Acompanha: Produção técnica / A aprendizagem de Biologia Celular no Ensino Médio apresenta alguns obstáculos aos alunos, que são intrínsecos ao conteúdo. Primeiramente, há um vocabulário relativamente extenso de termos que não fazem parte do cotidiano. Segundo ponto, esses termos podem se relacionar de maneiras complexas que são difíceis de assimilar. Finalmente, vários processos biológicos acontecem em etapas dinâmicas, que podem ser difíceis de deduzir a partir de imagens estáticas. O objetivo geral deste trabalho foi desenvolver um software educacional que pudesse auxiliar no processo de ensino e aprendizagem de Biologia Celular no Ensino Médio. Dois princípios usados na ferramenta foram a interatividade e a animação gráfica. A pesquisa teve como universo, duas turmas de primeiro ano do Ensino Médio técnico integrado em agroecologia e informática totalizando 80 alunos de uma escola pública Federal do Estado do Paraná e foi baseada no desenvolvimento, aplicação e teste de eficácia de um jogo tendo como foco o ensino de síntese proteica e seus mecanismos de funcionamento, assunto vinculado ao estudo da Biologia Celular. Os testes de eficácia foram feitos iniciando-se com a aplicação de uma questão aberta que procurou levantar informações sobre o nível de conhecimento do aluno acerca do assunto após a aplicação de uma aula expositiva e posterior aplicação da mesma questão como pós teste, depois da aplicação do jogo em sala. Os resultados foram avaliados e caraterizados a partir de quatro categorias de aprendizado em Biologia, sendo essas, Nominal, Funcional, Estrutural e Multidimencional em ordem crescente de nível de aprendizado. Como resultado, constatamos pela evolução das questões formuladas pelos alunos, frente às categorias citadas, que o produto teve influência positiva no aprendizado e pode contribuir para a dinamicidade no ensino da Biologia Celular no Ensino Médio. / The learning of Cell Biology in High School presents some obstacles to students, which are intrinsic to the content. First, there is a relatively extensive vocabulary of terms that is not part of everyday life. Second point, these terms may relate in complex ways that are difficult to assimilate. Finally, several biological processes take place in dynamic steps, which can be difficult to infer from static images. The general objective of this work is to develop an educational software that could aid in the teaching and learning process of Cell Biology in High School. Two principles used in the tool were the interactivity and graphical animation. The research had as a universe two first year classes of an Integrated Technical High School Course in Agroecology and Informatics totaling 80 students of a public federal school of the State of Paraná and it was based in the development, application and effectiveness test of a game having as focus the teaching of protein synthesis and its mechanisms of functioning, a subject linked to the study of Cell Biology. Efficacy tests were performed through an application of an open question, in order to evaluate the level of the students’ knowledge on the subject after an expositive class and a later application of the same question as an post evaluation, after the application of the game in class. The results were evaluated and characterized from four categories of learning in Biology, such as, Nominal, Functional, Structural and Multidimensional in ascending order of learning level. As a result, we verified by the evolution of the questions formulated by the students, given the aforementioned categories, that the product had a positive influence on learning and can contribute to the dynamism in the teaching of Cell Biology in High School.

Dojo de Programação é uma atividade dinâmica e colaborativa inspirada em artes marciais onde é possível praticar programação, especialmente técnicas relacionadas a métodos ágeis. Os métodos de ensino atuais tratam todos os alunos da mesma forma. Cada pessoa tem uma história, experiências, habilidades, conhecimentos. Raramente as particularidades de cada indivíduo são respeitadas. Buscamos verificar qual a influência do Dojo de Programação como atividade de ensino a fim de promover a interação entre os alunos. O Dojo de Programação oferece os recursos necessários para ensino acadêmico de programação de computadores? Para responder a questão foram realizados questionários com leigos e participantes ativos de Dojo de Programação, participantes espontâneos de grupos de Dojo de Programação e participantes compulsórios de alunos que participaram de Dojo de Programação em aula de disciplina regular de especialização na Universidade Tecnológica Federal do Paraná. Foram realizadas entrevistas com especialistas organizadores de encontros de Dojo de Programação. Pontos positivos, como a participação dos alunos e negativos, como o fato de não ser uma atividade adequada para apresentação de assuntos teóricos, foram ponderados. Os resultados obtidos sugerem que a atividade pode ser utilizada de forma complementar em disciplinas de programação de computadores a fim de aumentar a participação dos alunos e permitir ao professor conhecer as dificuldades e facilidades de cada aluno individualmente. / Coding Dojo is a dynamic and collaborative activity inspired by martial arts where you can practice programming, especially techniques related to agile methods. The existing teaching methods treat all students the same way. Each person has a story, experiences, skills, knowledge. Rarely the particularities of each individual are respected. The purpose of this research is to verify the influence of the Coding Dojo in teaching agile practices. The Coding Dojo offers the required resources to academic teaching computer programming? To answer the question surveys were conducted with novice and active participants of Coding Dojo, also spontaneous participants in groups of Coding Dojo and students who attended compulsorily in a Coding Dojo during a class of a regular discipline of one specialization course in Federal Technological University of Paraná. Interviews were conducted with experts organizers of meetings of Coding Dojo. Strengths, such as student participation and weaknesses, as not being a suitable practice for presenting theoretical contents were considered. The obtained results suggest that the activity can be used complementary in computer programming disciplines to increase student participation and allow the teacher to know the difficulties and facilities of each student individually.

Dojo de Programação é uma atividade dinâmica e colaborativa inspirada em artes marciais onde é possível praticar programação, especialmente técnicas relacionadas a métodos ágeis. Os métodos de ensino atuais tratam todos os alunos da mesma forma. Cada pessoa tem uma história, experiências, habilidades, conhecimentos. Raramente as particularidades de cada indivíduo são respeitadas. Buscamos verificar qual a influência do Dojo de Programação como atividade de ensino a fim de promover a interação entre os alunos. O Dojo de Programação oferece os recursos necessários para ensino acadêmico de programação de computadores? Para responder a questão foram realizados questionários com leigos e participantes ativos de Dojo de Programação, participantes espontâneos de grupos de Dojo de Programação e participantes compulsórios de alunos que participaram de Dojo de Programação em aula de disciplina regular de especialização na Universidade Tecnológica Federal do Paraná. Foram realizadas entrevistas com especialistas organizadores de encontros de Dojo de Programação. Pontos positivos, como a participação dos alunos e negativos, como o fato de não ser uma atividade adequada para apresentação de assuntos teóricos, foram ponderados. Os resultados obtidos sugerem que a atividade pode ser utilizada de forma complementar em disciplinas de programação de computadores a fim de aumentar a participação dos alunos e permitir ao professor conhecer as dificuldades e facilidades de cada aluno individualmente. / Coding Dojo is a dynamic and collaborative activity inspired by martial arts where you can practice programming, especially techniques related to agile methods. The existing teaching methods treat all students the same way. Each person has a story, experiences, skills, knowledge. Rarely the particularities of each individual are respected. The purpose of this research is to verify the influence of the Coding Dojo in teaching agile practices. The Coding Dojo offers the required resources to academic teaching computer programming? To answer the question surveys were conducted with novice and active participants of Coding Dojo, also spontaneous participants in groups of Coding Dojo and students who attended compulsorily in a Coding Dojo during a class of a regular discipline of one specialization course in Federal Technological University of Paraná. Interviews were conducted with experts organizers of meetings of Coding Dojo. Strengths, such as student participation and weaknesses, as not being a suitable practice for presenting theoretical contents were considered. The obtained results suggest that the activity can be used complementary in computer programming disciplines to increase student participation and allow the teacher to know the difficulties and facilities of each student individually.

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Science, Mathematics and Technology Education / unrestricted

The purpose of this project is to use Java technology to create an instant messenger application that could be used by any person who has the basic knowledge of working with a graphical user interface. The goal here is to develop an application that provides communication to users running different operating systems.

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

The phenomenon of business value dissipation in mature organisations as an unintended by-product of the adoption and use of information systems has been a highly debated topic in the corporate boardroom awakening the interest of practitioners and academics alike. Much of the discourse tends to focus on the inability of organisations to unlock and realise the intended benefits to be harvested through large information systems investments. While the business case for investing in large technology programmes has been thoroughly investigated, the human agent that causes value erosion through his interaction with information systems (IS), has not received the studied attention it deserves. This study examines the use of technology in organisations by considering the dichotomy inherent in IS where its introduction for the purposes of creating new or sustaining existing business value subsequently also inadvertently dissipates value. The study proceeds to investigate the root people-induced causes resulting in the unintentional dissipation of value and presents an empirically validated model suggesting that human agents do not only create value for organisations through their use of IS, but at the same time, deliberately or inadvertently, dissipate value. The root people-induced causes resulting in the unintentional dissipation of value is delineated within a Theoretical Technology Value Framework that is constructed from a review of the extant literature, and delineates the overall unintentional value destroying causes and effects of IS on organisations. The Theoretical Technology Value Framework is forthwith applied as a basis for the development of a set of questions to support both qualitative and quantitative investigations from which an Archetypical Technology Value Model was derived. Finally, an Archetypical Technology Value Model is presented as a benchmark and basis to identify, investigate, mitigate and minimise or eliminate the unintentional value destroying effects of IS on Information Technology driven organisations. The study concludes with implications for both theory and practice and suggestions on how value erosion through the activities of the human agent may be identified, modeled and mitigated. Ultimately, recommendations are offered towards the crafting of more effective IS. / School of Computing / Ph. D. (Information Systems)

Indiana University-Purdue University Indianapolis (IUPUI) / In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.