Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-13T13:37:29Z No. of bitstreams: 1 anapaulapontesdecastro.pdf: 3152685 bytes, checksum: 48e5cac4ed914efe10ff5ac22005082b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T13:05:37Z (GMT) No. of bitstreams: 1 anapaulapontesdecastro.pdf: 3152685 bytes, checksum: 48e5cac4ed914efe10ff5ac22005082b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T13:06:05Z (GMT) No. of bitstreams: 1 anapaulapontesdecastro.pdf: 3152685 bytes, checksum: 48e5cac4ed914efe10ff5ac22005082b (MD5) / Made available in DSpace on 2016-10-04T13:06:05Z (GMT). No. of bitstreams: 1 anapaulapontesdecastro.pdf: 3152685 bytes, checksum: 48e5cac4ed914efe10ff5ac22005082b (MD5) Previous issue date: 2011-04-11 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / A presente pesquisa teve como objetivo compreender como a escrita desenvolvida em um ambiente virtual de aprendizagem (AVA), o Moodle, em disciplinas presenciais do curso de Pedagogia e Licenciatura da Universidade Federal de Juiz de Fora (UFJF), contribui para a aprendizagem dos alunos. O referencial teórico orientador desse trabalho foi a abordagem histórico-cultural fundamentada em Vygotsky e Bakhtin. Apresenta-se inicialmente uma reflexão acerca do papel da escrita na sociedade a partir dos estudos de diversos autores e pesquisadores. Esboça-se um breve percurso histórico do surgimento da escrita e seu desenvolvimento. Discute-se o papel da escrita como instrumento de formação, apontando sua potencialidade na formação da consciência e da reflexão. É apresentada uma revisão de literatura acerca da utilização de ambientes virtuais de aprendizagem em cursos de formação docente que aponta a escassez de estudos sobre a escrita especificamente nestes ambientes. Em relação ao processo metodológico, relata-se inicialmente o estudo piloto que se desenvolveu através da aplicação de questionários visando, além da seleção dos sujeitos de pesquisa, obter dados sobre a utilização de recursos do computador/internet na prática pedagógica no âmbito da Faculdade de Educação da UFJF. Descreve-se, em seguida, o trabalho de campo que acompanhou duas disciplinas dos cursos de formação de professores, Pedagogia e Licenciaturas da referida instituição, utilizando como instrumentos metodológicos observações e entrevistas dialógicas individuais e coletivas. Indica-se como se constituiu o processo de análise a partir de núcleos de significação. Apresentam-se três Núcleos de Significação que discutem, respectivamente, a situação de enunciação escrita dos alunos pesquisados no ambiente Moodle; o processo de construção da escrita nesse ambiente, suas contribuições para a aprendizagem e para a construção de conceitos científicos; a escrita para o outro no Moodle como instrumento mediador das relações dialógicas entre alunos. / The research aimed at understanding how the writing development in a virtual learning environment (VLE), Moodle, in disciplines present at the School of Education of Federal University of Juiz de Fora (UFJF) contributes to student learning. The theoretical guiding about this work was the historical-cultural approach based on Vygotsky and Bakhtin. Initially it presents a reflection on the role of writing in society from the studies of several authors and researchers. It outlines a brief historical account of the writing appearance and its development. It discusses the role of writing as training tool, indicating its potential in shaping the consciousness and reflection. It presents a review of literature on the use of virtual learning environments in teacher education courses that points out the dearth of studies about written, specifically for these environments. Related to the methodology, initially it is reported that the pilot study was developed through the application of questionnaires to obtain data on the use of computer resources / internet in teaching practice within the School of Education UFJF, besides selection of research subject. Then it describes the field work that followed two disciplines of training courses for teachers, School of Education and Graduations of that institution, using as a methodological tools the observations and dialogical interviews (individual and collective). It indicates how to build the analysis process from the center of meaning. It presents three cores of meaning which discuss the situation about writing enunciation of research students in the Moodle environment, respectively; the construction process of writing, their contributions to learning and the construction of scientific concepts, the writing to other in the Moodle as a mediating tool of the dialogical relations between students.

Playable cases are a new type of mixed-reality serious game (SG), combining elements of alternative reality games (ARGs) and education simulations to offer an immersive, transmedia story. Participants advance the plot through interactive gameplay and characters with the goal of creating products and experiencing real-world business situations. This study investigates the effectiveness of the playable case Microcore as a tool specifically for online writing instruction (OWI). Fifty students in online sections of a technical communication course participated in Microcore, in which they responded to pre- and post-survey questions and prompts directed at their perceptions about writing, understanding of workplace communication, and levels of engagement. Responses to the survey were collected, coded for thematic trends, and analyzed. Results from this survey study suggest that playable cases like Microcore may be effective at countering primary OWI difficulties, including disengagement, lack of social presence and humanity, faltering self-efficacy, and unclear, unproductive perceptions about writing assignments. Students responded positively to the playable case and appeared to develop more nuanced views about workplace communication and writing through this immersive narrative and interface.

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<p dir="ltr">The early COVID-19 pandemic presented a sudden and shared challenge to educators across the country. This dissertation focuses on the challenges presented to writing program administrators (WPAs), a group in higher education who provides leadership and guidance to courses which frequently fulfill writing requirements for students such as First Year Composition. In asking what we can learn from these WPAs who supported teaching and learning in difficult times, I arrive at an understanding of education which is always changing and in crisis. I position writing program administration—which is often poorly-understood, capacious work—within what we know about wicked problems (Rittel & Webber, 1973), which are iterative and socially situated in ways that call for responsiveness and collaboration. To respond to this exigence, I begin to describe an approach of <i>agile writing program administration</i>, which centers the needs of students and teachers through changes that affect teaching and learning.</p><p dir="ltr">My study began with a survey (n=55) collecting information from WPAs on how they targeted support to instructors in 2020’s Emergency Remote Teaching. I then conducted a series of two interviews (n=13) that included narratives of that support, reflections on programmatic decisions, and analysis of texts created to support instructors and students. This data analysis led me to four themes that describe agile WPAs in the early pandemic: centering humans; promoting accessibility and usability; responding to users; and strategizing to respond to change.</p><p dir="ltr">Responding to Lindquist's (2021) call for the field of writing studies to revisit its commonplaces of work, I reconsider commonplaces of writing program administration: its activities, what it takes for granted, and what often goes unseen with this work. Most importantly, I move away from any commonplace understanding of education as stable. Instead, I argue that writing program administration, like any wicked problem, is an iterative problem which therefore requires iterative response. Just as the pandemic didn't definitively end, the issues facing down a WPA continue and change and multiply. WPAs are asked to navigate changes in student populations and needs, updates to local and statewide policies, and an increasingly contingent instructional labor force in higher education. An agile framework for writing program administration can inform more practical and intentional ways for WPAs to achieve their goals of supporting, first and foremost, the instructors and students involved in these writing programs.</p>