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The purpose of this study was to test the effectiveness of the readiness assurance process of team-based learning (TBL) in virtually isolated settings. Many Internet sites offer courses for adults to use on their own without access to mentors or other learners. However, educational theory suggests that people learn better with others than by themselves. The focus of this investigation was whether the inclusion of the readiness assurance process would increase participants’ levels of learning based on Bloom’s revised taxonomy within the limits of virtual isolation. In this study an experimental pretest-posttest design was employed. Using a 2- day mini-course about listening in marriage, 117 participants were randomly assigned to three groups. In the TBL group, married couples worked together following the principles of the readiness assurance process. In the independent group, one spouse from a marriage worked alone, also following the principles of the readiness assurance process. In the baseline group, one spouse from a marriage took the pretest and posttest only. The first posttest, called posttest-L, measured lower levels of learning (remembering and understanding). The second posttest, called posttest-D, measured deeper learning (applying and evaluating). Using ANCOVA with the pretests as the covariates, results showed a statistically significant difference in learning gains between the TBL group and the independent group for lower levels of learning (ES = .39). However, statistical significance was not achieved for deeper learning. Moreover, TBL scores and independent scores were no different from the baseline scores for measures of deeper learning. Along with explanations for these results, limitations of the study are described and suggestions for future research are offered.

Neste trabalho inicialmente estudamos o rank da co-homologia do espaço dos pontos fixos de uma \'Z IND.p\' - ação semilivre sobre espaços X~p \' S POT. n\' x \'S POT.n\' e X~p \'S POT.n\' x \'S POT.n\' x \'S POT.n\' , com n>0. Em seguida, estudamos uma extensão para ações de p-grupos sobre espaços X~p \'S POT.n\' X \'S POT.m\', com 0< n \'< OU =\' m. Como parte do material utilizado demos uma descrição do diferencial d1 de uma seqüência espectral que converge para co-homologia equivariante de Tate, bem como uma versão da Fórmula de Künneth para a co-homologia equivariante de Tate. Na parte final, motivado pelo problemas de descrição de espaços de órbita de ações de grupos infinito, calculamos as co-homologias dos grupos virtualmente cíclicos (\'Z IND.a\' X| \' Z IND. b\' )X| Z e [\'Z POT.a\' X|(\'Z IND.b\' X \'Q IND. 2 POT.i\') ]X| Z / In this work is studied the rank of the fixed point set of a semifree action on spaces X~p \'S POT.n\' X \'S POT.n\' and X~p \'S POT.n\' X \'S POT.n\' X \'S POT.n\' , with n>0. We also consider the extension of the result for actions of p-groups on spaces X~p \'SPOT.n\' X \' S POT.m\' , with 0<n \'< OR =\' m. As result of the techniques used, we give a description of the differential d1 of a spectral sequence that converges to Tate equivariant cohomology, as well a version of the Künneth Formule to Tate equivariant cohomology. At the end, motivated by the space form problem for infinite groups we compute the cohomology of the virtually cyclic groups (\'Z IND. a\' X| \'Z IND. b\' )X| Z and [\'Z IND.a\' X|(\'Z IND. b\' X \'Q IND2 POT. i\' )] X| Z

Gestaltung wird maßgeblich bestimmt durch das bildhafte Denken. Es bestimmt unsere frühkindliche Entwicklung, unser „Denken vor dem Sprechen" , und die Kunst. Versuche des Menschen mit Hilfe bildhafter Zeichen zu kommunizieren reichen ca. 30.000 Jahre zurück. Die Schriftsprache ist erst etwa 3.500 Jahre alt.

Purpose: Low productivity, poor quality and rising costs are some of the problems within the building industry. These problems can be attributed to the complexity of the building industry, low digitisation and outdated ways to manage building projects. Virtual Design and Construction (VDC) is a way of working which can reduce these problems and lead to improvements and higher efficiency.  VDC is used by several actors in the building industry, mainly during the design process but not so much during construction even though it would render an even bigger effect if used then as well. The aim of this study is therefore to investigate difficulties and incentives regarding implementation of VDC in construction. Method: This qualitative study is based on a literature study and a case study which provides good validity and reliability. The case study includes observations and interviews with personnel at two different building projects as well as a design process manager. Findings: Difficulties found in this study are the building industry´s high level of institutionalization, lack of information concerning the meaning of VDC and poor communication of the educations, guidelines and management documents that exists regarding the use of VDC. Further difficulties are the low level of VDC knowledge within the construction teams and compatibility issues and costs that may arise when introducing new technology. Among the incentives found are the way VDC contributes to a greater product through more thought-through solutions, increased understanding and increased involvement of all concerned. Using VDC leads to clearer communication, easier management and a better overview of projects and safer workplaces as risks are more easily detected. Another important incentive found is the positive attitude among the construction team members towards the use of VDC. Implications: The result of the study provides a basis for successful implementation of VDC in production. To overcome the difficulties noted, clear communication about what VDC is and how it is used is recommended, as well as designing management documents and developing and communicating VDC education to construction team members. It is also important to involve the staff in changes of work procedures, take notice of their opinions and to take advantage of their experience. Limitations: The result ought to be applicable to companies where VDC is used in the design process and that has similar ambitions as the company this study was carried out in cooperation with. Keywords: Virtual Design and Construction, building virtually, 3D-models, construction management, change in work-processes. / Syfte: Byggbranschen har problem med bland annat låg produktivitet, bristande kvalitet och stigande byggkostnader. Många av dessa problem kan härledas till branschens komplexitet, låga digitalisering och omoderna sätt att styra projekten.  Virtual Design and Construction (VDC) är ett arbetssätt som kan minska dessa problem och leda till förbättringar och effektiviseringar. VDC används av flertalet aktörer i branschen men då till största delen under projekteringsfasen av ett projekt trots att det skulle ge ännu större effekt om det även användes under produktionen. Målet med detta arbete är därför att undersöka hinder och drivkrafter gällande införande av VDC i produktionen. Metod: Arbetet är en kvalitativ studie och bygger på en litteraturstudie och en fallstudie vilket ger god validitet och reliabilitet. Under fallstudien har observationer gjorts och semistrukturerade intervjuer har genomförts med personal från två olika projekt samt med en projekteringsledare. Resultat: Arbetet visar på hinder som byggbranschens höga grad av institutionalisering, bristande information om innebörden av VDC samt bristande kommunikation om de utbildningar, riktlinjer och styrdokument som finns kring VDC-användning i projekt. Andra hinder är den bristande kunskapen hos produktionspersonalen och de kompabilitetsproblem och kostnader som kan uppstå vid införandet av ny teknik. Drivkrafter som arbetet belyser är bland annat att VDC bidrar till en bättre slutprodukt genom mer genomtänkta lösningar, ökad förståelse och ökat engagemang av samtliga berörda. Att använda VDC leder till bättre och tydligare kommunikation, enklare styrning och bättre översikt av projekten och säkrare arbetsplatser då risker lättare upptäcks. En annan viktig drivkraft är de anställdas positiva attityd till VDC. Konsekvenser: Arbetets resultat ger förutsättningar för en lyckad implementering av VDC i produktionen. För att övervinna de hinder som uppmärksammats rekommenderas en tydlig kommunikation om vad VDC är och hur det ska användas, att styrdokument utformas och att VDC-utbildningar till produktionspersonalen vidareutvecklas och förmedlas. Det är även viktigt att involvera personalen i förändringsarbetet, ta hänsyn till deras åsikter och dra nytta av deras erfarenhet. Begränsningar: Resultatet bör vara tillämpbart på företag där VDC används i projekteringen och har liknande ambition som företaget arbetet utförts i samarbete med. Nyckelord: Virtual Design and Construction, virtuellt byggande, 3D-modeller, produktionsplanering, förändringsarbete.

Submitted by Paula Mesquita Melques null (paulamelques@gmail.com) on 2017-08-21T16:57:41Z No. of bitstreams: 1 Tese_Paula_Melques.pdf: 2538504 bytes, checksum: bc9ef094f671e3470db2e3ade0466c95 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-08-23T19:06:38Z (GMT) No. of bitstreams: 1 melques_pm_dr_prud.pdf: 2538504 bytes, checksum: bc9ef094f671e3470db2e3ade0466c95 (MD5) / Made available in DSpace on 2017-08-23T19:06:38Z (GMT). No. of bitstreams: 1 melques_pm_dr_prud.pdf: 2538504 bytes, checksum: bc9ef094f671e3470db2e3ade0466c95 (MD5) Previous issue date: 2017-07-22 / A presente pesquisa de Doutorado pertence à linha de pesquisa “Práticas e Processos Formativos em Educação” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP). Parte-se da hipótese de que o designer educacional (DE) tem papel fundamental quando se propõem abordagens de educação centradas na construção do conhecimento, para que não seja realizada a transposição de práticas de transmissão de informações, presentes historicamente na educação, para o contexto da Educação a Distância (EaD). Diante da complexidade envolvida nas atribuições desse profissional, apresenta-se a pergunta da pesquisa: como a atuação do DE em um contexto de elaboração e execução de cursos na modalidade a distância concebidos a partir das abordagens Estar Junto Virtual (EJV) (VALENTE) e Construcionista, Contextualizada e Significativa (CCS) (SCHLÜNZEN) pode permitir que as características do público-alvo, as especificidades da EaD e os objetivos dessas abordagens de educação sejam alcançados? Assim, como objetivo geral, buscou-se conceituar o designer educacional no contexto de cursos na modalidade a distância segundo as abordagens CCS e EJV. Para tanto, a partir de uma abordagem qualitativa do tipo investigação-ação, estudou-se a elaboração e a execução de um curso de especialização do Programa Rede São Paulo de Formação Docente (Redefor) Educação Especial e Inclusiva, no qual a pesquisadora atuou como designer educacional. A seleção e a coleta de dados ocorreram por meio de instrumentos como arquivos de roteiros, matriz e agenda, e e-mails enviados e recebidos entre a equipe multidisciplinar, professores autores, especialista e coordenação, além das atividades propostas e da produção dos cursistas no Ambiente Virtual de Aprendizagem (AVA) Moodle. Com categorias de análise pré-definidas, analisou-se os dados a partir do confronto entre o que foi pensado inicialmente pelo professor autor e o resultado final após as intervenções realizadas e, também, da identificação dos elementos das abordagens CCS e EJV na proposta pedagógica do curso e na produção dos cursistas. Observou-se que o designer educacional contribuiu para o estabelecimento da base de conhecimentos tecnológicos e pedagógicos do conteúdo (TPACK) (MISHRA; KOEHLER) a partir da articulação dos saberes e das ações das equipes pedagógica e multidisciplinar, e ainda, a proposta pedagógica do curso permitiu que os cursistas construíssem produtos, por meio de atividades contextualizadas, com alto nível de interação e mediação pedagógica efetiva, permitindo assim a construção do conhecimento à medida que atribuíam significado aos conceitos apreendidos. / This Doctoral research belongs to the research line "Practices and Formative Processes in Education" of the Graduate Program in Education of the Faculty of Sciences and Technology of Sao Paulo State University "Júlio de Mesquita Filho" (FCT / UNESP). It starts with the hypothesis that educational designer has fundamental role when proposing education approaches centered on the construction of knowledge, so that the transposition of information transmission practices is not carried out into the context of Distance Education. In view of the complexity involved in the assignments of this professional, the research problem is presented: how the educational designer performance in a context of elaboration and implementation of courses in the distance education modality conceived from the approaches Being Together Virtually (known as EJV) (VALENTE) and Constructionist, Contextualized and Meaningful (known as CCS) (SCHLÜNZEN) can enable that the target audience characteristics, distance education specificities and the objectives of these education approaches to be achieved? Therefore, as general objective, it was sought to conceptualize the educational designer in the context of distance education courses according to the CCS and EJV approaches. To do so, based on a qualitative approach of action-research type, it was studied the elaboration and implementation of a specialization course belonging to the Sao Paulo Network Program of Teacher Training (Redefor) Special and Inclusive Education, in which the researcher acted as educational designer. Selection and collection of data occurred using tools as script files, matrix and agenda, e-mails sent and received between the multidisciplinary team, teacher authors, specialist and coordination, as well as the proposed activities and production of the students in the Virtual Learning Environment (VLE) Moodle. With predefined categories of analysis, the data were analyzed from confrontation between what was initially thought by the teacher author and the final result after the interventions carried out and, also, the identification of elements from the CCS and EJV approaches in the course pedagogical proposal and in the students’ production. It was observed that the educational designer contributed to establish the technological and pedagogical knowledge base of the content (TPACK) (MISHRA; KOEHLER) from articulation of knowledge and actions of the pedagogical and multidisciplinary teams, and also, the pedagogical proposal of the course allowed the students to construct products, through contextualized activities, with a high level of interaction and effective pedagogical mediation, allowing thereby, the construction of knowledge insofar as they were attributing meaning to the concepts seized.

Neste trabalho inicialmente estudamos o rank da co-homologia do espaço dos pontos fixos de uma \'Z IND.p\' - ação semilivre sobre espaços X~p \' S POT. n\' x \'S POT.n\' e X~p \'S POT.n\' x \'S POT.n\' x \'S POT.n\' , com n>0. Em seguida, estudamos uma extensão para ações de p-grupos sobre espaços X~p \'S POT.n\' X \'S POT.m\', com 0< n \'< OU =\' m. Como parte do material utilizado demos uma descrição do diferencial d1 de uma seqüência espectral que converge para co-homologia equivariante de Tate, bem como uma versão da Fórmula de Künneth para a co-homologia equivariante de Tate. Na parte final, motivado pelo problemas de descrição de espaços de órbita de ações de grupos infinito, calculamos as co-homologias dos grupos virtualmente cíclicos (\'Z IND.a\' X| \' Z IND. b\' )X| Z e [\'Z POT.a\' X|(\'Z IND.b\' X \'Q IND. 2 POT.i\') ]X| Z / In this work is studied the rank of the fixed point set of a semifree action on spaces X~p \'S POT.n\' X \'S POT.n\' and X~p \'S POT.n\' X \'S POT.n\' X \'S POT.n\' , with n>0. We also consider the extension of the result for actions of p-groups on spaces X~p \'SPOT.n\' X \' S POT.m\' , with 0<n \'< OR =\' m. As result of the techniques used, we give a description of the differential d1 of a spectral sequence that converges to Tate equivariant cohomology, as well a version of the Künneth Formule to Tate equivariant cohomology. At the end, motivated by the space form problem for infinite groups we compute the cohomology of the virtually cyclic groups (\'Z IND. a\' X| \'Z IND. b\' )X| Z and [\'Z IND.a\' X|(\'Z IND. b\' X \'Q IND2 POT. i\' )] X| Z

Gestaltung wird maßgeblich bestimmt durch das bildhafte Denken. Es bestimmt unsere frühkindliche Entwicklung, unser „Denken vor dem Sprechen" , und die Kunst. Versuche des Menschen mit Hilfe bildhafter Zeichen zu kommunizieren reichen ca. 30.000 Jahre zurück. Die Schriftsprache ist erst etwa 3.500 Jahre alt.

Dado um grupo G, a definição dos grupos de cohomologia com coeficientes em um ZG-módulo M podem ser dadas usando as técnicas usuais da Álgebra Homológica, que garantem a existência de resoluções projetivas P de Z como um ZG-módulo trivial, a equivalência entre resoluções distintas etc. Podemos também construir o produto cup em cohomologia, cuja definição depende de uma aproximação da diagonal para a resolução projetiva P. Entretanto, o cálculo explicito de tais resoluções e dos grupos de cohomologia pode ser bastante difícil na prática, e ainda mais difícil a obtenção de uma aproximação da diagonal. Nesta tese, obteremos resoluções livres e aproximações da diagonal para os grupos fundamentais das superfícies que são espaços K(G,1) e também para o grupo fundamental de fibrados do toro com base S^1, bem como a estrutura de anel de cohomologia de tais grupos. Ainda, para certos grupos virtualmente cíclicos G, obteremos o anel de cohomologia calculando diretamente uma resolução livre e uma aproximação da diagonal, ou então usando a sequência espectral de Lyndon-Hochschild-Serre. A motivação para o estudo da primeira família de grupos vem do fato de representarem variedades de dimensão 2 e 3, e da segunda família por ser constituída de grupos que atuam em esferas de homotopia. / Given a group G, a definition for its cohomology groups with coefficients in a given ZG-module M can be given using the standard techniques of Homological Algebra, that ensure the existence of projective resolutions P of Z as a trivial ZG-module, the equivalence between two such resolutions etc . We can also construct the cup product, whose definition depends on a diagonal approximation for a given projective resolution P. However, the explicit computation of such resolutions and of the cohomology groups may be very hard in practice, and even worse may be the task of constructing a diagonal approximation. In this thesis, we obtain free resolutions and diagonal approximations for the fundamental groups of surfaces that are K(G,1) spaces and for the fundamental group of the torus bundle with the circle as the base space, as well as the structure of the cohomology ring of these groups. Also, for some virtually cyclic groups, we obtain the cohomology ring by an explicit computation of a free resolution and a diagonal approximation, or by the Lyndon-Hochschild-Serre spectral sequence. The motivation for the study of the first family of groups comes from the fact that such groups represent manifolds of dimension 2 and 3, and the groups of the second family act on homotopy spheres.

Made available in DSpace on 2016-04-27T14:32:15Z (GMT). No. of bitstreams: 1 Nilbo Ribeiro Nogueira.pdf: 3536170 bytes, checksum: 6e2b8803fbf090503ad822071a4c9eb4 (MD5) Previous issue date: 2008-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at analyzing the educational aspects that emerge when didactic materials in Distance Education consisted of diverse texts are used, that is, by the integration of verbal texts with streaming videos and images that can boost the approach of being virtually present. For such investigation, a didactic material that contained the previously described features was elaborated and made available at the web (www.espectrum.com.br/tese). During the interview process, the link to the access to the didactic material was sent to 29 people and they were oriented to use it, explore it and answer a questionnaire in which they could write their impressions and argumentations concerning the strategies and the multisemiological resources that were used. Based on the methodology of the Collective Subject Speech (CSS), Key Expressions and Central Ideas were extracted from the argumentations of the interviewed people, with which the collective speeches were elaborated. From these speeches came the educational aspects. Among the educational aspects that have emerged from this survey, we can point out that by means of streaming videos and images, the teacher can get closer to the students and is able to insert his/her personality in the didactic material. With the resources of being able to comment on the videos, there is a greater integration exchange and participation of the people that are part of the Distance Education. In the approach of the virtual integration, the focus is on the pedagogical mediation of the teacher so that the students can carefully consider the action of their practices, coming to the conclusion that it is extremely important for the teacher to be constantly together with his/her students. With the resources of the integration of the streaming videos and images to the verbal text, the teacher can be even closer to his/her students, not only in the mediation but also being able to show his/her personality and proximity through the didactic material / Esta pesquisa tem como objetivo analisar os aspectos educacionais que emergem quando são utilizados materiais didáticos em EaD on-line, constituídos de textos plurais, ou seja, pela integração de textos verbais com imagens e vídeos streaming, que possam potencializar a abordagem do estar junto virtual. Para a investigação, foi elaborado um material didático com as características anteriormente descritas e disponibilizado na web (www.espectrum.com.br/tese). No processo de entrevista, o link para acesso ao material didático foi enviado para 29 sujeitos, com a orientação para que utilizassem, explorassem e em seguida respondessem a um questionário em que poderiam colocar suas impressões e argumentações referentes às estratégias e aos recursos multisemióticos utilizados. Com base na metodologia do Discurso do Sujeito Coletivo (DSC), extrairam-se das argumentações dos entrevistados as Expressões Chave e Idéias Centrais, com as quais se elaboraram os discursos coletivos dos quais se destacaram os aspectos educacionais. Entre os aspectos educacionais que emergiram desta pesquisa, pode-se destacar que por meio da imagem e/ou do vídeo streaming o professor consegue se aproximar mais da turma inserindo a sua pessoalidade no material didático. Quanto aos recursos de poder comentar os vídeos, nota-se que se abre um espaço para maior integração, troca e participação dos que fazem parte da EaD on-line. Na abordagem do estar junto virtual o foco está na mediação pedagógica do professor para que os alunos reflitam na e sobre a ação de suas práticas, concluindo com isso a importância e necessidade de o professor estar junto constantemente com sua turma. Com os recursos de integração de imagens e vídeos streaming ao texto verbal, conseguiu-se aproximar mais ainda o professor de sua turma, que agora além de estar presente na mediação, também demonstra sua proximidade e pessoalidade nos recursos do material didático