solutions to some elements of the EMM still need some deeper testing. Some of the tools used to produce the control board still need a broader dissemination among the society in order to ensure the reachability and affordability of the EMM system. The work development registers were made as open documentation by means of open laboratory notebooks. The EMM fabrication, mounting and installations activities were made as collaborative methods called Encontros de Fabricação Colaborativa (from Portuguese, Collaborative Fabrication Gatherings) and Mutirões of the EMM. The result of this work, merging the documentation, the register of collaborative methods of fabrication, mounting and installations, and the consolidated workshops of the EMM project, are synthesized in the EMM Community Guide. This is a script to the ones who want to make part and expand the collaborative environmental monitoring network with the EMM, and it is based in educational activities to comprehend the different elements of the tool and to promote the technological emancipations. One of the EMM was compared to an official automatic meteorological station from Instituto Nacional de Meteorologia (INMET, from Portuguese Meteorology National Institute). In this comparison, the temperature and atmospheric pressure measurements showed differences lower than the accuracy of the sensors used, and the relative air humidity presented a difference higher than the accuracy of the sensor. This was the first step to validate the EMM.

Awards or grant programs are a common way for higher education institutions to incentivize the use of Open Educational Resources (OER) and other affordable course materials. This study evaluates the results of a two-year pilot OER awards program at East Tennessee State University. To assess the awards program, we used data from student savings and program costs, grades, drop-fail-withdrawal (DFW) rates, and survey results compiled within the COUP framework (Cost, Outcomes, Usage, and Perception). The initial monetary return on investment was moderately positive, while the grades and DFW rates remained steady. The faculty and students rated the open and affordable materials as well as the OER awards program favorably but expressed some issues with using and implementing open and affordable resources. Based on these results, we determined that the awards program was worth the costs and efforts but needed improvements specifically to address the faculty’s feedback around the lack of time to implement OER and the absence of OER for their courses.

The cost of textbooks is a financial burden on many college students. Fortunately the advent of open educational resources (OER) has allowed for the development of textbooks and other materials at significantly reduced costs to students. Many faculty are using OER to develop customized textbooks for their students, usually published digitally online. These faculty desire high fidelity feedback from their students to help them improve their texts. However, there is no general model of what digital textbook quality means to college students. Such a model would allow for the development of a measure of digital textbook quality that could provide highly valid and reliable student feedback for faculty to use in improving their open textbooks. This study describes a mixed-methods approach for developing a model of digital textbook quality from the college student perspective. An instrument for measuring the components of this model is also described. This dissertation can be freely accessed and downloaded from http://etd.byu.edu/ or from http://tjbliss.org/dissertation.

The emergence of open educational resources has gained popularity and acceptance in higher education institutions and beyond the basic education sector. This brought a persisting shift in depending on information communication technologies for tuition and research provision. Information technology artifact was not treated in isolation to user perspective. The study established how academics accept, feel, perceive, and what skills, opportunities, challenges exist to hinder the domestication. The study context had no uniform guidelines or tools and policy in place for the domestication of open educational resources. The study adopted the exploratory approach guided by the interpretivism paradigm. The study employed Domestication theory. This study conducted in an heterogenous single case study, which is the open distance e-learning (University of South Africa). That was done for an in-depth investigation by relying on multi-methods for data triangulation such as semi-structured interviews, focus group interviews, document analysis, and actual artifact analysis. The total of participants were 52. The study found that most academics played a role in the domestication of open educational resources besides the minority who were unable. The experience and prior knowledge were found to be a factor hindering the domestication process. Open distance e-learning found to relevant space for open educational resources. Such institutions play a role in the adoption and development of open educational resources and mostly rely in information technology for tuition and research. Information technology infrastructure found to be an enabler and disabler in the domestication process. This study contribution to the world of knowledge is based on the theory and practice. Eight theoretical propositions were suggested. The study further contributed by extension of domestication theory as recommended two additional phases which are non-appropriation and dis-appropriation. The current proposed Domestication theory has five phases. Lastly, the study recommended the actual guidelines for adoption and development of open educational resources. This guideline can be adopted by higher education institutions by infusing them in policy development or for general guidance in actual adoption and developments.

The work selected and systematized educational material (course of lectures, individual versions of laboratory works, test tasks for control of acquired knowledge, questions to the exam, glossary of basic terms) for study of the course "Numerical methods" by bachelor of the Institute of Construction and Architecture. The analysis of technologies and tools for the development of electronic resources for pedagogical purposes was carried out, which allowed to create the necessary content of the educational and methodological complex in the discipline "Numerical methods". / В работе подобран и систематизирован учебный материал (курс лекций, индивидуальные варианты лабораторных работ, тестовые задания для контроля полученных знаний, вопросы к экзамену, глоссарий основных терминов) для изучения курса «Численные методы» бакалаврами Института Строительства и Архитектуры. Проведен анализ технологий и средств разработки электронных ресурсов педагогического назначения, что позволило создать необходимый контент учебно-методического комплекса по дисциплине «Численные методы».

為能落實教育公平競爭原則，縮短城鄉教育資源落差，教育部於二○○二年暑假期間辦理了名為「魔速英語夏令營」的偏遠學校遠距教學活動，這是我國首次運用衛星從事現場直播教學，並搭配數位學習平台功能，讓各地的偏遠學生都能透過教室的投影幕上課，這樣的教學模式，除了讓各地學生能夠同步接觸到一致的教學內容外，學生也可以和教師同步做視訊即時互動與溝通；「魔速英語夏令營」教學實驗案結束後受到各界好評與關注，總計全國有超過1,500位偏遠地區學生因而受惠。本研究即是以運用「衛星互動電視」提供「遠距同步視訊教學」目的為探討起始，輔以「魔速英語夏令營」個案，試圖了解目前直播衛星電視應用於遠距教學的發展方式，再透過檢視影音互動教學的效益，來審視運用新科技來平衡城鄉教育資源落差的可能性；而為求研究結果周延與客觀，本研究除了廣泛蒐集閱讀相關文獻、專論、中外期刊及書籍之外，並採用「參與觀察」、「文獻分析」、「個案研究」以及「次級資料引用與整理」等研究方法進行探究，進而取得在理論與實務上的具體建議。 本研究取得之結論為：（一）持續運用「衛星互動電視」可以逐漸改善城鄉教育資源落差：利用直播衛星將節目覆蓋至最廣的區域，在技術層面上可以使得偏遠地區取得教育普及的公平性。（二）施行「遠距同步視訊教學」對偏遠地區的教學資源確有改善，學生可以接觸到與都會學校同步的最新教材內容，縮短與城鄉之間的教育差距。（三）遠距教學透過多媒體輔助教學的方式可以受到師生的接受，透過真人現場實況的指導以及同步影音教學平台的機制，可以提高學習的效果。（四）、衛星搭配網路架構下的互動教學方式成本低、效益大，而且是極為簡約可行的互動教學方式。而本研究針對平衡「城鄉教育資源差距」之具體建議為：（一）整合教育資源，製播「遠距同步視訊教學」課程，並針對特定的課程，擴大實驗範疇。（二）強化「遠距同步視訊教學共通平台」之具體優勢，落實於教育單位或是學習環境之中，並規範進程，達到均衡教育資源的目標。 關鍵詞：互動電視、直播衛星、教育資源落差、遠距教學、數位學習 / Interactive Satellite Television as a Solution to Redeem the Educational Resources Disparity between Urban and Rural Areas－A Case Study by a Simultaneous Distance Learning Project "Magic English Camp" This thesis was based on simultaneous distance learning made possible through “Interactive Satellite TV” and the “Magic English Camp” case-study to investigate development of the convergence of satellite television and distance learning. By evaluating this case-study of interactive virtual video pedagogy, the project intended to identify and understand how new technologies can “equilibrate” the digital divide between urban and rural areas. As an employee of ERA Digital Media Corporation, the author was able to take part in the preparation of The Magic English Camp event program and closely follow its evolution and outcome. In order to pursue comprehensive and objective results, this project required extensive research and work on journals, periodicals, publications etc. Furthermore, this project conducted "Participant Observation", "Literature Analysis" and "Secondary Research" methodology along with "Case Study Analysis" for both theoretical and practical concrete suggestions. To sum up, the results of this thesis indicate the following: 1. continuously to use the “Interactive Satellite TV” can step-by-step to improve the educational resource disparity in urban and rural area. 2. Simultaneous Distance learning leveled the playing field for children in rural areas who were now able to benefit both from advanced educational material and the teaching of native English-speakers. 3. The effect of multi-media pedagogy is significant. Real-time instruction and simultaneous visual and audio pedagogy captured attention, motivated learning and increased learning efficiency. 4. It is easier to build the “Interactive Satellite TV system” that could be used repeatedly. With high speed mass data transmission as a characteristic and priority, satellite and internet made it possible to establish a “Simultaneous Distance learning Platform” thus making it more facile to access instruction for students without geographic limitations. Moreover, there are two suggestions for this research: 1. Combine the most of educational resources and to produce the synchronous video-information courses for the people. 2. To build up the distance learning platform for everyone students in the whole environment, and standardize the process to reach the goal of educational resources of equilibrium. Keyword(s): Educational resources, e-Learning, Interactive TV, Satellite.