Made available in DSpace on 2016-03-15T19:42:14Z (GMT). No. of bitstreams: 1 Priscila Zanganatto Mafra.pdf: 6993187 bytes, checksum: 2c4ea29fea7f002e08b5bae032968687 (MD5) Previous issue date: 2012-02-29 / This research was developed from an inquietude to investigate the interrelationships of Education, Arts, Culture and Technology in the spaces that go beyond the universe of the classroom. Transformations are investigated in the museum institution, covering the interactive museums, including the Football Museum and the Catavento Museum, preceding the focus of this study which lies on the research in the Portuguese Language Museum. Would it be a cultural mediator through its digital environments and interactive relationship with the public? What is the reaction of visitors when facing the Portuguese Language Museum and its digital environments? To answer those questions, under ethnographic inspiration, the research was conducted involving field observations of environments and visitors, involving interviews with museum professionals, and a participation in different educational activities promoted by the Portuguese Language Museum, besides documental research and research in the cyberspace, through the museum s website and social networks. The registers were made from the language of "words" and "images , analyzed, classified and interpreted from, based on the theoretical study. The wondering and use of the Portuguese language, the interactivity and cultural mediation in digital environments, show that the learning and enjoyment depend on the interest and participation of each visitor of the Museum of the Portuguese Language, which, in its environment and actions invite and provoke their audience to interact. / Essa pesquisa foi desenvolvida partindo da minha inquietação em investigar as inter-relações entre Educação, Arte, Cultura e Tecnologia nos espaços que vão além do universo da sala de aula. Investigo as transformações na instituição museu até os Museus Interativos e descrevo, brevemente, o Museu do Futebol e o Museu Catavento. Porém, o foco desse estudo deu-se na investigação no Museu da Língua Portuguesa. Será ele um mediador cultural através de seus ambientes digitais e da relação interativa com o público? Qual a reação dos visitantes ao se depararem com o Museu da Língua Portuguesa e seus ambientes digitais? E o que as reações frente ao MLP geram nos visitantes? Para responder tais questões, partindo do método etnográfico, realizei pesquisa de campo para observações dos ambientes e dos visitantes, entrevistas com profissionais do Museu, e participei de diferentes ações educativas promovidas pelo MLP. Também acompanhei o MLP no ciberespaço, pelo seu website e nas redes sociais. Os registros foram feitos a partir da linguagem de palavras e de imagens , analisados, classificados e interpretados a partir dos referenciais teóricos estudados sobre o uso e reflexão da língua portuguesa, a interatividade e a mediação cultural nos ambientes digitais.

Acompanha 1 CD-ROM / Orientador: Jose Armando Valente / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-12T09:43:21Z (GMT). No. of bitstreams: 1 Tonus_Mirna_D.pdf: 2485563 bytes, checksum: 4314568417f46f70cc65fd3e9ce62375 (MD5) Previous issue date: 2007 / Resumo: O radiojornalismo atual tem requisitado uma nova formação, voltada à edição digital, frente às exigências da atividade profissional. Para concretizá-la, é necessário recorrer às tecnologias da informação e da comunicação (TIC), empregando-as como dispositivo de interação com os aprendizes e de interatividade entre eles e a máquina, o que inclui o desenvolvimento de habilidades para lidar com computadores, softwares e, especificamente, com o áudio digital. Este é o foco desta tese, que traça um dos caminhos possíveis para essa formação, tratando dos cenários científico e documentarista aplicados no radiojornalismo, a partir de teorias da aprendizagem envolvendo o aprender fazendo de Piaget, a zona proximal de desenvolvimento (ZPD) de Vygotsky, a construção social do conhecimento de Freire, e o ciclo de ações e a espiral de aprendizagem de Valente. Com base em pesquisa-ação junto a estudantes de Jornalismo da Universidade de Sorocaba (Uniso), a tese apresenta uma análise de similaridade e implicativa, evidenciando que o processo de aprendizagem é auxiliado com o uso das TIC em uma proposta de formação plurimodal, utilizando elementos da educação presencial e da educação a distância (EAD). / Abstract: The contemporary radiojournalism requests a new formation, directed to the digital edition, because of the requirements of the professional activity. To materialize it, it's necessary to appeal to the information and communication technologies (ICT), using them as device of interaction with the apprenticees and interactivity between them and the machine, what includes the development of abilities to deal with computers, softwares and, specifically, with digital audio one. This is the focus of this thesis, that traces one of the possible ways for this formation, treating to the scientific and documentarist scenes applied in the radiojournalism, from learning theories involving learning by doing of Piaget, the zone of proximal development (ZPD) of Vygostky, social construction of the knowledge of Freire, and the actions cycle and learning spiral of Valente. On the basis of action-research with Journalism students at University of Sorocaba (Uniso), the thesis presents a similarity and implicative analysis, evidencing that the learning process is assisted with the use of ICT in a proposal of plural mode education, using traditional and distance education elements. / Doutorado / Doutor em Multimeios

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-12T17:26:03Z No. of bitstreams: 1 juliapessoavarges.pdf: 2258766 bytes, checksum: 4e93cc17ecc6f9a7932f8f1bcd68d32e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T12:35:53Z (GMT) No. of bitstreams: 1 juliapessoavarges.pdf: 2258766 bytes, checksum: 4e93cc17ecc6f9a7932f8f1bcd68d32e (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T12:36:12Z (GMT) No. of bitstreams: 1 juliapessoavarges.pdf: 2258766 bytes, checksum: 4e93cc17ecc6f9a7932f8f1bcd68d32e (MD5) / Made available in DSpace on 2016-10-04T12:36:12Z (GMT). No. of bitstreams: 1 juliapessoavarges.pdf: 2258766 bytes, checksum: 4e93cc17ecc6f9a7932f8f1bcd68d32e (MD5) Previous issue date: 2011-04-15 / Resumo: Esta dissertação de mestrado analisa os jogos eletrônicos a partir de seu potencial narrativo. A popularização dos consoles de videogames e a disseminação dos computadores pessoais e da Internet ao longo das duas últimas décadas facilitou o acesso a estes produtos tecnológicos, aumentando também o interesse acadêmico em tais jogos. Grande parte da bibliografia referente ao assunto gira em torno do debate Narratologia versus Ludologia; em que teóricos de vertentes opostas acreditam que os jogos eletrônicos podem ser compreendidos ou somente por seus aspectos lúdicos, diretamente ligados à ação do jogador (gameplay); ou apenas pelos narrativos. Ao longo da presente dissertação, apresentaremos os pensamentos dos principais ludologistas (Jesper Juul, Gonzalo Frasca, Espen Aarseth) e também dos narratologistas, dos quais a americana Janet Murray é a principal expoente. Nosso objetivo, ao descrever as duas vertentes, é demonstrar a necessidade de incorporá-las para uma compreensão mais ampla dos jogos eletrônicos, contrapondo o caráter excludente como as duas correntes teóricas vêm sendo concebidas. Desta forma, nossa hipótese é de que somente levando em conta o gameplay e o potencial narrativo é que se pode analisar os videogames no que Marie-Laure Ryan, Santaella e Galloway consideram sua característica mais distintiva: a interatividade. Para isto, utilizaremos o conceito de “narrativas interativas” de Ryan (2009), que propõe que a narratividade nos videogames é diretamente ligada ao gameplay, já que cada elemento narrativo é construído a partir de ações desempenhadas pelo jogador e materializadas no interior do jogo através de um avatar; e, por outro lado, cada ação a ser tomada é determinada pelo enredo narrativo que se forma. Assim, lúdico e narrativo são elementos inextricáveis para a compreensão dos jogos eletrônicos em todo potencial. Como exemplo desta tendência, analisaremos “Red Dead Redemption”, jogo para Xbox 360 criado pela Rockstar Games, que acreditamos agregar todas as características das “narrativas interativas” de Ryan. / This dissertation analyzes videogames from their narrative potential. The popularity of videogame consoles and the spread of personal computers and the Internet over the past two decades have facilitated the access to these technological products, also causing the academic interest in such games to increase. Much of the literature on the subject revolves around the debate “Narratology versus Ludology”, where theorists of opposing sides believe that electronic games can be understood either by their ludic aspects, directly related to the action of the player (gameplay), or only by its narrative characteristics. Throughout this thesis, we present the thoughts of the main Ludologists (Jesper Juul, Gonzalo Frasca, Espen Aarseth) and the Narratologists, of which Janet Murray is the principal exponent. Our goal in describing the two theories is to demonstrate the need to incorporate them both in order to achieve a broader understanding of electronic games, unlike the opposition between the two theoretical approaches proposes. Hence, our hypothesis is that it is only taking into account both gameplay and the narrative potential of videogames that one can analyze these games in which Marie-Laure Ryan, Santaella and Galloway consider its most distinctive feature: interactivity. To do so, we use Ryan’s concept of "interactive narratives" (2009), which proposes that the narrative in video games is directly related to gameplay, as each narrative element is constructed from actions taken by the player and materialized inside the game through an avatar, and, moreover, every action taken is determined by the narrative plot that is designed. As a consequence, ludic and narrative elements are inextricable to the understanding of electronic games in their full potential. As an example of this trend, we will analyze the game "Red Dead Redemption" for Xbox 360, created by Rockstar Games, which we believe aggregates all the characteristics of Ryan’s "interactive narratives".

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-07T12:28:40Z No. of bitstreams: 1 tiagomachado.pdf: 31043362 bytes, checksum: 9a351916809d0428a7cfe66da526a87c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-07T13:32:52Z (GMT) No. of bitstreams: 1 tiagomachado.pdf: 31043362 bytes, checksum: 9a351916809d0428a7cfe66da526a87c (MD5) / Made available in DSpace on 2017-06-07T13:32:52Z (GMT). No. of bitstreams: 1 tiagomachado.pdf: 31043362 bytes, checksum: 9a351916809d0428a7cfe66da526a87c (MD5) Previous issue date: 2015-09-04 / Recentemente, tem crescido a preocupação das emissoras de TV em como adaptar seus fluxos de trabalho de modo a produzir e entregar conteúdo interativo de qualidade no ambiente de TV Digital. Devido às mudanças e custos necessários para a implantação da nova tecnologia, as emissoras acabam por não explorar plenamente as possibilidades de interatividade. Assim, para que o usuário tenha acesso a uma experiência avançada e agradável, é necessário otimizar a produção de conteúdo interativo e diminuir seus custos. Para isto, novas soluções capazes de prover uma maior automação na produção de conteúdo interativo devem ser investigadas. Neste contexto, este trabalho propõe um sistema para detecção de objetos durante a produção de cenas de vídeo, capaz de capturar objetos e associar a captura a metadados relacionados durante filmagens, em estúdio de gravação ou mesmo em eventos ao vivo. A informação capturada é entregue de forma estruturada, na chamada linha do tempo de objetos, a qual pode ser manipulada durante todos os estágios de edição do vídeo, bem como na criação de conteúdo interativo. / Recently, TV Broadcasters have been concerned on how to adapt their workflow in order to produce and deliver high quality interactive content in the Digital TV environment. Due to the changes and costs needed for the deployment of this new technology, broadcasters do not fully explore the possibilities of interactivity. Therefore, in order to provide users an enhanced and pleasing user experience, they are required to optimize the production of interactive content and lower its costs. For this reason, new solutions able to provide a higher level of automation for interactive content production must be investigated. In this context, this work proposes an object detection method able to capture objects and related metadata during video shooting in a recording studio or even on a live event. Captured information is delivered in a structured manner, the so-called object timeline, which may be handled throughout the stages of video editing as well as during the creation of interactive content.

The role of Social Networking Sites (SNSs) is coming under increased scrutiny as their online prowess grows. The objective of this research work is to investigate the students’ perception of this reality and try to understand their understanding of the SNSs potential for learning. The theory of Social Presence provides the academic impetus as the main conceptual framework for the study. Students of the Virtual University, Pakistan, were interviewed to understand their sense making of the SNSs role as platforms for learning in a virtual setting. The results highlight the importance of social presence dependent on myriad other factors, significant in their own right but extremely potent when they act together and thus influence the role of SNSs as virtual online conduits. It also indicates that our understanding of these networks, in the context of online learning especially in a developing country environment is still in its infancy and the numerous external environmental factors equally play a significant impact on the students’ perception of the role of these SNSs.

No description available.

臉書（ Facebook ）顛覆了行銷方式與社群傳播行為。本研究探討臉書之粉絲專業貼文與粉絲間的互動關係。以智慧鐵人創意競賽為個案，分析貼文發布時間、發布星期，貼文字數，貼文類型(圖像、連結、純文字、影片、影片連結)及貼文內容分類(評價性、資訊性、 娛樂性、利益性)五項變因與貼文互動關係 。期望了解哪些變因能提升貼文的互動力，使貼文更有成效達成擴散。 本研究採集 2014 年10月 1 日至 2017 年 10 月 31 日期間之 1119 篇貼文作為研究樣本。取按讚、留言、分享數各前 10% 之110 篇貼文進行量化與質化分析。最後取前 3 % 的貼文(共三十篇)，耙梳文本全文，找出吸引使用者互動的共通模式。 統計分析發現，貼文發布時間、發布星期及貼文類型，沒有差異，但 601 - 800 字貼文互動效果較其他字數組別佳，具有顯著差異。而在內容文本分析方面，當貼文內容中有行動訴求，與使用者使用相同語言，以及藉由共同經歷營造社群感，能提升貼文互動力；而當貼文類型為影片或連結時，貼文內容如過於簡短單調則會降低貼文互動力。 / An interactivity analysis of Facebook posts - a case study of the fan page of the Intelligent Ironman Creativity Contest Abstract Facebook is a social networking service launched on February 5, 2004. It also started the new era of media and promotion. However, how to write a post is close related to the effectiveness on interaction with readers. This in term affects the influence of the post. This thesis used data from Intelligent Ironman Creativity Contest, analyzed post time (2 hrs duration in a day), post days (Monday to Sunday), number of words (every 200 words up to 1200), post type (photo, link, Status, video and share video) and post content (evaluative, Informative, entertainment, profitable). The result could be useful guidelines in managing fan page for high school and creativity related activities This research collects 1119 posts from October 1st, 2014 to October 31st, 2018 as samples. We use 110 posts which is the top 10% posts with highest number of like, post, share as the base for quantitative and qualitative analysis. Finally, we examine the content of the top 3% posts and find the common pattern for attract readers. The results show that there is significant effect on post time, post day and post type. But posts with words from 600 to 800 are the most effective than other number of words. When the post types are video and link, short explanation is not enough. If there are action requests, reader costumed phrases or shared memories in the post, the post is very effective in interaction with readers. Key Words：interactivity analysis of Facebook posts, Educational activities, Intelligent Ironman Creativity Contest

Nos travaux portent sur la conception et la réalisation d'un environnement interactif et multi-utilisateurs à exécution adaptative. Nous nous plaçons dans un cadre générique, pour définir les mécanismes de gestion des interactions et de l'exécution adaptative, ainsi que la méthodologie permettant d'appliquer ces mécanismes à un domaine donné. Nous utilisons cette méthodologie pour produire un environnement prototype, dédié à la formation à distance et semi-présentielle. Un point-clé de notre approche est la théorie de la distance transactionnelle, qui représente la distance ressentie par les participants à une interaction. Notre principal objectif est la réduction de cette distance en concevant un environnement qui permette de jouer sur les trois éléments constituant cette distance : le dialogue, la structure et l'autonomie. Le travail sur le dialogue consiste à optimiser les interactions, en proposant des modes de communications variés, en multipliant les opportunités d'échange et en augmentant leur qualité. Le travail sur la structure consiste à améliorer la flexibilité des interactions. Enfin, le travail sur l'autonomie consiste à offrir aux participants une certaine indépendance vis-à-vis de la structure. Pour cela, nous proposons une combinaison de technologies issues de la narration interactive, de la contextualisation et de la gestion des ambiguïtés pour construire un modèle de scénarisation des interactions. Le principe est de découper des séquences d'interactions en unités d'activité et de composer des scénarios à partir de ces unités. Une unité d'activité est appelée situation : elle peut être élémentaire ou bien composée elle-même d'autres activités. Les mécaniques de narration interactive nous permettent de piloter de manière adaptative le déroulement des scénarios conçus de cette façon, en laissant les utilisateurs libres de s'en détacher, tout en garantissant une cohérence globale et le respect de règles prédéfinies. La prise en charge du contexte et l'analyse a posteriori des sessions d'interactions permettent d'évaluer la qualité d'un scénario et de mettre en place un cycle d'évolution permanent de ces scénarios. Ces mécanismes sont présentés à travers le développement d'un environnement prototype de formation à distance. Ce prototype comporte également des outils que nous proposons pour mettre en place de nouvelles interactions à distance. Ces outils sont basés sur l'utilisation de gestes, de la voix et l'exploitation du contexte. Ils s'appuient sur des approches inspirées des réseaux sociaux et de la gamification, pour proposer des interactions variées et favoriser les échanges. Le prototype que nous proposons ne requiert pratiquement aucun pré-requis matériel ou logiciel et s'affranchit de toute technologie propriétaire. Nous présentons également une étude comparative des environnements existants qui illustre la plus-value de notre proposition, qui se présente comme un complément aux environnements de formation classiques les plus répandus. Notre prototype a fait l'objet de tests en comité restreint et en simulation de montée en charge. Des utilisations en situation réelle de formation sont en cours de préparation. / Our works focus on the conception and development of an interactive and adaptive multi-users environment. We define mechanisms to handle distant interactions and adaptive execution in a generic scope, and the methodology to apply those mechanisms to a given domain. We use this methodology to produce a prototype environment dedicated to distant and semi-distant learning. One key aspect of our approach is the concept of transactional distance, which represent the distance that users feel when taking part into distant interaction. Our main objective is to reduce this distance through the conception of an environment that can allow us to impact each of the three elements defining it : dialogue, structure, and independence. Enhancing the dialogue means offering more various communication means, and improving their quality. Enhancing the structure means offering more flexibility. Finally, enhancing the independence means allowing users to divert from the structure. To achieve that, we propose to combine technologies from various domains such as interactive storytelling, context-awareness, and misunderstandings handling, to build a model for the conception of interactive scenarios. It consists in splitting interaction sequences into activity units, and building up scenarios from these units. One unit is called a situation, it can be basic or composed of other situations. The interactive storytelling mechanisms allow us to drive the execution of such scenarios in an adaptive way, giving users the freedom to divert from the structure, while guaranteeing the overall coherence of the execution. Moreover, the context-awareness and the analysis of the executions allow us to evaluate the quality of a scenario, and thus make it evolve between sessions. We call this mechanism the scenario's life-cycle, and allows the scenarios to be constantly improved. Those mechanisms are presented through the development of a prototype e-learning environment. This prototype also contains several tools to enhance interactions. These tools are based on gesture, voice and context utilisation. They use principles inspired by social networks and gamification to offer varied interactions and promote knowledge sharing. The prototype we present comes with almost no hardware or software prerequisite, and is free of proprietary technology. We also present a comparative study about the main existing e-learning environment, to position our prototype, which is proposed as a complementary tool to existing learning management systems. Our prototype has been tested by a small number of users, and scalability has been tested through simulations. We are currently planning the use of our system in real-life situations.

En quête de performance, les Third-party Logistics (3PL) sont amenés à réorganiser régulièrement leurs activités d’entrepôt. Peu d’études portent sur les systèmes de mesure de la performance (SMP) dédiés au 3PL. Les auteurs étudient les activités indépendamment les unes des autres alors qu’il existe des relations de cause à effet entre ces dernières. La conception d’un SMP pour la réorganisation des activités conduit à nous interroger sur ses conséquences pour le système de contrôle de gestion, au travers du cadre théorique de Simons.Une Recherche-Intervention est réalisée au sein du 3PL : FM Logistic. Notre contribution porte sur la conception d’un SMP sous forme de graphe de problèmes mettant en relation les connaissances sur la réorganisation des activités des experts et de la littérature scientifique. Ce SMP est construit à partir d’un langage inspiré de la théorie TRIZ. La conception du SMP permet l’analyse de l’évolution d’un contrôle de gestion diagnostique vers l’interactivité. / Third-party logistics (3PL) seek performance by reorganizing regularly their warehouse operations. Few researchers study performance measurement systems (PMS) dedicated to 3PL. Researchers in warehousing design are used to study all the different operations one by one while these operations are linked together. As far as we know the literature does not propose any SMP for warehouse operations reorganization. SMP design leads to analyze the consequences for management control system, studied through Simons’ levers of control.An Intervention-research is conducted in a french 3PL : FM Logistic. Our contribution is the design of a performance measurement system in the form of problem graph which linking both knowledge advocated by a French 3PL and quoted in the literature. This SMP has been designed using a semantic and a syntax inspired by TRIZ problem graph. SMP design enables to analyze interactivity development. Results show the development of diagnostics systems towards interactivity.

Magister Public Health - MPH / An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.