El presente estudio tiene como objetivo explorar los elementos y estrategias que debería contener un programa de formación comercial que utilice la gamificación como una herramienta que facilite el proceso de aprendizaje de la fuerza de ventas de una entidad financiera peruana. Para ello, se utilizó una metodología cualitativa, utilizando como instrumento una entrevista semiestructurada a dos expertos peruanos en gamificación. Los expertos proponen que el desarrollo de la gamificación en la formación comercial debe alinearse a los objetivos de aprendizaje, enfatizar en la tecnología móvil, tener una narrativa sólida, clara y sostenida, y contener elementos continuos de sorpresa para mantener el interés de los vendedores. Finalmente, los expertos coinciden en recomendar el uso de la gamificación como una estrategia para formar comercialmente a la fuerza de ventas. / The present study aims to explore the elements and strategies that a commercial training program should contain that uses gamification as a tool that facilitates the learning process of the sales force of a Peruvian financial entity. For this, a qualitative methodology was used, using as an instrument a semi-structured interview with two Peruvian experts in gamification. Experts propose that the development of gamification in business training should align with the learning objectives, emphasize mobile technology, have a strong, clear and sustained narrative, and contain continuous elements of surprise to maintain the interest of sellers. Finally, experts agree in recommending the use of gamification as a strategy to train the sales force commercially.

The papers assembled in this thesis all address, in a Bourdieuan tradition, the question of the social structure of the Swedish education system, focusing on the Stockholm region, and how this structure can be explained by the distribution of cultural and other assets among individuals and social groups. Although economic, social and political changes during the period covered by the various studies are not the main focus of the work here, the articles depict the effects of such changes on upper secondary education in particular. While upper secondary education was radically changed by the political reforms of the 1990s, characterized by decentralisation and marketization, the analyses advanced in the studies indicate that its basic social structure remains stable. In one dimension, this structure opposes an “elite” pole having a particularly high social and scholastic recruitment to a “popular” pole with a correspondingly low recruitment profile. In a likewise durable second dimension, a “cultural” pole built up by schools and study programmes that are particularly popular among culturally strong social groups, opposes an “economic” pole favoured by social groups close to the economic and private sectors of society. The various papers reveal that the last opposition corresponds to both differences in life styles and deeply rooted convictions related to family and formal education among cultural and economic fractions of the upper-middle and middle classes. At this level, a belief in education as a development of the personality, with connected values such as individuality and originality, stands against a conviction that education is a rational investment in a future competitive career; as such, it is subject to calculated, measured risks. The existence of deeply rooted values among social groups with different structures of assets or capital also explains why schools –in the institutional strategies imposed on them by the school market– tend to express convictions (topoi) and symbolic values that correspond to those of their target groups. The various studies included in this thesis employ a combination of statistical approaches, mainly correspondence analysis, and qualitative ones such as: interviews, ethnographic observation and text analysis.

The aim of this dissertation is to describe the role of educational strategy especially in field of the teaching of mathematics and to compare the mathematical problem solving strategies of primary school pupils which are taught by using different educational strategies. In the theoretical part, the main focus is on divergent educational strategies and their characteristics, next on factors affected teaching/learning process and finally on solving the problems. The empirical part of the dissertation explores the effect of educational strategy on problem solving strategies of third graders of primary school by using the method of experiment that includes a didactic test and interviews with selected pupils. The result of the dissertation is providing the evidence of influence of educational strategy on mathematical problem solving strategies. KEYWORDS Educational strategy, teacher, pupil, mathematical problem solving, experiment.

Thesis advisor: Paul S. Gray / Can a vivid presentation about a tragic chapter of history elicit in viewers an empathetic reaction, as well as evidence of the telescopic perspective Mills[1] ([1959] 2000) described as the "sociological imagination"? Does the addition of victims' voices make a noticeable difference in their response to the historical event, as well contemporary controversies? Some scholars propose that oral histories, especially witness testimonies, have the potential to reach audiences more deeply than facts alone. "Narratives," as K. Slobin observed, "unfold with flesh and blood...encouraging empathy, identification and a humanization of content" (in Bochner and Ellis, 1992:171).[2] But, little systematic research has examined how or to what extent personal testimony may encourage empathetic understanding and a broader, more nuanced understanding of social problems. In an era where entertainment content skews toward "reality" programming and technology supersedes face-to-face interactions, the challenge to pierce cultural white noise is great. Educators, then, must figure out ways to counteract the desensitization, apathy and cynicism that follow these trends--but in ways that are proven, effective and lasting. My research sought to discover if victim narratives help students connect intellectually and emotionally with lessons about social justice. Thirteen undergraduate classes were exposed to three variations of a fact-based, multimedia presentation about Japanese internment in America during WWII. Each presentation included the same photographs, newsreel, and factual information. Presentations varied, however, in their use of survivor testimony and in the manner of its incorporation (video versus written accounts). Two groups of the sample were exposed to survivors describing their experiences in the internment camps. All groups completed surveys, and 21 participants gave extensive interviews. Data analysis examined information recall, sociological perspective, emotional response, empathetic identification and predictions of future behavior. The experiment generated much-needed empirical data on the efficacy of testimony and its ability to shape attitudes, broaden world view, and possibly influence behavior. These findings will assist educators in anticipating outcomes associated with various heuristic strategies, especially those including witness testimonies. [1] Mills, C. Wright. 1959. The Sociological Imagination. New York: Oxford, 2000. [2] Bochner, Arthur P. and Caroyln Ellis. 1992. "Personal Narrative as a Social Approach to Interpersonal Communication." Communication Theory 2(2)165-172. Comment from K. Slobin is listed as a personal communication with the authors in February 1991. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

My thesis explores the pedagogical issue of key competencies, it especially focuses on learning competency, its development, teacher's concept of the competency and its application into learning at a secondary school. The theoretical part introduces main terms and concepts and the characteristics of educational process, which influence development of competencies. The research part is a qualitative research. The data have been collected through observations in class and semi-structured interviews. The interviews were held with teachers of the secondary schools, which were observed afterwards. Within these lessons was filled in a special observation form which evaluates through specific categories how effectively is learning competency being developed.

284 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T16:59:47Z No. of bitstreams: 1 Tese - Gabriela Pinto Seg.pdf: 2522284 bytes, checksum: 75a34e02e61bd238ad5cc4fb6ab74b9e (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T16:57:03Z (GMT) No. of bitstreams: 1 Tese - Gabriela Pinto Seg.pdf: 2522284 bytes, checksum: 75a34e02e61bd238ad5cc4fb6ab74b9e (MD5) / Made available in DSpace on 2013-04-30T16:57:03Z (GMT). No. of bitstreams: 1 Tese - Gabriela Pinto Seg.pdf: 2522284 bytes, checksum: 75a34e02e61bd238ad5cc4fb6ab74b9e (MD5) Previous issue date: 2010 / Este trabalho objetiva incitar discentes que participam do processo de formação em engenharia a refletirem sobre a importância de se dedicarem às disciplinas que são ofertadas para tratar de temas humanísticos, relacionados aos desafios do cidadão na sociedade contemporânea, como a desigualdade social e outros que vêm sendo potencializados pelo desenvolvimento tecnológico e pela globalização, como a fragilização da relação face a face, o aumento do consumismo, a reconfiguração das cidades, a insegurança e o medo no cotidiano, os danos à saúde, etc. Quando começamos a participar dos encontros da disciplina EXA 829 – Tópicos de Formação Humanística (EXA 829 – TFH), ofertada para os estudantes do curso de Engenharia de Computação (ECOMP), da Universidade Estadual de Feira de Santana (UEFS), demo-nos conta de que há algo particular no ser humano: a vontade, pois tais disciplinas são resistidas por alguns deles. Procuramos, então, compreender sob a perspectiva da Psicanálise o que é o processo de resistência, que fatores impactam, de forma negativa, na freqüência e participação dos estudantes e no seu potencial de aprendizagem. Para nos auxiliar na pesquisa, baseamo-nos na metodologia de Pesquisa-Ação, uma pesquisa social que é concebida e realizada em estreita associação com uma ação ou com a resolução de um problema coletivo. Para o levantamento de informações utilizamos a observação participante, a pesquisa bibliográfica, documental e questionários. Por meio do método de Análise Contrastiva, contrastamos o que foi observado durante os encontros com os estudantes, assim como o que foi lido a partir dos diários reflexivos escritos por eles, com o que foi encontrado nas obras de autores que pensam sobre temas co-relacionados. Verificamos que essa resistência é algo antigo e complexo. Um dos motivos de resistência mais citados pelos estudantes está relacionado com a forma como o pensamento ocidental foi organizado, ao longo da história da humanidade, que refletiu na maneira como os currículos foram sendo articulados. A própria tradição informa sobre como os engenheiros são preparados para a vida em sociedade: por meio de uma formação fortemente baseada em conhecimentos técnico-científicos, em outras palavras, houve uma supervalorização do conhecimento técnico-científico. Além disso, constatamos que há alguns fatores inerentes ao próprio processo educacional, que no caso de ECOMP está diretamente relacionado ao método Problem Based Learning (PBL), utilizado pela comunidade; e outros fatores de caráter político, social, cultural, biológico e psicológico também influenciam na motivação dos estudantes. Ponderando a vontade, alteramos a forma de trabalhar, a fim de motivá-los a apreenderem e refletirem sobre os temas previstos e a freqüentarem e participarem dos encontros. Neste sentido, reunimos os passos do ciclo PBL, a espiral de conhecimento de Nonaka e Takeuchi, problemas, filmes e músicas, chuva de conceitos, mapas conceituais, ontologias e softwares em uma estratégia educacional que denominamos Problem Based Learning Knowledge Building (PBL-KB), e a interpretamos a partir da perspectiva da complexidade. Após o acompanhamento de 5 turmas, três da disciplina EXA 829 - TFH e duas de EXA 890 – Ética em Computação, ofertada com o intuito de ampliarmos as discussões sobre os temas humanísticos na comunidade, observamos que os recursos selecionados e a estratégia adotada contribuíram para: (re)valorização e a aprendizagem dos temas humanísticos; desenvolvimento do pensamento sistêmico-local-crítico-reflexivo; potencialização da capacidade comunicacional; fortalecimento do princípio de prazer; reflexões sobre a ética; integração de saberes técnico-humanísticos; desenvolvimento da autonomia e da capacidade de trabalhar coletivamente; além de motivar os estudantes a freqüentarem e participarem do curso. Uma vez que os estudantes se motivaram na disciplina, percebemos esses espaços de aprendizagem se transformarem em locais de produção e apreensão de conhecimentos para a transformação da realidade local. Verificamos, assim, que é preciso que se cuide da formação técnico-científica, contudo, que a subjetividade humana é complexa em si mesma e necessita de uma formação mais ampla. / Salvador

Within this study, a psycho-educational strategy was designed to promote online safety practices for adolescents living in the northern suburbs of Cape Town. The study made use of a mixed method methodology, including both quantitative and qualitative research. This enabled access to 183 adolescents, as well as gaining more focused and specific insights from adolescent focus groups with a total of eight focus groups. This psycho-educational strategy was designed in the form of an interactive website. The website included information on safety practices pertaining to six areas of online safety. The information was provided in various formats, including videos, clips, slide shows and questionnaires. The six areas which were focused on included cyber bullying, pornography, social networking, online gaming, sharing of personal information and plagiarising and stealing of content. Adolescents were exposed to the website in order to test its usability and its effectiveness as a tool for education regarding online safety. From the literature and findings of the research, it is evident that there is a dire need for age-appropriate and relevant mechanisms to address online safety among adolescents. The present research revealed; through the remarks obtained from focus groups, that adolescents could benefit from the psycho-educational strategy as it created an awareness of the possible harms of the internet; awareness that was previously limited. Specific areas of concern included cyber bullying and the reality that they face regarding this hurtful activity. Adolescents further indicated that they lacked knowledge in areas concerning pornography, plagiarising and sharing of personal information. By creating an awareness regarding possible harms, adolescents are enabled to safeguard themselves from potential harm, and if education is used in future, it can play a preventative role in terms of the negative consequences of online activities. The research indicated that a psycho-educational perspective holds value when addressing online safety. Lastly, the internet as a form of psycho-education was successful as the adolescents accepted and related to this means of education. The psycho-educational strategy is an innovative tool that can be used by schools, parents and educators when engaging with adolescents about online safety. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Within this study, a psycho-educational strategy was designed to promote online safety practices for adolescents living in the northern suburbs of Cape Town. The study made use of a mixed method methodology, including both quantitative and qualitative research. This enabled access to 183 adolescents, as well as gaining more focused and specific insights from adolescent focus groups with a total of eight focus groups. This psycho-educational strategy was designed in the form of an interactive website. The website included information on safety practices pertaining to six areas of online safety. The information was provided in various formats, including videos, clips, slide shows and questionnaires. The six areas which were focused on included cyber bullying, pornography, social networking, online gaming, sharing of personal information and plagiarising and stealing of content. Adolescents were exposed to the website in order to test its usability and its effectiveness as a tool for education regarding online safety. From the literature and findings of the research, it is evident that there is a dire need for age-appropriate and relevant mechanisms to address online safety among adolescents. The present research revealed; through the remarks obtained from focus groups, that adolescents could benefit from the psycho-educational strategy as it created an awareness of the possible harms of the internet; awareness that was previously limited. Specific areas of concern included cyber bullying and the reality that they face regarding this hurtful activity. Adolescents further indicated that they lacked knowledge in areas concerning pornography, plagiarising and sharing of personal information. By creating an awareness regarding possible harms, adolescents are enabled to safeguard themselves from potential harm, and if education is used in future, it can play a preventative role in terms of the negative consequences of online activities. The research indicated that a psycho-educational perspective holds value when addressing online safety. Lastly, the internet as a form of psycho-education was successful as the adolescents accepted and related to this means of education. The psycho-educational strategy is an innovative tool that can be used by schools, parents and educators when engaging with adolescents about online safety. / PhD (Psychology), North-West University, Potchefstroom Campus, 2014

Ways for self development of teaching strategy Abstract: The aim of this thesis is to analyse the diagnostic tools designed by M. Hejny and his team. These tools focus on teaching styles in education, observing the personal development of a mathematics intern teacher. The study materials i have obtained during my practice are used to describe and analyse the teacher's educational style, with the use of twenty defining parameters. My thesis is based on Gabriela Hlavata's master thesis, a teacher who describes her own shift from transmissible to constructive teaching in mathematics classes. Hlavata depicts this shift clearly, hence the reason I have decided to describe it with a set of parameters measuring the intern teacher's educational style. The subsequent aim is to trace my own evolution in teaching mathematics. Practice and materials gained in my graduation, together with the twenty educational parameters as outlined in my thesis, will serve to analyse and describe my own educational style. In choosing this topic, I am trying to answer the following question; whether the observation of a teacher's educational style will impact on the delivery and quality of mathematics lessons? Furthermore, is improvement possible, or have I reached the capacity of my own teaching ability? Additionally this thesis...

The presented thesis focuses on the problem of evaluation of pupils at primary school using teacher's action research. The target of the thesis is to determine the influence of analytical feed-back on the self-evaluation of pupils in the 1st to 4th grade. First part of the thesis contains the theory of problem of evaluation, feed-back and self-evaluation, as well as findings from evolutionary psychology. The second part summarizes results obtained from the action research that were aimed on capturing of the evolution of self-evaluation during the individual grades. Conclusions include confirmation that systematic performance of a proper analytical feed-back by the teacher leads to the development and improvement of the self- evaluation skill. Influence of the feedback on self-evaluation is also evaluated. Thesis confirms importance of partnership approach in education.