No description available.

In the 1930s and 1940s, less than one percent of the Swedish population were in higher education. By the beginning of 1990s this proportion had reached 2.4%. During the 1990s, however, a new economic current flowed in Swedish higher education. A period of general economic stringency brought the costs of higher education under scrutiny. Further expansion, therefore, was to be accompanied by a reduction of unit costs. A discourse of expansion was to be joined by discourse of efficiency. By the end of the 1990s, however, an efficiency discourse based on quality assurance was facing difficulties. The educational merits of the efficiency reforms were not easily discerned. A new educational - or pedagogical - emphasis emerged. Quality and effectiveness were to be augmented via ‘quality enhancement processes’ and by ‘mobilising the inner resources’ of each institution. The emphasis of such thinking was on development of institutional practices that ‘best favour the development of activities’ that, in turn, lead to the ‘best long-term outcomes in teaching and research’. For these reasons, the student body had entered a new world by the start of the third millennium. The proportion of traditional students was matched by the proportion of non-traditional students. These changes, demographic and economic, represented a challenge to policy-makers and practitioners in Swedish higher education. Was it possible to ‘mobilise inner resources’ to meet the challenge of this new body of students? This thesis focuses on one of the responses to this challenge – the use of information and communication technologies (ICT) as an integral part of the pedagogics of higher education. Can ICT, therefore, become an add-in rather than an add-on to higher education. In particular, this thesis focuses not on teaching in general but, rather on an add-in issue; that is, can formative assessment be used as an integral support for learning. Five papers provide perspectives on this response; and the introduction sets the scene by identifying the key ideas that hold the studies together, reporting the development projects that were used to clarify these ideas; clarifying the events and ideas which governed the preparation of the five papers; and, finally, summarising the conclusions that arise from my research. The landscape of learning, like the physical landscape, is constantly changing. But are these changes superficial? Are they the result of ideas and tools that merely till the surface of the learning landscape? Or do these tools contribute to shaping the new knowledge that is expected of the learning society? This thesis explores these overarching questions. It concludes that the distinction between ICT as add-on or as an add-in remains central to the organisation of formal education in Sweden.

Made available in DSpace on 2016-12-23T14:01:51Z (GMT). No. of bitstreams: 1 Mara Hombre Mulinari.pdf: 3159835 bytes, checksum: 76de61cefabd0207bbf658e3298b7f9a (MD5) Previous issue date: 2013-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The continuing advance of technology, mainly in the field of Information and Communication Technologies ICT combined with new forms of searching and obtaining information and learning something new, lend support to the conception of a Learning Society, that in the educational context presents in three aspects related to the implementation of these technologies in the school: the included student (or not), the teacher in the process of inclusion (or not) and the digitalized school. Together with this structure, there is the issue of teacher s continuous education. In this perspective, this research investigates the use of ICT in science teaching by teachers participating in the continuous education course of the Project Science Education funded by the Ministry of Education and carried out in 2007 in partnership with CEFOCO/UFES and the Education Departments of 21 municipalities of the State of Espírito Santo. This study aims at understanding how the participation in this course may have contributed to the digital inclusion of the teachers and the inclusion of ICT in pedagogical activities as well as to characterize the process of continuous education done in the municipalities with the teachers and define possible guidelines based on this experience that may contribute to further courses. Thus, a qualitative research was developed, as a study case in a historical-organizational perspective, based on the analysis of documents produced during the course in 2007 and semi-structured interviews with the tutor-teachers in 2012. Data analysis was carried out using the technique of systemic networks associated to the content analysis. The results reveal that the investigated course for teacher s continuous education was the pioneer in the process of digital inclusion for some teachers and despite the difficulties faced in 2007 in the accomplishment of that course, the prospective character of this research reveals the success of that education action and show that the implementation of ICT in the educational context for pedagogical means is important and requires breaking old paradigms in education as well as the incorporation of new perspectives of teacher s work that may be acquired through continuous education / O sucessivo avanço tecnológico, principalmente das tecnologias da informação e comunicação TIC associado a novas formas de buscar e encontrar informação e aprender algo novo colaboram com a concepção de uma Sociedade da Aprendizagem que, no segmento educacional, apresenta uma tríade que permeia a infusão dessas tecnologias na escola: o aluno incluído (ou não), o professor em inclusão (ou não) e a escola digitalizada, permeando nessa estrutura a questão da formação continuada de professores. Nesta perspectiva, essa pesquisa investiga o uso de TIC no ensino de Ciências pelas professoras participantes do curso de formação continuada do Projeto Educação em Ciências financiado pelo Ministério da Educação e realizado em 2007 através da parceria entre CEFOCO/UFES e Secretarias Municipais de Educação de 21 municípios do Espírito Santo. O estudo busca compreender como a participação no curso de formação pode ter contribuído para inclusão digital das professoras, o processo de inclusão de TIC nas atividades pedagógicas, bem como caracterizar o processo de formação realizado nos municípios com os professores cursistas e apontar possíveis diretrizes apreendidas nessa experiência que possam contribuir com o desenvolvimento de futuras formações. Para isso, foi desenvolvida uma pesquisa qualitativa do tipo estudo de caso numa perspectiva histórico-organizacional, a partir da análise de documentos produzidos no curso em 2007 e entrevista semiestruturada com as professoras tutoras em 2012. Para análise dos dados foi utilizada a técnica de redes sistêmicas e a análise de conteúdo. Os resultados da investigação apontam que o curso de formação continuada foi o precursor do processo de inclusão digital de algumas professoras investigadas e que, apesar das dificuldades enfrentadas em 2007 na realização do curso, as prospecções feitas em 2012 indicam o êxito daquele movimento de formação além de revelar que a implementação de TIC no contexto educacional para fins pedagógicos não é trivial, sendo demandante de rompimento de antigos paradigmas que permeiam a educação e a incorporação de novas perspectivas de trabalho docente que podem ser adquiridas a partir da formação continuada

How do we help students to integrate their tertiary education with their development as " wise" global citizens and professionals? The study engages with this question through exploring the use of Reflective Journals as a central and integrating strategy for learning and assessment for a socially and culturally diverse group of students in a large, compulsory, first year, one-semester Engineering unit [BNB007: Professional Studies] between 2000 and 2004. The study supports the hypothesis that Reflective Journals can be an effective strategy for improving the often-criticised poor communication skills of domestic and international students in technical fields. For many students, the process of reflection also became a means of learning about their learning. Attitude surveys administered to students pre and post the teaching intervention in the years 2000-2002 showed positive changes in anticipated directions that encouraged further research. If attitude change was occurring in BNB007, what was the nature of the change? The research showed that at a deeper, longer term and more complex level, this new self-awareness supported many students to develop the kind of futures thinking and social learning " that will be necessary to navigate the transition to sustainable futures" (Raskin et al., 2002). The study contributes to the literature and to methodology through the first complementary use of two new methodologies, Sense-Making and Causal Layered Analysis. Thirty in-depth Sense-Making based interviews, including four with staff, indicate that 'meta-reflection' and transformative learning did take place. Expressing these qualities in the discourse of internationalisation as " global portability" or even " global competence" is unsatisfactory because these popular terms do not embody the qualities graduates need to create sustainable futures. As currently used, they mainly serve a market-dominated version of globalisation and its allied internationalisation-as-profit discourse. Raskin et al proposed a more appropriate term, " sustainability professionals", emerging from a preferred, valuesbased globalisation inspired by a vision of humane, sustainable futures that see " rights assured, nature treasured, culture rich and the human spirit animate" (p.70). This more challenging concept of a graduate for the 21st century is expressed here through the term Globo sapiens, whose qualities are identified in this study. Such professionals are willing to think critically and to assume responsibility for their impact on communities and the planet. This is the critical-futures oriented, transformative and therefore radical notion connoted by the title Towards Globo sapiens. This research identified some of the terrain and challenges of a post-development vision in a vocational area of teaching in Higher Education. It explained how particular students resisted or reconstructed their worlds when challenged at fundamental levels, but within a supportive atmosphere. Thus the study contributes to what educators might need to know, be and do, in order to teach effectively for the transformations urged by Sustainability Scientists, among others, and upon which any sustainable alternative futures depend. The study is underpinned by transdisciplinary syntheses that help to illuminate each area in new and fruitful ways.

Diploma thesis stands on the theory of the modern information society, as is reflected by the modern philosophy. The first part analyzes the theoretical fragmentation of the world, education and technology. Education because of its dependence on different interests (mainly economic), technology for its threat of real destruction of personality but, on the other hand, its necessity for the society and its further development. The thesis looks for a place for technology in modern society and education. KEYWORDS modern society, information society, learning society, education, training, knowledge, world

O trabalho apresenta uma abordagem teórico-documental de análise e discussão de práticas e conhecimentos acerca da Information Literacy, a fim de sistematizar a matéria, com ênfase no papel educacional das Bibliotecas e do bibliotecário. Examina-se a Information Literacy, enquanto processo de interiorização de conhecimentos, habilidades e valores ligados à informação e ao aprendizado, segundo um quadro referencial histórico-conceitual. Evidencia-se a necessidade de um novo paradigma educacional frente à sociedade atual e à explosão informacional. Analisa-se o papel da Instituição Biblioteca enquanto organização e espaço educacional e a necessidade de implementar mudanças que conduzam à Information Literacy. Discute-se o papel do profissional bibliotecário e sua inserção na comunidade educacional, examinando-o à luz de sua formação educacional e profissional. Apresenta-se ao final a sistematização do conhecimento a respeito de Information Literacy, definição, características, objetivos, identificando diferentes níveis, elencando pontos relevantes de atuação de Bibliotecas e bibliotecários na implementação de uma Educação voltada para a Information Literacy. / The work presents a documental-theoretical approach analysis and discussions on practices and knowledge on Information Literacy, in order to systematize the subject, with emphasis on the educational role of libraries and librarians. It also examines Information Literacy as knowledge, skills and values interiorization process, connected to information and learning, according to a historical-conceptual referential scenario. The need of a new education paradigm facing the current society and the informational explosion is pointed out. Analysis are carried out on the Library’s role as an educational organization, learning and expression space. The librarian role and his/her insertion in the educational community are examined. Professional and educational profile are discussed. At the end, is presented the knowledge systematization about Information Literacy: definition, objectives, and characteristics, identifying different levels, enumerating relevant topics about Information Literacy Education, with emphasis on libraries and librarians role.

O trabalho apresenta uma abordagem teórico-documental de análise e discussão de práticas e conhecimentos acerca da Information Literacy, a fim de sistematizar a matéria, com ênfase no papel educacional das Bibliotecas e do bibliotecário. Examina-se a Information Literacy, enquanto processo de interiorização de conhecimentos, habilidades e valores ligados à informação e ao aprendizado, segundo um quadro referencial histórico-conceitual. Evidencia-se a necessidade de um novo paradigma educacional frente à sociedade atual e à explosão informacional. Analisa-se o papel da Instituição Biblioteca enquanto organização e espaço educacional e a necessidade de implementar mudanças que conduzam à Information Literacy. Discute-se o papel do profissional bibliotecário e sua inserção na comunidade educacional, examinando-o à luz de sua formação educacional e profissional. Apresenta-se ao final a sistematização do conhecimento a respeito de Information Literacy, definição, características, objetivos, identificando diferentes níveis, elencando pontos relevantes de atuação de Bibliotecas e bibliotecários na implementação de uma Educação voltada para a Information Literacy. / The work presents a documental-theoretical approach analysis and discussions on practices and knowledge on Information Literacy, in order to systematize the subject, with emphasis on the educational role of libraries and librarians. It also examines Information Literacy as knowledge, skills and values interiorization process, connected to information and learning, according to a historical-conceptual referential scenario. The need of a new education paradigm facing the current society and the informational explosion is pointed out. Analysis are carried out on the Library’s role as an educational organization, learning and expression space. The librarian role and his/her insertion in the educational community are examined. Professional and educational profile are discussed. At the end, is presented the knowledge systematization about Information Literacy: definition, objectives, and characteristics, identifying different levels, enumerating relevant topics about Information Literacy Education, with emphasis on libraries and librarians role.