This paper is a qualitative, theory-based study with a phenomenological, hermeneutic approach and a didactic perspective. The aim of this study is to examine three educators experience of using both Drama in education (DP) and Neurolinguistic programming (NLP) in conjunction with each other, with the aim of changing limiting patterns in individuals and groups. The study examines the following research questions: 1. How does an educator describe their work, using the combination of DP and NLP, with the aim to change limiting patterns? 2. What similarities as well as differences do educators experience between the two methodologies DP and NLP? 3. Why did the educator choose this particular combination? As background there's a brief description of education from a historic point of view and the concept of DP and NLP are explained together with examples of comprehensive research in the field. Following this: learning as theory is presented from the perspective of neuroscience, DP and NLP. Finally the concept of "limiting" patterns is described in detail.Three educators, working with both methods in conjunction, were interviewed and these interviews were compiled, compared and analysed relative to the research questions and theory derived from neuroscience and brain research.The result showes that the educators who were interviewed experienced numerous benefits from using both the DP and NLP methods in conjunction with each other - thus achieving more effective results in changing limiting patterns in people's attitudes, behaviour and outlook. Whilst both methods have similarities and differences, it's noticeable that they bring very different elements to the process. DP is seen as a collective, open and interactive approach that, together with its creative educational aspect, is contributing with a dramatic frame for exploration and visualisation of a particular subject's underlying and dominant patterns. NLP – also frequently based on a dramatic frame - is focused on how these internal patterns are distributed neurologically throughout our senses. The educators believe that DP and NLP used in conjunction creates an effective collaborative formula for change of patterns. Furthermore, NLP offers insights on how the educational approach can be effectively deepened and reinforced. Finally, the study shows that the combination works equally well in both group and individual processes. / Denna studie är en kvalitativ teorinära studie med en fenomenologisk, hermeneutisk ansats och ett didaktiskt perspektiv. Dess syfte är att undersöka tre pedagogers upplevelse av Dramapedagogik (DP) och Neurolingvistisk Programmering (NLP) i kombination, med avsikt att bryta begränsande mönster. Undersökningsfrågorna är: 1. Hur beskriver en pedagog sitt arbete att bryta begränsande mönster med kombinationen DP och NLP? 2. Vad upplever pedagogerna att det finns för likheter och skillnader mellan DP och NLP? 3. Varför har pedagogen valt denna kombination? I bakgrunden redogörs kortfattat för pedagogik ur ett historiskt perspektiv, begreppet DP och NLP beskrivs samt övergripande forskning inom områdena. Därefter redogörs för lärande inom DP, NLP samt ur ett neurovetenskapligt perspektiv. Slutligen redogörs för begreppet ”begränsande mönster”. Intervjuer av tre pedagoger som arbetar med båda metoderna gjordes, sammanställdes och analyserades efter undersökningsfrågorna och teori hämtad från neurovetenskap och hjärnforskning. Resultatet visar att de intervjuade pedagogerna upplever att det finns många fördelar med att kombinera DP och NLP i syfte att bryta begränsande mönster. De har både likheter och skillnader men framför allt tillför de helt olika saker. DP ses som en kollektiv, öppen och interaktiv metod som med sin gestaltande pedagogik tillför former för utforskande och synliggörande av underliggande och styrande mönster. NLP som också många gånger utgår från gestaltande former, är mer fokuserad på hur dessa interna mönster är ordnade neurologiskt via våra sinnen. Pedagogerna anser att DP och NLP är en effektiv kombination i ett förändringsarbete. Vidare kan NLP erbjuda insikter om hur det pedagogiska förhållningssättet kan förstärkas. Slutligen visar studien att kombinationen fungerar väl på såväl grupper som på individuella processer.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-08T19:40:28Z No. of bitstreams: 1 Mirela Rosa.pdf: 33214432 bytes, checksum: 6b8afee33b9a338a882f4914815741d2 (MD5) / Made available in DSpace on 2015-05-08T19:40:28Z (GMT). No. of bitstreams: 1 Mirela Rosa.pdf: 33214432 bytes, checksum: 6b8afee33b9a338a882f4914815741d2 (MD5) Previous issue date: 2013-01-31 / Nenhuma / O Design de Serviços é constituído de uma metodologia que utiliza um conjunto de ferramentas que permitem projetar soluções para melhorar a percepção dos usuários sobre os serviços, que podem ser aplicadas em diversas áreas e contextos. Conforme a complexidade de cada setor, se torna necessário considerar abordagens de projeto que tornariam os resultados desta metodologia mais eficazes e mensuráveis, como é o caso da Saúde. Alguns autores que vêm pesquisando a aplicação neste setor, sugerem uma possível integração do Design baseado em evidências (DBE) e do Design baseado em experiências (DBEx) para viabilizar que um projeto orientado pelo usuário seja implementado em larga escala. Em busca da investigação sobre a lógica de evidências, foi estudada uma ferramenta utilizada no setor de serviços chamada Mecanismo da Função Produção (MFP), que prevê a quantificação das perdas dos processos. O presente estudo teve como contexto o Intensivismo Adulto (CTI) de um hospital privado em Porto Alegre e aplicou um caso em Design de Serviços com a lógica das evidências através da ferramenta MFP, para o desenvolvimento de uma abordagem integrada. Foi utilizado o método de pesquisa-ação com a descrição de todo o processo de projeto e dos resultados obtidos. A partir das análises pode-se constatar que (i) o olhar das evidências contribui para replicações dos resultados do projeto em casos futuros, (ii) o MFP pode ser um argumento para justificar a realização de um projeto em Design e (iii) para a integração das experiências com as evidências no setor hospitalar, pode-se gerenciar o projeto de modo a destinar um tempo maior para o diagnóstico e para a implementação. / Service Design consists of a methodology that uses a set of tools to create solutions to improve users perception on services, which can be applied in many fields and contexts. As the complexity of each field, it is necessary to consider approaches that would make results of this methodology more effective and measurable, such as health sector. Some authors have been research application of Service Design in this sector, and suggest a possible integration of evidence-based design (EBD) and experience-based design (ExBD) to enable a user-oriented design on a large scale implementation. In search on the logic of evidence, we studied a tool used in service sector called Mechanism of the Production Function, that provides quantification of loss processes. The present study was context in Intensive Care Unit (ICU) of a private hospital in Porto Alegre and applied a case of Service Design with the logic of the evidence through MFP tool for the development of an integrated approach. We used the method of action research with the description of the whole design process and results. From the analysis it was found that (i) the look of the evidence contributes to replication of project outcomes in future cases, (ii) MFP is an argument supporting the realization of a Design project and (iii) to integrate experiences with evidence in the hospital sector, we can manage the project in order to devote more time to the diagnosis and implementation.

Esta tesis incluye tres capítulos que exploran diferentes aspectos de la distinción entre decisiones desde la descripción y decisiones desde la experiencia. El capítulo 1 estudia escenarios de decisión cuando las personas cuentan con información tanto desde la descripción como desde la experiencia. Los resultados sugieren que la experiencia es desatendida ante una descripción.También se explora el impacto sobre las decisiones de diferencias individales con respecto a la habilidad racional.Las personas con habilidad racional más alta obtienen muestras de mayor tamaño que los participantes con menor habilidad racional.El capítulo 2 examina situaciones en las que la información obtenida desde la experiencia resulta una mejor fuente que una descripción.La complejidad y las demoras favorecen a la experiencia sobre la descripción como fuente de información. No se evidencian diferencias individuales con respecto a habilidades numéricas o racionales. Sin embargo, se evidencia una relación entre mayor habilidad racional y mayor tamaño muestral. Por último, el capítulo 3 explora, para una tarea de lotería,la interacción entre la ilusión de control y la fuente de información. / This thesis includes three chapters that study different aspects of the distinction between decisions from description and decisions from experience. Chapter 1 studies choice when decision makers have both information from description and information from experience. Results suggest that experience is disregarded in the face of description. Individual differences with respect to rational ability are also explored. Participants with higher rational ability draw larger samples than participants with lower rational ability. Chapter 2 examines situations in which information from experience is a better source of information than information from description. Complex scenarios and delayed judgmental tasks favor experience over description as source of information. Moreover, there were no individual differences due to numerical/rational abilities. Additional evidence was found that relates higher rational ability to larger samples.Finally,chapter 3 explores how illusion of control interacts with the source of information in a lottery task.

Nos travaux de thèses s’intéressent au pronostic de défaillance de composant critique et à l’estimation de la durée de vie résiduelle avant défaillance (RUL). Nous avons développé des méthodes basées sur l’expérience. Cette orientation nous permet de nous affranchir de la définition d’un seuil de défaillance, point problématique lors de l’estimation du RUL. Nous avons pris appui sur le paradigme de Raisonnement à Partir de Cas (R à PC) pour assurer le suivi d’un nouveau composant critique et prédire son RUL. Une approche basée sur les instances (IBL) a été développée en proposant plusieurs formalisations de l’expérience : une supervisée tenant compte de l’ état du composant sous forme d’indicateur de santé et une non-supervisée agrégeant les données capteurs en une série temporelle mono-dimensionnelle formant une trajectoire de dégradation. Nous avons ensuite fait évoluer cette approche en intégrant de la connaissance à ces instances. La connaissance est extraite à partir de données capteurs et est de deux types : temporelle qui complète la modélisation des instances et fréquentielle qui, associée à la mesure de similarité permet d’affiner la phase de remémoration. Cette dernière prend appui sur deux types de mesures : une pondérée entre fenêtres parallèles et fixes et une pondérée avec projection temporelle. Les fenêtres sont glissantes ce qui permet d’identifier et de localiser l’état actuel de la dégradation de nouveaux composants. Une autre approche orientée donnée a été test ée. Celle-ci est se base sur des caractéristiques extraites des expériences, qui sont mono-dimensionnelles dans le premier cas et multi-dimensionnelles autrement. Ces caractéristiques seront modélisées par un algorithme de régression à vecteurs de support (SVR). Ces approches ont été évaluées sur deux types de composants : les turboréacteurs et les batteries «Li-ion». Les résultats obtenus sont intéressants mais dépendent du type de données traitées. / Our thesis work is concerned with the development of experience based approachesfor criticalcomponent prognostics and Remaining Useful Life (RUL) estimation. This choice allows us to avoidthe problematic issue of setting a failure threshold.Our work was based on Case Based Reasoning (CBR) to track the health status of a new componentand predict its RUL. An Instance Based Learning (IBL) approach was first developed offering twoexperience formalizations. The first is a supervised method that takes into account the status of thecomponent and produces health indicators. The second is an unsupervised method that fuses thesensory data into degradation trajectories.The approach was then evolved by integrating knowledge. Knowledge is extracted from the sensorydata and is of two types: temporal that completes the modeling of instances and frequential that,along with the similarity measure refine the retrieval phase. The latter is based on two similaritymeasures: a weighted one between fixed parallel windows and a weighted similarity with temporalprojection through sliding windows which allow actual health status identification.Another data-driven technique was tested. This one is developed from features extracted from theexperiences that can be either mono or multi-dimensional. These features are modeled by a SupportVector Regression (SVR) algorithm. The developed approaches were assessed on two types ofcritical components: turbofans and ”Li-ion” batteries. The obtained results are interesting but theydepend on the type of the treated data.

Syftet med denna studie är att få en förståelse för hur rektorer väljer att organisera kompetensutveckling för lärare gällande erfarenhetsbaserad undervisning. Min empiri är insamlad med hjälp av datorstödda mailintervjuer. I och med detta söker jag mönster i respondenternas olika svar utifrån en fenomenografisk ansats. Studiens resultat har gett svar på de frågeställningar som studien utgår ifrån och resultatet visar på en stor variation. Dels finns det variation i respondenternas tolkning av begreppet erfarenhetsbaserad undervisning och det finns även variationer kring deras tolkning av styrdokumenten. Det går också att se olikheter gällande den kompetensutveckling som rektorer organiserar för lärare. På grund av de variationer som råder i samtliga utsagor så kan det bli aktuellt att lyfta vikten av centraliserad tolkning av bärande begrepp på nationell nivå för att komma så nära likvärdig undervisning som möjligt. / The aim of this study is to gain an understanding how the principals choose to develop teacher competence in experience-based teaching. I seek patterns in the different interview answers based on phenomenographic approach. My empirical data was collected with the help of computer-aided mail interviews. The results of the study have given answers to the questions on which the study is based upon and the results show a great variation. Variation in the interpretation of the concept of experience-based teaching and the governance document. But the results also vary regarding the skills development the principals offers teachers. Due to the variations that seem to prevail in all statements, it may be relevant to emphasize the importance of centralized interpretation of key concepts at the national level, in order to get as close to equivalent teaching as possible.

This study examines high school students' experience of a political role play in social studies. The purpose of the thesis is to investigate which abilities role-playing games develop for students and through this contribute to the social studies didactic research of experience-based teaching that reflects reality. The ambition of the thesis is to understand whether the effects of role-playing as a teaching method for the learning of political skills are experienced as useful for their role as citizens. Through a digital survey, the students in this study answer questions about their perceived development of their political self-confidence, their political abilities and whether the role-play motivates effort, which in turn answers the question of whether political role-play in social studies is effective for students' self-governance in society. The result shows that the political role-play has beneficial effects for most of the surveyed students development of their political abilities. The students in the study feel that their political self-confidence has increased and that the teaching has benefited their understanding of dissenting views. The result also shows that large parts of the student group have made an effort, which shows that they experience the effects of the teaching as useful in their future role as citizens. / Denna studie undersöker gymnasieelevers upplevelse av ett politiskt rollspel i samhällskunskap. Syftet med uppsatsen är att undersöka vilka förmågor rollspel utvecklar för elever för att bidra till den samhällskunskapsdidaktiska forskningen av upplevelsebaserad undervisning som speglar verkligheten. Ambitionen för uppsatsen är att förstå om effekterna av rollspel som undervisningsmetod för lärandet av politiskt förmågor upplevs som nyttiga för sin roll som medborgare. Genom en digital enkät svarar eleverna i denna studie på frågor om sin upplevda kunskapsutveckling av sin politiskt självtillit, sina politiska förmågor och om rollspelet motiverar till ansträngning, som i sin tur ger svar på frågan om politiskt rollspel i samhällskunskap är effektfullt för elevers självstyrning i samhället. Resultatet visar att det politiska rollspelet har fördelaktiga effekter för de flesta av de tillfrågade eleverna i sin utveckling av politiska förmågor. Eleverna i studien upplever att deras politiska självtillit har ökat och att undervisningen har gynnat deras förståelse för oliktänkande åsikter. Resultatet visar även att stora delar av elevgruppen har ansträngt sig vilket visar att de upplever effekterna av undervisningen som nyttiga i sin framtida rollsom medborgare.