In the beginning of 1990, there is a trend of thought, ¡§public-private partnership¡¨. Public departments hope to cooperate with private departments with a view to establishing another partnership. There is an internationally-distinguished public art, Dome of Light, at the intersection, MRT Formosa Boulevard Station, of two lines. The MRT Formosa Boulevard Station created a new space and a new landmark in Kaohsiung. The cooperative system of universities and industries collaboratively constructed a learning-typed space, the Corridor of MRT Formosa Boulevard Station. With the horizontally two-way communication participation forming a consensus, the cooperative system of universities and industries is mutually in charge of responsibilities and shares in advantages so as to create values of sustainability for the society. Providing artistic performances, the Corridor of MRT Formosa Boulevard Station has altered the public¡¦s impressions on making use of the space of MRT Formosa Boulevard Station. The research explores the public¡¦s attitude about learning space and was done by attitudinal theory made by Sears, Peplan and Taylor(1991). The statistic analysis of the research is done by descriptive statistics, one-way ANOVA and the related materials. There are four purposes of the research. The first purpose is to know if the public knows the implementation of the construction of the learning-typed space collaboratively created by the partnership of public and private departments. The second is to know the public¡¦s impressions on making use of the learning space, including the relevant curricula, symposia, activities and showcase artistic works. Furthermore, the purpose three is to know the public¡¦s contentment after the participation. Finally, the fourth explores obvious relation between interviewee¡¦s knowing and background information. After the self-made questionnaires were revised by the professionals and analyzed by efficiency and credibility, they became formal. There are 296 effective questionnaires, and the questionnaire retrieval is at 98.66%. The research includes two assumptions: (1)Assuming that the interviewee¡¦s knowing of the Corridor of MRT Formosa Boulevard has obvious differences between behavioral intentions. (2)Assuming that the interviewee¡¦s impressions on the Corridor of MRT Formosa Boulevard have obvious differences between behavioral intentions. The research has discovered that it effectively changed the impressions on the use of the MRT space by the continuing education of Open University of Kaohsiung and the activities of public departments. In the aspects of conclusions and suggestions, I hope KRTC to open a channel of communication for cooperatives in order that the both can advantage by horizontally and friendly two-way interaction. I suggest that the Corridor of KMRT Formosa Boulevard center on the industry of health service, the information of relaxing tours combining art, and the curricula of spiritual development. Let people in the fast-paced city have a secret base to relax. Let busy people set out on a journey! Re-depart¡K!

This architectural thesis proposes a Mi’kmaq Learning Centre on the Dalhousie University Campus in Halifax, Nova Scotia. Indigenous-led and Indigenous minded content in the post secondary environment creates space for cultural continuity and inter-cultural dialogue. First Nations faculties and support spaces are increasingly being established in post-secondary institutions across Canada. These buildings must negotiate the continental: North American First Nations culture, as well as the regional: in the case of this thesis, the Mi’kmaq culture. While the content and mode of First Nations and Mi’kmaq modes learning is hugely beneficial to all cultures, the architectural space for its application is often overlooked. This thesis project applies many methods of research and interpretation to interweave the ideas of Mi’kmaq land and First Nations learning, creating place for this pedagogy on Dalhousie University Campus.

Transformation of educational space running in these days all over the world. Every one is conscious that our educational system is obsolete and we have to change it. Instead of designing of new school building o choose building which is running for education for almost one hundred and fifty years. One of these building is gymnasium in Hradec Kralove

Made available in DSpace on 2015-03-04T20:04:55Z (GMT). No. of bitstreams: 0 Previous issue date: 29 / Nenhuma / Esta dissertação, que teve como foco de investigação o Emocionar em mundos digitais virtuais em 3 dimensões – MDV3D, consiste no estudo teórico embasado, principalmente, na Teoria da Biologia do Conhecer de autoria de Humberto Maturana e Francisco Varela, articulada à interação dos adolescentes no Metaverso Second Life. Por um período de 5 semanas, com seis encontros, totalizando 20 horas, adolescentes do PEI – Projeto Esporte Integrado – da Universidade do Vale do Rio dos Sinos – UNISINOS, viveram e conviveram no Second Life com a proposta de conhecer e explorar MDV3D. O objetivo central desta investigação consistiu em compreender como os adolescentes representam o Emocionar, ao interagir nos MDV3D-SL, e como este se constitui enquanto ambiente provocador de aprendizagens, para a partir dessa análise buscar elementos de forma a propiciar o desenvolvimento de práticas pedagógicas inovadoras. A pesquisa é de natureza exploratória qualitativa cuja metodologia adotada, foi a estudo de caso. Os instrumentos / This dissertation, which focuses on Emotions in three-dimensional virtual digital worlds (3DVDW), consists of a theoretical study mainly based on the ideas presented by Humberto Maturana and Francisco Varela, in their Biology of Knowledge, articulated to adolescents’ interactions within the Second Life Metaverse (SL). During a period of 5 weeks, totallizing 6 meetings and 20 hours, adolescents who participate in the ISP - Integrated Sports Project - implemented by Universidade do Vale do Rio dos Sinos - UNISINOS, lived and interacted within Second Life with the aim of getting to know and explore this 3DVDW. The main objective of this investigation was to understand how these adolescents represented Emotions, while interacting in the 3DVDW, and how this world acted as a learning-provoking environment. During such an analysis, elements to develop innovative pedagogic practices were sought. The investigation has a qualitative exploratory nature and consisted of a case-study. Data collection instruments were: que

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors’ perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students’ academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors’ pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors’ instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the ‘SCALE-UP model’ participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors’ pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors’ contributions to advance scholarship of teaching and learning.

1 Abstract The thesis attempts to track changes that occur in foreign language teaching due to the onset of new technologies and the related use of new methods and forms of teaching. The author deals with the possibilities of using ICT in teaching German language, development of language skills and listening comprehension, based on many years of experience in designing educational online courses, and their application in the teaching of the German language. The theoretical part of the thesis is devoted to the theoretical foundations of eLearning and description of on-line courses, the empirical part is devoted to the study of the effectiveness of these courses. The aim of this research was to determine how the use of ICT is reflected in the students' results and whether the teaching with the ICT support is more, or at least as effective as face-to- face teaching. The first online German language courses at the Faculty of Informatics and Management, University of Hradec Králové already started in 2002. These online courses have been from the beginning primarily meant as supplementary courses, which should serve to streamline the study and home preparation for lessons and to simplify and improve the preparation of students for credits and exam. Gradually there were developed courses for combined studies and...

O presente trabalho tem como objetivo investigar as ações constituintes de um espaço de aprendizagem, a partir dos pressupostos teóricos da abordagem histórico-cultural e da teoria da atividade. Para irmos ao encontro deste objetivo, o desenvolvimento da investigação deu-se por meio da elaboração, organização e análise de um conjunto de atividades direcionadas para o ensino das equações do primeiro grau. No desenvolvimento deste conjunto de atividades, procuramos orientar as ações dos alunos, de modo a corroborar com os princípios de uma atividade de aprendizagem. Este conjunto de atividades foi organizado na forma de um experimento didático, que foi conduzido com crianças do ensino fundamental (quinta série) da Escola de Aplicação da Faculdade de Educação da USP, vinculadas ao projeto Clube de Matemática. Coerente com os pressupostos da teoria da atividade, partimos dos motivos do pesquisador, em busca das respostas às necessidades sentidas, como parte de uma comunidade educativa. A partir daí, organizamos as ações desenvolvidas na investigação, por meio da definição e caracterização dos sujeitos e da comunidade (alunos e professores), dos objetos da atividade, dos instrumentos (as atividades orientadoras de ensino), das regras e forma de divisão do trabalho. Com esta organização, caracterizamos o espaço de aprendizagem como o lugar da realização da aprendizagem dos sujeitos orientado pela ação intencional de quem ensina. A partir da análise das ações dos sujeitos, constatamos que a organização dos espaços de aprendizagem deve ser pautada pela criação de três contextos: um contexto da crítica, um contexto da descoberta e um contexto de prática social. / The present work has as objective investigates the actions that constitute a learning space, from the budgets theoreticians from the historical-cultural approach and from the activity theory. To will go to the meeting of this objective, the development from the inquiry gave by means of the elaboration, organization and analysis of activities directed for the teaching of the equations of the first rank. In the development of these activities we find orient the actions of the students, of way it corroborate with the beginnings of a learning activity. These activities were organized in the form of an educational experiment, that was driven with students of the basic education (10/11-year-old students) from “Escola de Aplicação" from the “Faculdade de Educação" from the USP, linked to the Mathematics Club project. Coherent with the budgets from the theory from the activity, we start from the motives of the researcher, in search of the answers to the needs, as breaks of an educational community. From, then, we organize the actions developed in the inquiry, by means of the definition and featuring of the subjects and the community (students and teachers), of the objects from the activity, of the instruments (the teaching advisers activities), of the rules and forms of division of the work. With this organization we characterize the learning space as the place from the achievement from the learning of the individuals oriented by the action intentional whose teaches. From that, by means of the analysis of the actions of the subjects, we establish that the organization of the learning spaces should be lined by the creation of three contexts: a context from the critic, a context from the discovery and a social context of practice.

Made available in DSpace on 2016-04-29T14:23:49Z (GMT). No. of bitstreams: 1 Carlos Daniel Vaz de Lima Jr.pdf: 7443937 bytes, checksum: 17b30d7f36a571b87e420c680f995b6a (MD5) Previous issue date: 2009-04-30 / The purpose of this study is to observe the existence of a learning space resulting from the interaction of the Prosecuting Attorneys through digital tools produced by the latest technology. In recent years, the Department of Justice has been doing great effort so as to provide digital tools for the Prosecuting Attorneys; however, the use of such tools has been much smaller than the use of public digital tools available in the internet to anyone. In this study of case, rich in inquiries and description, we have listed the tools comprised in our research and what use the Prosecuting Attorneys give them, so we can finally identify the situations where such tools, addressed to solve professional problems, provide a new learning space. Our reference portrait for analyzing this space is constituted by learning theories based on Piaget, Vygotsky and Ausubel, which allow us understand the interaction among users and their relation with learning. We have analyzed, both in quality and quantity, data collected from the Prosecuting Attorneys. Based on such data, we have considered a possible existing learning space created by the interaction promoted by the digital tools. Such space can be used to create spontaneous concepts linked to scientific concepts / A percepção de um espaço de aprendizagem na interação dos promotores de Justiça por meio das ferramentas digitais trazidas pelas novas tecnologias é o objetivo deste estudo de caso. Nos últimos anos o Ministério Público tem investido na disponibilização de ferramentas digitais aos promotores, contudo, o uso dado às mesmas é muito menor daquele dado pelos promotores às ferramentas digitais públicas, que estão disponíveis para todos na Internet. Neste estudo de caso, caracterizado pela exploração e descrição, identificamos quais são estas ferramentas que compõe o nosso corpo de pesquisa e qual o uso que os promotores dão às mesmas, para então identificar as situações em que elas proporcionam o surgimento de um espaço de aprendizagem que leva à solução de problemas profissionais. Nosso quadro de referências para análise deste espaço é composto pelas teorias de aprendizagem baseadas em Piaget, Vygotsky e Ausubel, que nos permitem compreender a interação entre os usuários e a relação deles com a aprendizagem. A partir de dados coletados juntos aos promotores de Justiça, analisados quantitativa e qualitativamente, consideramos que se pôde perceber a existência de um espaço de aprendizagem criado pela interação proporcionada pelas ferramentas digitais, e que tal espaço pode ser aproveitado para a formação de conceitos espontâneos correlatos a conceitos científicos

90 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T16:05:07Z No. of bitstreams: 3 Dissertacao_Rita de Cacia Chagas3.pdf: 1550997 bytes, checksum: 58c8d8d713acf79f4d0b268d006ad8e0 (MD5) Dissertacao_Rita de Cacia Chagas2.pdf: 400924 bytes, checksum: e7d4a87bef7f64a3ceff535711f69bce (MD5) Dissertacao_Rita de Cacia Chagas1.pdf: 7639130 bytes, checksum: 4df2962bf2b41431c9b2daaee8500f3c (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T20:06:31Z (GMT) No. of bitstreams: 3 Dissertacao_Rita de Cacia Chagas3.pdf: 1550997 bytes, checksum: 58c8d8d713acf79f4d0b268d006ad8e0 (MD5) Dissertacao_Rita de Cacia Chagas2.pdf: 400924 bytes, checksum: e7d4a87bef7f64a3ceff535711f69bce (MD5) Dissertacao_Rita de Cacia Chagas1.pdf: 7639130 bytes, checksum: 4df2962bf2b41431c9b2daaee8500f3c (MD5) / Made available in DSpace on 2013-06-10T20:06:31Z (GMT). No. of bitstreams: 3 Dissertacao_Rita de Cacia Chagas3.pdf: 1550997 bytes, checksum: 58c8d8d713acf79f4d0b268d006ad8e0 (MD5) Dissertacao_Rita de Cacia Chagas2.pdf: 400924 bytes, checksum: e7d4a87bef7f64a3ceff535711f69bce (MD5) Dissertacao_Rita de Cacia Chagas1.pdf: 7639130 bytes, checksum: 4df2962bf2b41431c9b2daaee8500f3c (MD5) Previous issue date: 2006 / O presente trabalho tem como objetivo contribuir para reflexão acerca do papel do currículo na relação escola e mundo do trabalho, mais especificamente o lugar da práxis no currículo da chamada Pedagogia da Alternância (PA). De natureza etnográfica e com um viés multirreferencial, partiu-se do conceito de “espaço de aprendizagem”, buscando compreender a trama que envolve a realidade cotidiana dos sujeitos trabalhadores do campo, mas que necessitam da escola como alternativa e um direito para uma formação ampliada. Tendo como pano de fundo as escolas famílias agrícolas, recolheram-se, nesta pesquisa, alguns conteúdos simbólicos e representativos da experiência dos sujeitos envolvidos nesta trama, ou seja, alternantes, monitores, familiares e membros da comunidade, tanto na dimensão do trabalho do campo enquanto atividade humana, quanto na dimensão escolar, percebendo-se a emergência dos conflitos e das expectativas geradas. Pautada, assim, numa ética solidária em seu processo educativo-formativo, as escolas famílias agrícolas formam, então, jovens cidadãos, tendo no currículo diferenciado, ou seja, voltado para as demandas dos trabalhadores do campo, um dos seus pilares constitutivos. / Salvador

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-08T14:31:32Z No. of bitstreams: 9 Maria Lidia Mattos parte 9.pdf: 6347763 bytes, checksum: badcb80379a5204d3b5ff4bba941a2f1 (MD5) Maria Lidia Mattos parte 8.pdf: 5592957 bytes, checksum: ee4275c6cb391aa589f25383e58f4b8e (MD5) Maria Lidia Mattos parte 7.pdf: 4174952 bytes, checksum: 559ec37a781860f159971e8876ea97f4 (MD5) Maria Lidia Mattos parte 6.pdf: 4768764 bytes, checksum: 62273f59654fc45c1899548a91dfd857 (MD5) Maria Lidia Mattos parte 5.pdf: 3610053 bytes, checksum: b96fd29708013e5277c27341e465fa15 (MD5) Maria Lidia Mattos parte 4.pdf: 5535691 bytes, checksum: d6615e5c0b0a5a32e86076243c76fd82 (MD5) Maria Lidia Mattos parte 3.pdf: 2969381 bytes, checksum: 328d9c21481e101b9ee839a47bfdb21a (MD5) Maria Lidia Mattos parte 2.pdf: 5631116 bytes, checksum: 10f9f1fbfca074362d0dfd36cdb54d8c (MD5) Maria Lidia Mattos parte 1.pdf: 4146618 bytes, checksum: 89df828cf4c7f6aeacb72c0fad7b3dd0 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-16T17:41:22Z (GMT) No. of bitstreams: 9 Maria Lidia Mattos parte 9.pdf: 6347763 bytes, checksum: badcb80379a5204d3b5ff4bba941a2f1 (MD5) Maria Lidia Mattos parte 8.pdf: 5592957 bytes, checksum: ee4275c6cb391aa589f25383e58f4b8e (MD5) Maria Lidia Mattos parte 7.pdf: 4174952 bytes, checksum: 559ec37a781860f159971e8876ea97f4 (MD5) Maria Lidia Mattos parte 6.pdf: 4768764 bytes, checksum: 62273f59654fc45c1899548a91dfd857 (MD5) Maria Lidia Mattos parte 5.pdf: 3610053 bytes, checksum: b96fd29708013e5277c27341e465fa15 (MD5) Maria Lidia Mattos parte 4.pdf: 5535691 bytes, checksum: d6615e5c0b0a5a32e86076243c76fd82 (MD5) Maria Lidia Mattos parte 3.pdf: 2969381 bytes, checksum: 328d9c21481e101b9ee839a47bfdb21a (MD5) Maria Lidia Mattos parte 2.pdf: 5631116 bytes, checksum: 10f9f1fbfca074362d0dfd36cdb54d8c (MD5) Maria Lidia Mattos parte 1.pdf: 4146618 bytes, checksum: 89df828cf4c7f6aeacb72c0fad7b3dd0 (MD5) / Made available in DSpace on 2013-05-16T17:41:22Z (GMT). No. of bitstreams: 9 Maria Lidia Mattos parte 9.pdf: 6347763 bytes, checksum: badcb80379a5204d3b5ff4bba941a2f1 (MD5) Maria Lidia Mattos parte 8.pdf: 5592957 bytes, checksum: ee4275c6cb391aa589f25383e58f4b8e (MD5) Maria Lidia Mattos parte 7.pdf: 4174952 bytes, checksum: 559ec37a781860f159971e8876ea97f4 (MD5) Maria Lidia Mattos parte 6.pdf: 4768764 bytes, checksum: 62273f59654fc45c1899548a91dfd857 (MD5) Maria Lidia Mattos parte 5.pdf: 3610053 bytes, checksum: b96fd29708013e5277c27341e465fa15 (MD5) Maria Lidia Mattos parte 4.pdf: 5535691 bytes, checksum: d6615e5c0b0a5a32e86076243c76fd82 (MD5) Maria Lidia Mattos parte 3.pdf: 2969381 bytes, checksum: 328d9c21481e101b9ee839a47bfdb21a (MD5) Maria Lidia Mattos parte 2.pdf: 5631116 bytes, checksum: 10f9f1fbfca074362d0dfd36cdb54d8c (MD5) Maria Lidia Mattos parte 1.pdf: 4146618 bytes, checksum: 89df828cf4c7f6aeacb72c0fad7b3dd0 (MD5) Previous issue date: 2008 / Os professores em suas formações básicas são capazes de produção para a educação à distância, porém torna-se necessário a (in)formação para isso. Na expectativa de analisar os espaços e processos de (in)formação e aprendizagem de professor-produtor na área de educação à distância, especialmente aqueles relacionados aos diferentes modos de organização e produção de conhecimento, organizou-se este trabalho para estudar os encontros numa caminhada. Nessa jornada encontramos sujeitos teóricos, sujeitos que se tornaram autores e atores desse processo, encontramos obstáculos, pedras, mas também perspectivas para a análise. A compreensão da crase na expressão - educação à distância - constituiu-se de fundamental importância para a definição das categorias estudadas e assim entendeu-se que não é a distância que determina a educação, mas a educação que determina a distância. O entendimento da crase torna-se relevante para a definição da educação à distância. O caminho escolhido foi da análise contrastiva das falas dos sujeitos da pesquisa. Para dar seqüência à caminhada planejada, foi necessário o estabelecimento de outros passos, já que a análise supracitada só é possível com: compreensão da (in)formação dos professores em suas atribuições pedagógicas na produção de material em diferentes suportes tecnológicos – analógicos e digitais, assim compreendido como histórias de vida tecnológica; identificação dos processos de (in)formação e aprendizagem do professor-produtor de educação à distância relacionados aos aspectos de produção de material didático apropriadas à interação em ambientes informacionais de base digital; verificação, através de análise de entrevistas, de que modo os professores-produtores estão utilizando ferramentas de comunicação nas produções que realizam; compreensão de distância como espaço de (in)formação e aprendizagem entre os sujeitos que trabalham com a educação à distância. A interação é estudada e analisada como espaço de (in)formação e aprendizagem entre os sujeitos, assim como as diversas semânticas da distância em suas bases de significação. Conclui-se a respeito da distância e da interação como espaços de (in)formação e aprendizagem desses professores-produtores, além da construção das histórias de vida tecnológicas dos sujeitos da pesquisa, como também aponta-se para a possibilidade de (in)formação do professor-produtor, quando produz para educação à distância. / Salvador