No description available.

No description available.

The purpose of this study was to determine what choices directors of selected teaching and learning centres in universities made with respect to the design of the homepages of their centre Websites. This was a study to explore how selected directors approach the use and design of their sites, a study to specifically examine what design elements these directors consider in conceptualizing the homepage. The themes of visibility, engagement, and sustainability were used as a framework for the study.<p> The study used the case study research methodology, examining the perspectives of four directors who were responsible for managing the teaching and learning centres in their respective universities. The study was an opportunity to explore how directors conceptualized the design of the homepages of their centre Websites and what design elements were used.<p> It was clear that the directors regarded the scholarship of teaching and learning in their own specific ways and that each particular view guided choices regarding homepage design. The directors interviewed regarded the homepage as an important and powerful communication tool and each dedicated resources to its development and ongoing scrutiny.<p> Directors recognized the variety of user needs they faced and they admitted that the homepage design choices they made was a balancing of constituent needs, institutional priorities, and their professional stance within the scholarship of teaching and learning field. Directors were keen on building internal and external communities. Directors continually asked themselves the question, What is the user looking for? Directors spoke of the increasing use they made of technology in the choices regarding the use and design of the homepage. They recognized that building momentum and advocacy within the scholarship of teaching and learning using the homepage was a difficult task.<p> Directors demonstrated a heightened level of commitment to the scholarship of teaching and learning and to the development and enhancement of teaching practice. They were aware that they made decisions about the tone of the homepage through their management of the use and demand of homepage space. They were continually challenged to stay abreast of the evolving scholarship of the teaching and learning landscape and their style of decision-making was flexible.<p> Directors play many roles in the administration and management of teaching and learning centres (Cook & Sorcinelli, 2005; Wright, 1999). As a result of this study and the use of the case study method, it is apparent, in the examination of the four cases, that the design of the homepage evolved from the director role as design researcher (Laurel, 2003). Directors epitomized the type of self-reflection that characterizes scholarship generally (Kreber, 2007); these directors were reflective practitioners and researchers in the design of their homepages.<p> Directors identified the need for increased interactivity on the site and the prominence they believed the site will have in the role of desktop professional training and development of faculty. Examining the implications for future homepage design as the critical mass of scholars in teaching and learning moves through the professional education ranks within and among universities would be an intriguing research topic.

Chemnitz, Techn. Univ., Diss., [2008].

Stuttgart, FH, Diplomarb., 2003.

Thesis (doctoral)--Universität St. Gallen, 2008.

Thesis (doctoral)--Universität Karlsruhe, 2003. / Includes bibliographical references.

Stuttgart, FH, Diplomarb., 2002.

München, Techn. Univ., Diss., 2004.

Made available in DSpace on 2014-06-12T18:33:55Z (GMT). No. of bitstreams: 2 arquivo4023_1.pdf: 7829149 bytes, checksum: 5f2f6cea4642ac6e52f84df7f7792f19 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2008 / Diante da necessidade cada vez maior de usar a Internet por razões diversas, os indivíduos se deparam diariamente com gêneros digitais que precisam produzir ou compreender. Assim, buscamos investigar como se dá a percepção do hipertexto e refletir sobre possibilidades pedagógicas envolvendoo. Os questionamentos que nos guiaram foram referentes a: como os fatores idade, familiaridade com o computador e hábitos de leitura influenciam na compreensão do hipertexto; como a multissemiose e os links interferem nesse processamento e até que ponto os participantes estavam conscientes das estratégias utilizadas. Para encontrarmos as respostas a nossos questionamentos, utilizamos, com um grupo estudantes de inglês como língua estrangeira, em centro binacional do Recife, diversas atividades e questionários que versavam sobre leitura de diferentes páginas, bem como estratégias utilizadas. Nossas análises foram realizadas com o aporte teórico de teorias sobre ensinoaprendizagem de línguas (BROWN, 1994), a importância dos gêneros textuais para o trabalho de leitura (MARCUSCHI, 2000 E BRONCKART, 1999) e desenvolvimento de competências (DOLZ & SCHNEUWLY, 2004). Utilizamos ainda, concepções e modelos de leitura (VAN DIJK & KINTSCH, 1996, GOODMAN, 1994, RUDDELL, 1994, KLEIMAN, 2004), fizemos reflexões sobre Letramento Digital (SOARES, 2002, BRAGA, 2007) e noções de hipertexto e seus desafios cognitivos (MARCUSCHI, 2007; SANTAELA, 2004, XAVIER, 2002, dentre outros.). Os resultados evidenciaram que os links interferem bastante na compreensão e na tomada de decisões por parte dos leitores que demonstraram, muitas vezes, se perderem dependendo da organização das páginas. Demonstraram também que nem sempre os leitores, apesar de adultos, estão cientes que estratégia é o melhor auxílio de acordo com um determinado momento ou objetivo da leitura. Desse modo, a necessidade de se trabalhar o hipertexto, bem como as estratégias em sala de aula são urgentes e condizentes com uma metodologia de ensino de leitura atualizado e eficiente