O ciberespaço e as innitas possibilidades que se apresentam para nós, professores de losoa no ensino médio, não são panaceias capazes de resolver de uma vez por todas os problemas de insucessos no processo de ensino e da aprendizagem mas, se articulados de modo a deslocar o foco do ensino para a aprendizagem, imputando ao estudante o papel de protagonista de sua narrativa de conhecimento, acreditamos que poderemos enm caminhar rumo a uma educação melhor. Partindo desta constatação e vivenciando na sala de aula nossos fracassos perante uma geração que se comunica o tempo todo, mas que não se comunica com nossos conteúdos, que escreve o tempo todo (por cliques e toques em telas e teclados), mas que não escreve sequer um parágrafo em sala sem reclamar, é que voltamos aos primórdios da losoa, lá onde o diálogo, o debate e a discussão criaram as condições para o surgimento da losoa e, a partir dessa perspectiva, iniciamos uma investigação em busca do desenvolvimento de uma Performance Comunicativa que fosse dinâmica, sistemática e efervescente aos moldes daquela que, na ágora grega, possibilitou o nascimento da polis em um diálogo isonômico, isegórico e parresiástico. Como nossa percepção também captava o uso diuturno de dispositivos transmidiáticos por parte de nossos estudantes, conjecturamos a possibilidade de fazer do ciberespaço uma nova ágora que pudesse servir de antessala para a Performance Comunicativa. Nessa imersão, encontramos teorias que consideravam igualmente tais possibilidades e, dentre estas, fomos particularmente atraídos pelas propostas do Ensino Híbrido, especialmente através do projeto da Sala de Aula Invertida e do resgate de uma tendência que em muito lembrava os embates gregos, a Gamicação. Foi assim que então nos propusemos a pesquisar estes temas e, quando da sua compreensão e apropriação, articulá-los com a denição de losoa que nos balizava. Por esta razão, a presente tese busca reetir sobre o modo de ensinar os estudantes das aulas de losoa do ensino médio do Paraná a desenvolver Performances Comunicativas que, por sua vez, poderiam levá-los à experiência concreta da losoa e do losofar. / The cyberspace and the endless possibilities available for high school philosophy teachers are not just panaceas that could once and for all the problems of failures in the teaching and learning process but, if articulated in order to shift the focus from teaching to learning by imputing to the student the role of protagonist of his own narrative of knowledge, we believe that we could nally move towards a better educational program. Starting from this consideration and also experiencing in the classroom our failures towards a generation that is characterized by being continuously in communication and nevertheless unable to communicate with the school content itself, by writing all the time (through clicks and touches on their devices screens and keyboards) but unwilling to write even a single paragraph as a class activity, is that we head back to the origins of philosophy, to which dialogue, debate and discussion used to create the conditions for the emergence of philosophy. From this perspective, we will conduct an investigation which aims to search for the development of a dynamic, systematic and effervescent Communicative Performance, just like the one that, in the ancient Greek ágora, made possible the birth of the polis within an isonic, isegoric and parresiastic dialogue. As we could also notice a constant use of transmediatical devices by our students, we started to think about the possibility of turning cyberspace into a new agora that could operate as an antechamber for Communicative Performance. In this immersion, we found some other theories that were also considering those possibilities, and among them we were particularly attracted to the Hybrid Teaching proposals, especially through the project of an inverted classroom and by its return to a trend that very much resembled the Greek discussions, the so-called Gamication. In such a manner, we set out to research these subjects and, at the moment we could have a proper understanding and appropriation of it, to articulate them with the denition of philosophy we are based on. For this reason, the present thesis aims to reect on how should we teach the philosophy students of Paranas high school to develop Communicative Performances that could, in its turn, lead them to experience concrete philosophy and philosophizing.

I den här studien undersöktes användandet av webbkonferenssystem i nätbaserad undervisning på universitet. Det gjordes med hjälp av en litteraturstudie, en enkätundersökning med studenter, två intervjuer med lärare och några tester av programvara relaterat till webbkonferenssystem. Studien visade att det är många aspekter att ta hänsyn till för att tekniken ska kunna gynna bättre studieresultat. Det handlar dels om att skapa en god social miljö där deltagarna trivs och känner gemenskap. Det handlar även om att tekniska hinder ska överkommas för att det ska gå att kommunicera på ett enkelt sätt på distans. I studien gjordes testinstallationer av två webbkonferenssystem. Ett enklare test av ljudfördröjning gjordes på två datorer samt ett test för att se ifall ljud eller bild prioriterades högre av webbkonferenssystemen. / This study examined the use of web conferencing systems for education purposes in universities. It was done through a literature study, a survey with students, two interviews with university teachers and a few software tests related to web conferencing systems. Before the technology can be used to improve study results there are many aspects  to be considered. It's important to provide a good social environment for the students. It's also important to find technological solutions to enable communication in a way that is suitable for distance learning. Two web conferencing systems were tested in this study. One simple test was made to measure the sound delay on the two systems and another test was made to see if sound or video was prioritized differently.

Orientador: João Roberto Gomes de Faria / Resumo: Apesar de grandes avanços da pesquisa científica quanto à inclusão dos conceitos e procedimentos referentes ao conforto ambiental no contexto do processo projetual, é ainda perceptível sua dificuldade de apropriação nas práticas de disciplinas projetuais de cursos de graduação em Arquitetura e Urbanismo, tanto por parte dos alunos, quanto por parte dos professores de projeto. Essa dificuldade se dá, principalmente, pela defasagem de aprendizagem nas disciplinas de Conforto Ambiental no que se refere ao desenvolvimento de habilidades práticas nos alunos, para que sejam capazes de utilizar, de forma autônoma, o conhecimento adquirido na resolução de problemas arquitetônicos diversos. Com base nessa problemática, esta pesquisa teve por objetivo investigar a aplicabilidade da Sala de Aula Invertida como metodologia de ensino da arquitetura bioclimática no contexto do processo projetual, em cursos de Arquitetura e Urbanismo. A pesquisa, de caráter exploratório e correlacional, consistiu no desenvolvimento, aplicação e avaliação de uma estratégia de ensino, baseada na metodologia acima mencionada, para uma turma do 6º semestre de um curso de graduação em Arquitetura e Urbanismo, na disciplina “Conforto Ambiental”, transformando a sala de aula em um ateliê de projeto. A avaliação dos alunos foi feita por meio de prova individual e dos projetos elaborados em grupo durante as atividades propostas em sala de aula. Como variáveis dependentes, os resultados de aprendizagem foram identifi... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Despite the great advancements of scientific research on the inclusion of concepts and procedures related to environmental comfort in the context of the design process, it’s still noticeable its difficulty of appropriation in the practices of design disciplines in Architecture and Urbanism courses, both by students, as by teachers. This difficulty is mainly due to the lack on learning process in the Environmental Comfort disciplines regarding the development of practical skills in the students, so that they are able to use, autonomously, the knowledge acquired in solving several architectural problems. Based on this problem, this research aimed to investigate the Flipped Classroom’s applicability as a teaching method of bioclimatic architecture in the context of the design process, in Architecture and Urbanism courses. The exploratory and correlational research consisted of the development, application and evaluation of a teaching strategy, based on the above-mentioned methodology, for a 6th semester class of an Architecture and Urbanism course, in the discipline “Environmental Comfort”, turning the classroom into a design studio. The evaluation of the students was done through an individual test and through the evaluation of groups’ projects, elaborated during the activities proposed in the classroom. As dependent variables, learning outcomes were identified by quantitative evaluation (grades) and qualitative evaluation (cognitive levels of Bloom’s Taxonomy). As independent ... (Complete abstract click electronic access below) / Mestre

Das Lehr-Lern-Projekt “Medien und Asyl” kombinierte Forschungs- und Anwendungsbezug in der universitären Hochschullehre. Der Beitrag diskutiert die didaktischen Herausforderungen eines solchen Lehrforschungsprojekts mit Service Learning- Orientierung, und wie diese adressiert wurden. In der Darstellung des Ablaufs wird der konsekutive Charakter des dreisemestrigen Projekts deutlich. Die finale Phase der Medienkonzeption wird dabei ausführlicher vorgestellt. Abschließend wird die Bedeutung fortlaufender Evaluation und Anpassung des Projektablaufs als methodischer Schlüssel zum Gelingen identifiziert.

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BACKGROUND: The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. OBJECTIVE: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. METHODS: Participating students were randomized to take quizzes, either during pre-class videos via Panopto (EQV) or after pre-class videos in the traditional manner via Moodle (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. RESULTS: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. CONCLUSION: Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.

1990 började Eric Mazur, professor vid Harvard University, att använda sig av vad som idag blivit känt som flipped classroom. Han ville testa ett nytt sätt att undervisa. Det han provade var att få studenterna att läsa kursboken innan de kom till klassrummet. Väl i klassrummet fick studenterna utnyttja den inlästa kunskapen för att befästa kunskaperna. I denna rapport undersöks hur företag jobbar med att öka den interna kompetensen genom utbildning. Syftet är att undersöka huruvida flipped classroom är en utbildningsmetod som kan höja nivån på den kompetensutveckling som företag bedriver. De teorier som arbetet grundar sig på är främst Jack Mezirows arbete om hur vuxna lär sig och vad som krävs av en kursledare för att lärandet ska bli lyckat, samt Knud Illeris arbete om hur kunskap förvärvas av individen. Kompetens är ett begrepp som grundar sig i Aristoteles fronesis, som ungefär betyder praktisk klokhet. Idag finns ingen exakt definition av begrepp utan olika instanser tillskriver begreppet olika innebörd. Insamlingen av data har skett genom att göra deltagande observationer av utbildningar som gavs av det undersökta företaget; genom att studera interaktionsmönster på de observerade utbildningarna; genom enkätstudier i samband med de observerade utbildningarna; genom fokusgruppssamtal; genom intervjuer samt studie av tidigare kursutvärderingar. Resultatet av detta visar på att kursdeltagarna upplever att det behöver ges mer utrymme för diskussioner och övningar. Deltagarna upplever att tiden behöver användas bättre för att täcka in det som är menat att gås igenom. Kursdeltagarna anser också att det behövs mer erfarenhetsutbyten samt att utbildningens ämne på ett tydligare sätt behöver förankras och relateras till deltagarnas arbete och verklighetssituation. Denna studie visar att flipped classroom är en metod som skulle kunna användas för att få kursdeltagarna mer aktiva och därigenom facilitera ett bättre och effektivare lärande. Detta skulle kunna gynna företaget ekonomiskt. Under studien har det framkommit att ett framtida forskningsområde är hur företag validerar kunskap hos anställda som genomgått en utbildning. / Eric Mazur, professor at Harvard University, began in 1990 using what would later become flipped classroom. He wanted to try a new method in teaching. He let the students read from the textbook in advance of a lecture so that when they came to class they were all prepared. The students would then work with practical exercises in the classroom where they got to apply the beforehand studied material. This report seeks to investigate how companies work with increasing the internal competence through education. The main purpose of the report is to evaluate the potential of flipped classroom as a method for competence development in company environments. The theoretical framework upon which this thesis is build consist mainly of Jack Mezirow and his work about adult learning and how to successfully educate adults, and Knud Illeris’s work on how knowledge is acquired by the individual. Competence as a concept can be traced back to Aristoteles fronesis, which translates approximately to practical knowledge. Today there is no universal definition of competence and different institutions ascribe different meaning to the word. The data was collected by using participating observations on courses given by the evaluated company along with questionnaires that were handed out at the observed courses. This along with interviews and interaction pattern observations at the given courses constituted the result of this thesis. The result of this indicates that the course participants experience a need for more discussions and exercises. The participants experience that time could be used more efficiently to cover the intended material. The result also indicates that there is a desire for more exchange of experience among the participants and the course subject needs to be better anchored and related to each participant’s work and life situation. This study shows that flipped classroom is a method which could be used to make course participant more activated and through that facilitate a better and more effective learning. This would benefit the economy of the company more. It has surfaced during this study that a future area in which there is a need for research is in how company work with validating the acquired knowledge during a course.

Den här studien undersöker lärares erfarenheter av Flippad undervisning (Flipped Classroom). I den här studien har två forskningsfrågor ställts till ämneslärare i grund- och gymnasieskolan: Vad karaktäriserar Flippad undervisning? samt Vad är syftet med Flippad undervisning?. Teoretisk utgångspunkt i studien är ett sociokulturellt perspektiv. Empirin har samlats in genom kvalitativa intervjuer, analyserade enligt den kvalitativa innehållsanalysen som metodansats. Nio lärare, baserade på ett kriterieurval, från olika kommuner i den södra delen av Sverige har utgjort empirin i studien. Samtliga lärare har intervjuats vid sina respektive arbetsplatser. Fem teman har utkristalliserat sig i resultatet med utgångspunkt i den första forskningsfrågan: Förändrad yrkesroll, Tiden, Att motivera eleverna och ha en kontinuitet, Tekniken samt Kommunikationen med eleverna. Den andra forskningsfrågan genererade tre teman i resultatdelen: Förståelseförberedande, Elevers lärande synliggörs och Tillgänglighet. Resultatet belyser att läraren blir mer av en handledare i klassrummet, tid frigörs under lektionen som medger en förändrad, och ökad kommunikation. Resultatet visar också att det är viktigt att göra eleverna delaktiga. Tekniken är en av artefakterna som möjliggör undervisningsformen och bidrar till en förändrad kommunikation. Flera av respondenterna i studien ser möjligheten till ett ökat lärande och upplever också att formativa bedömningsprocesser underlättas av undervisningsformen. / This study examines teachers’ experiences of Flipped Teaching. Two questions have been asked: What characterizes the Flipped Classroom? and What’s the purpose of Flipped Teaching? The theoretical framework is the sociocultural perspective by Vygotsky. The empirical material has been gathered through the qualitative interview and the method used to process the data has been the qualitative content analysis method. Nine teachers from various parts of southern Sweden have been interviewed. The two research questions resulted in eight categories, five from the first question: Changes in profession, Time, Key aspects – Participation, motivation and continuity, Tools involved and Communication with pupils. The second question generated three categories: Understanding preparatory, Visible learning and Access to the material. The results show that the teachers have become more guides on the side rather than lecturers and that time together with the students, interacting with them, has changed the ways of communication. The result also shows that the technical artefacts suports the Flipped Classroom, in some ways even as a conditional precedent for the Flipped Classroom. Many of the respondents in the study also express that the Flipped Classroom helps them assess the pupils’ abilities more formatively.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

Szenarien mit Blended-Learning-Charakter sind Alltag an deutschen Hochschulen: Insbesondere durch die Verbreitung von Learning-Management- Systemen, in Sachsen namentlich „OPAL“, können Lehrveranstaltungen über die Präsenzveranstaltungen hinaus in nahezu allen Fachbereichen um computergestützte Lerneinheiten ergänzt werden. Nach der Etablierung von Web Based Trainings als typische digitale Ergänzungsmodule streben einige didaktische Konzepte die verstärkte Abstimmung von Präsenz- und Onlinephase an. In der jüngeren Zeit wurde vor allem die Idee des Flipped Classroom (auch Inverted Classroom genannt) diskutiert. Hierbei wird die traditionelle Aufteilung der Lehr-Lern-Aktivitäten, bei der die Wissensvermittlung in den Präsenzveranstaltungen und die Vertiefung des Gelernten in Übungen zu Hause stattfinden, vertauscht. Stattdessen erwerben die Studierenden das nötige Wissen online und im Vorfeld der Präsenzphase, in der dann mithilfe komplexer Beispiele und unter aktiver Einbeziehung der Studierenden das Verständnis gefestigt und durch den Lehrenden unterstützt angewendet werden kann. Auch die Großveranstaltung „Grundlagen der Wirtschaftsinformatik“ (GWI) an der TU Chemnitz soll im Übungsbetrieb durch ein Flipped-Classroom-Konzept verbessert werden. Hierfür werden bestehende Aufgaben mithilfe einer Fachlandkarte und der Bewertung der jeweiligen Lehrziele zu einem Online-Materialien-Pool aufgebaut. Die Präsenzphase soll zur stärkeren Einbeziehung der Studierenden in Form eines aktiven Plenums abgehalten werden.