The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.

Made available in DSpace on 2016-04-27T16:58:31Z (GMT). No. of bitstreams: 1 Jefferson Almeida Santos.pdf: 2480260 bytes, checksum: 4ed288af5dfbe5b1834bf831fba4cb9e (MD5) Previous issue date: 2007-11-06 / This research is due to introduce a persuade proposal in Geometry to Math teachers, in which they can be in contact with researches results about Geometry learning, to think about their classroom practical and change experiences with other teachers, by using, to that, a distance educational platform called Moodle. To this, we have gotten and we have implemented a course Geometry Topics , that had five virtual meetings and two attendance meetings where we have talked about Geometry contents, by reading texts fragments of authors like Marc Rogalski, Aline Robert, Raymond Duval, Régine Douady and Bernard Parsysz. The quantitative analysis was taken from the interactions and created and developed activities during the meetings in the Moodle forum ambient, and they had pointed to a new teachers attitude about the activities that have to be developed with their students, after this. We have concluded that the Internet and computers teachers´ access, the partnership between researchers and educational institutions, to mix the distance meetings with attendance moments to reflect about, and the choose of working with researches subjects and not with specifical contents were elementaru facts in this research development / Esta pesquisa tem por finalidade apresentar uma proposta de capacitação em Geometria para o professor de Matemática, na qual o mesmo possa tomar contato com resultados de pesquisas sobre o ensino de geometria, refletir sobre a sua prática em sala de aula e trocar experiências com outros professores, utilizando-se, para isso, de uma plataforma de educação a distância chamada Moodle. Para tanto, concebemos e implementamos um curso Tópicos de Geometria que foi composto de cinco encontros virtuais e dois presenciais, onde abordamos conteúdos de Geometria, por meio da leitura de fragmentos dos trabalhos de autores como Marc Rogalski, Aline Robert, Raymond Duval, Régine Douady e Bernard Parsysz. Fundamentamos nosso estudo nas relações existentes entre interação, mediação e trabalho colaborativo, compreendendo a utilização de estratégias específicas de mediação pedagógica de um grupo de 20 professores da rede pública estadual de ensino. Desse grupo, selecionamos 05 sujeitos que foram monitorados e acompanhados durante os encontros. As análises qualitativas foram realizadas a partir das interações e das atividades criadas e desenvolvidas nos encontros realizados no ambiente de fórum do Moodle e apontam para uma nova postura dos professores frente às atividades a serem desenvolvidas com seus alunos posteriormente. Concluímos que o acesso dos professores aos computadores e à Internet, a parceria entre pesquisadores e instituições de ensino, intercalar os encontros a distância com momentos presenciais para reflexão e a escolha de se trabalhar com temas de pesquisas e não com conteúdos específicos foram fatores fundamentais no desenvolvimento desta pesquisa

Made available in DSpace on 2016-04-29T14:23:53Z (GMT). No. of bitstreams: 1 Luiz Antonio Brigatti Junior.pdf: 7632702 bytes, checksum: bd6dce7cbff42707a6a96428a8b3966b (MD5) Previous issue date: 2010-03-19 / Methods that allow the observation of users of virtual learning environments acting in the work place tend to become increasingly more necessary when the number of computer users and the inherent complexity of systems grow. Processes of continuous assessment carried out during the life cycle of Virtual Learning Environments (VLEs) seem to be required condition for users to reach good results. This research used information provided by professors to verify their usage process, and compare the use of the open source tools and the difficulties found in the virtual environments Moodle and TelEduc , both in use at PUC-SP. Thus, this dissertation argues that approaches in which VLEs are used by the faculty members of the School of Economics, Administration, Accounting and Actuary (FEA at PUC-SP) represent tools of effective gain in quality / À medida que cresce o número de usuários de computadores e a inerente complexidade dos sistemas, métodos para observar usuários de ambientes de aprendizagem virtuais em seu local de trabalho tendem a ser cada vez mais necessários. Processos de avaliação contínua, a serem executados durante o ciclo de vida dos ambientes virtuais de aprendizagem (AVAs), se apresentam como condição necessária a um bom resultado para seus usuários. Esta pesquisa buscou averiguar com usuários docentes o processo da utilização, além de comparar o uso das ferramentas open source e as dificuldades encontradas nos ambientes virtuais Moodle e Teleduc na PUC-SP. Assim, nessa dissertação argumenta-se que abordagens com a utilização de AVAs pelo corpo docente da Faculdade de Economia, Administração, Contabilidade e Atuária (FEA-PUC-SP), representam uma ferramenta de efetivo ganho de qualidade

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-27T19:26:57Z No. of bitstreams: 1 2015 - Leonardo Silva Moraes.pdf: 2362126 bytes, checksum: fe3a757125e189aee8c0a980e864ea84 (MD5) / Made available in DSpace on 2018-03-27T19:26:57Z (GMT). No. of bitstreams: 1 2015 - Leonardo Silva Moraes.pdf: 2362126 bytes, checksum: fe3a757125e189aee8c0a980e864ea84 (MD5) Previous issue date: 2016-05-06 / The aim of this study is to conduct a study of the use of Virtual Learning Environment - AVA (Moodle and Mconf) training of agricultural extension workers. The object of study were students from dairy milk cattle breeding program with technique that are students of IFES - Campus Santa Teresa. The study is divided into three parts, the first is the lifting of the student profile that is inserted into the program and the identification of their knowledge about the technologies for the distance learning, then based on this survey was drawn methodologies based on bibliographic references and offered by the teacher Ismail Haddade a virtual learning environment to students, to finalize the study was conducted questionnaires with open and closed questions in order to measure the AVA's contribution to the construction of student knowledge. It was found in these analyzes that 85% of students said that AVA has contributed significantly to improve their studies. It was also found that 84% of students indicated that the use of AVA increased their interest in the study. We found that, among the main advantages in the use of AVA 30% cited the ease of access, 26% diversity of resources, 26% mobility in various devices and 18% significant improvement in learning. The main conclusion of this study indicates that the use of AVA provides the student with a variety of resources, new types of activities, ease of access information relevant to their subject of study which favors the construction of knowledge in a collaborative and meaningful way. / O objetivo desse trabalho ? realizar um estudo do uso do Ambiente Virtual de Aprendizagem - AVA (Moodle e Mconf) no treinamento de extensionistas agr?colas. O objeto de estudo foram alunos do programa de pecu?ria leiteira leite com t?cnica que s?o alunos do IFES ? Campus Santa Teresa. O estudo ? dividido em tr?s partes, a primeira ? o levantamento do perfil do aluno que est? inserido dentro do programa e os identifica??o dos seus conhecimentos a respeito das tecnologias voltadas para o EAD, posteriormente com base nesse levantamento foi tra?ado metodologias baseadas em referencial bibliogr?fico e ofertado junto ao professor Ismail Haddade um ambiente virtual de aprendizagem aos alunos, para finalizar o estudo foi realizado question?rios com perguntas abertas e fechadas com o intuito de mensurar a contribui??o do AVA para a constru??o do conhecimento dos alunos. Foi verificado nessas an?lises que 85% dos alunos afirmaram que o AVA contribuiu significamente para melhora dos seus estudos. Tamb?m foi constatado que 84% dos alunos indicaram que o uso do AVA aumentou o interesse deles pelo estudo. Verificamos que, dentre as principais vantagens no uso do AVA 30% citaram a facilidade de acesso, 26% a diversidade de recursos, 26% a mobilidade em diversos dispositivos e 18% a melhora significativa de aprendizagem. A principal conclus?o desse estudo aponta que o uso do AVA propicia ao aluno uma diversidade de recursos, novas tipos de atividades, facilidade de acesso as informa??es pertinentes ao objeto de estudo deles o que favorece a constru??o do conhecimento de forma colaborativa e significativa.

The purpose of this study was to investigate the perceptions of students in an implementation of &ldquo / Learning by Design&rdquo / method through a web based learning environment. The information gathered from the students enrolled in the undergraduate course / &ldquo / Foundations of Distance Education&rdquo / in 2009 Summer School and 2009-2010 Fall Semesters was evaluated. The course was given in blended form, i.e. face to face lessons and online instructional activities were performed together. In the web based part of the course, several educational modules of an open source learning management system (LMS), such as quizzes, forums, lesson pages, wiki pages, mail interface etc. were used. The students were responsible for implementing an educational course site on the LMS platform, using the course curriculum applications. Within the scope of this thesis, the perceptions of the students about course-related projects, and online and classroom activities were investigated through interviews and questionnaires. The academic development of students was also considered in the study. Additionally, several informal interviews were also done with the instructor of the course in order to investigate his perceptions about the conduct of the course. Questionnaire results have been analyzed quantitatively and face to face interview results have been analyzed qualitatively. Both quantitative and qualitative data indicated that the students&rsquo / perceptions about how the course was conducted and the learning by design activities were generally positive. Especially the project work, which was assigned as a requisite of the learning by design method, was pointed out as a positive factor in students&#039 / learning of the subject matter both in the questionnaires and in the face to face interviews. Another important finding of the interview and questionnaire results was that the communication between the instructor and the students contributed positively to not only learning the course content but the quality of the projects as well. As an outcome of this study, many important factors, which lead to successful results in implementation of learning by design method in a web based environment, have been identified. These results are presented in detail in the &#039 / Discussion and Recommendations&#039 / section.

For effective remote learning realization we need the complex intelligent remote system, which would keep special and structured material for learning and tests of knowledge. Feedback is the most important thing for learning. In the usual way feedback takes a lot of teacher time, therefore it is very useful to practice electronic system functions for control of feedback and reduction of teachers work time. Creation of complex intelligent eLearning system needs profound knowledge of programming, pedagogical and strategic knowledge, therefore this work would be impossible for one person. The knowledge of study is very important too. Therefore we could use made-up open source remote learning system and readjust for our interests. We use remote learning open source system Moodle and use this system in practice. From practice in lessons of informatics and ECDL learning planning we could propose that this system is really very flexible and useful in learning processes. The suggestion of new well-tried remote learning method – learning with tests show that it is very effective method in learning processes.

O Curso de Espanhol/Português de Intercâmbio – CEPI é um curso a distância que tem como objetivo preparar os estudantes intercambistas participantes do Programa Escala, no âmbito da Associação de Universidades Grupo Montevidéu (AUGM), para a experiência de intercâmbio antes de a mobilidade espacial ocorrer. A partir da realização de tarefas que antecipem situações com as quais deverão lidar durante seu intercâmbio propriamente dito (SCHLATTER et al, 2007), buscou-se elaborar tarefas relevantes para tal contexto de intercâmbio na plataforma Moodle. Tendo em vista que as relações humanas ocorrem através do uso da linguagem e que essa, por sua vez, se dá por meio de gêneros, pode-se afirmar que são esses gêneros que organizam nossa comunicação (BAKHTIN, 2003). Para compor as condições de produção para os diferentes usos da língua em cenários relevantes para os intercambistas, as informações contidas nos enunciados das tarefas são fundamentais para orientar a compreensão dos alunos no que diz respeito ao que lhe é proposto. É a partir da leitura do enunciado da tarefa que o aluno encontrará uma motivação para a leitura do texto e para a produção de seu próprio texto em resposta à leitura feita. Essa motivação pode ser apresentada através da explicitação da situação comunicativa proposta: uma interlocução (quem lê/quem escreve), um propósito (para que) e a composição do texto (de que maneira). O foco deste trabalho é analisar as 23 tarefas de leitura e produção escrita elaboradas para a terceira edição do CEPI com o intuito de verificar se: 1) as ações projetadas nas tarefas refletem o que está proposto nos objetivos gerais e específicos do curso; e 2) as produções escritas dos alunos atualizam as ações projetadas por essas tarefas. Para isso, analiso os enunciados das tarefas com o intuito de verificar a explicitação dos componentes necessários para projetar a configuração da interlocução, critério fundamental para a realização da ação e, portanto, para cumprir a tarefa de leitura e escrita (SCHOFFEN, 2009; GOMES, 2009; CARILO, 2009). Analiso também 15 produções escritas de alunos do CEPI para verificar como esses textos atualizam as ações projetadas pelas tarefas. A análise apontou que os enunciados das tarefas analisadas explicitam o gênero discursivo de recepção e produção e que essas tarefas estão adequadas às ferramentas do Moodle na qual se apresentam para leitura/escrita. Além disso, é possível, a partir das produções dos alunos, verificar a realização das ações projetadas para tais tarefas. Com base nesses resultados, sugiro alterações nos enunciados das tarefas que explicitem mais detalhadamente as condições de produção para as ações projetadas, esperando contribuir para a discussão acerca da elaboração de tarefas de leitura e produção escrita no ensino de Línguas Adicionais no contexto a distância. / The Spanish and Portuguese Courses for University Exchange Students – CEPI is an online course that aims at preparing exchange students who are part of Programa Escala, within Montevideo Group Universities Association (AUGM), to the exchange experiences before their spatial mobility. By developing tasks that anticipate situations with which those students will deal during their exchange itself (SCHLATTER et al, 2007), we sought to develop tasks that would be relevant to this exchange context having Moodle as our online platform. Considering that human relationships arise through the use of language and that occurs through genres, it can be said that these genres organize our communication (BAKHTIN, 2003). In order to set production conditions to different uses of language in relevant scenarios for those exchange students, the information included in the tasks’ rubrics is crucial to guide students’ comprehension regarding what is being proposed. It is by reading the tasks’ rubrics that students will find motivation to read the text and to write their production as a response to that text they have read. This motivation might be presented by clarifying the communicative situation proposed in the rubrics: an interlocution (who reads/who writes), a purpose (what for) and the text composition (how). The present study has the objective of analyzing the twenty three reading and writing tasks developed to the third edition of CEPI in order to verify is 1) the actions projected by the tasks reflect what is proposed by the course’s general and specific objectives; and 2) the students’ written productions confirm those actions projected by the tasks. For that purpose, I analyze the tasks’ rubrics in order to verify the clarity regarding necessary components to project interlocution configuration, fundamental criterion to perform those actions and, therefore, to accomplish the reading and writing task (SCHOFFEN, 2009; GOMES, 2009; CARILO, 2009). I also analyze fifteen written productions from CEPI students to verify how those writings confirm the actions projected by the tasks. The analysis indicated that the tasks’ rubrics which were analyzed clarify discourse genres for reception and production and that those tasks are adequate to the tools of Moodle they are presented to be read/written. Furthermore, it is possible to verify that the students perform the actions projected by the tasks through their written productions. Based on these results, I suggest to alter some rubrics so that the tasks might further clarify production conditions to the projected actions, hoping, thereupon, to contribute to the discussion concerning reading and writing tasks development for Additional Language teaching in online context.

This research investigate the use of Moodle in the degree in Physics on-line at UAB/UFAL understanding that this space offers the construction of ideas, through interaction between professors, tutors on-line and students, using the tools offered in the ambient. There was in investigation on how the interfaces offered in the Moodle to the specific classes of the degree in Physics on-line at UAB/UFAL were utilized by professors, tutors on-line and students helping the process of teaching and learning. The objectives of the research were to analyze the specificity of each class in the utilization of different tools, investigating the domain of the tools available in Moodle through professors, to increase the dynamics of the course, to analyze the dynamic of the use of the tools by students and tutor on-line in the utilization of the built acknowledge, both individual and in group. Also, to describe different ways that offer efficient planning, and changing in posture and attitude to the postage of tools and activities on AVA. It was utilized the fundaments in theory about the utilization of AVA from studies from Silva (2003), Santos (2003), Almeida (2003), Schlemmer (2002), Pereira (2007), Kenski (2003) and Okada (2003). The research was characterized by a study in the case of a qualitative approach. The data was collected through semi-structured interviews, essays to professors, to tutors on-line and to students and to participative observation in the Moodle. To the universe of the research, I selected 54 people as a study group during the two semesters of the course in the year of 2008.1 in classes offered, but 38 of them were students who were present during the research in Maceio, Santana do Ipanema and Olho DÁgua das Flores, 8 professors and 8 tutors on-line. As a result, it was discovered that they had few gaps: difficult in access the platform, professors with difficulties to form the class in the environment, offer class material to the students, the use of the tools, a lack of interaction and intervention of professors and tutors on-line before the questions imposed by students and a limited autonomy in the search of their own acknowledge. But, I could see an eager and constant search to improve acknowledge in the practice to utilize Moodle in their classes. This happened because professors, tutors on-line and students were available to a systematic monitoring and an adequate instruction based on support, dialogue and collaboration. / Esta pesquisa investiga a utilização do Moodle no curso de Licenciatura em Física a distância da UAB/UFAL como espaço que propicia a construção de conceitos, por meio da interação entre professores, tutores online e alunos, a partir das interfaces disponibilizadas no ambiente. Investigou-se como as interfaces disponibilizadas no Moodle para as disciplinas específicas do curso de Licenciatura em Física a distância da UAB/UFAL foram utilizadas pelos professores, tutores online e alunos no auxílio ao processo de ensino e de aprendizagem. Os objetivos da pesquisa foram analisar a especificidade de cada disciplina do curso na utilização de interfaces diferentes, investigar o domínio das interfaces disponibilizadas no Moodle pelos professores, para potencializar a dinâmica do curso, analisar a dinâmica de utilização das interfaces pelo aluno e tutor online na elaboração e construção do conhecimento, tanto individual como em grupo, e descrever alternativas que possibilitem um planejamento eficaz e uma mudança de postura e atitude quanto à postagem de interfaces e atividades no AVA. Utilizou-se a fundamentação teórica sobre AVA a partir dos estudos de Silva (2003), Santos (2003), Almeida (2003), Schlemmer (2002), Pereira (2007), Kenski (2003) e Okada (2003). A pesquisa caracterizou-se como um estudo de caso numa abordagem qualitativa. Os dados foram coletados através das entrevistas semiestruturadas, questionários para professores, para tutores online e para os alunos e da observação no Moodle. Para o universo da pesquisa foram selecionados 54 sujeitos como grupo para estudo dos dois primeiros semestres do curso no ano letivo de 2007.2 e 2008.1 nas disciplinas ofertadas, dos quais 38 foram alunos que estavam presentes para realização da pesquisa nos polos de Maceió, Santana do Ipanema e Olho d‟Água das Flores, 8 professores de disciplinas e 8 tutores online. Como resultado, foi constatado que os sujeitos apresentaram algumas lacunas: dificuldade de acesso à plataforma, professores com dificuldades em montar a disciplina no ambiente, disponibilizar o material didático para os alunos, o manuseio nas interfaces, as poucas interações e intervenções dos professores e tutores online mediante os questionamentos e dúvidas dos alunos e uma autonomia ainda limitada na busca constante do seu próprio conhecimento. O desejo por uma melhor prática na utilização do Moodle no curso pôde ser constatado, pelo fato de professores, tutores online e alunos estarem à disposição para um acompanhamento sistemático e uma formação adequada, baseada no apoio, no diálogo e na colaboração.

The goal of my master´s thesis is the introduction to the issue of the instructional materials' preparation and the use of on-line interactive tests intended for extracurricular education in the Children's and Youth Centres as well as in other organizations dealing in education.

Made available in DSpace on 2016-06-02T20:16:52Z (GMT). No. of bitstreams: 1 5908.pdf: 3399888 bytes, checksum: 853e10c6a83ee6acef628459b15b30f7 (MD5) Previous issue date: 2013-11-19 / Secretaria da Educação do Estado de São Paulo / This work uses Potentially Meaningful Teaching Unit (PMTU), the instructional strategy proposed by M. A. Moreira, in a Virtual Learning Environment (VLE) in the Moodle platform, as a tool for learning physics in high school, through an instructional sequence. The AVA has been configured according to the sequence of PMTU. The sequence consisted of applying a diagnostic evaluation, use of previous organizers, initial presentation of problem-situations involving simulations of the site Interactive Simulations (PhET), review and theoretical restatement of the problem-situation at higher level of complexity, individual summative evaluation, the final lecture and assessment of learning. This sequence was developed through activities in the classroom and extra classes. The theme worked throughout the sequence was the physics of flight, and the contents discussed were the principles of dynamics and Bernoulli's principle. From the beginning it became clear the connection between the instructional sequence based on meaningful learning and the potentiality offered by a Virtual Learning Environment: the first one guiding the activities and the second providing a backdrop for their development of the student, aiming at the critical (re)construction of new knowledge. The content was presented in different formats, varying from traditional viewing videos and reading texts in the classroom, for the use of various features available in Moodle VLE, such as the use of PhET simulators, participation in forums, production of online texts among others. Performed the analysis of the results presented by the students after the migration from traditional teaching methods for the PMTU methodology based on the combined use of the VLE Moodle, it was observed significant increase in the student performance measured by the grades obtained by the students in a given quarter in comparison with the previous one. The results show that the method provides learning more dynamical, comprehensive, and participative and in tune with the technological resources that are part of their reality. / Este trabalho utiliza Unidades de Ensino Potencialmente Significativas (UEPS), uma estratégia instrucional proposta por M. A. Moreira, em um Ambiente Virtual de Aprendizagem (AVA) na plataforma Moodle, disponível na web, como instrumento de aprendizagem de física no Ensino Médio, através de uma sequência. O AVA foi configurado de acordo com a sequência da UEPS. A sequência consistiu na aplicação de uma avaliação diagnóstica, uso de organizadores prévios1, apresentação inicial de situações-problema envolvendo simulações do Portal Interactive Simulations (PhET), revisão e aprofundamento teórico, reapresentação de situação-problema em nível de maior complexidade, avaliação somativa individual, aula expositiva final e avaliação da aprendizagem. Esta sequência foi desenvolvida por meio de atividades em sala de aula e extraclasse. O tema trabalhado durante toda a sequência foi a física do voo e o conteúdo abordado foram os princípios da dinâmica e o princípio de Bernoulli. Desde o início tornou-se clara a ligação da sequência didática baseada na teoria da aprendizagem significativa com a potencialidade oferecida por um Ambiente Virtual de Aprendizagem: a primeira dirigindo as atividades e o segundo oferecendo um pano de fundo para seu desenvolvimento por parte do aluno, objetivando a (re)construção de novos conhecimentos de forma crítica. O conteúdo foi apresentado em diferentes formatos, migrando das tradicionais exibição de vídeos e leitura de textos em sala de aula, para a utilização de vários recursos disponíveis no AVA Moodle como o uso de simuladores do PhET, participação em fóruns, criação de textos online entre outros. Efetuada a análise dos resultados apresentados pelos alunos após a migração da metodologia tradicional para a metodologia fundamentada em UEPS aliada à utilização do AVA Moodle, encontraram-se dados que sinalizam para uma melhoria na compreensão dos conceitos envolvidos, através do acompanhamento das atividades tanto presenciais, como à distância. e, também, pelo rendimento das médias bimestrais obtidas em avaliações tradicionais. Observou-se aumento significativo no rendimento dos alunos em um bimestre em comparação com o anterior. Os resultados mostram que a metodologia propiciou uma aprendizagem mais dinâmica, abrangente, participativa e em sintonia com os recursos tecnológicos que fazem parte da sua realidade.