Página 1 dos resultados de 3235 itens digitais encontrados em 0.038 segundos

‣ Assessment of virtual learning environments by higher education teachers and students

Miranda, Luísa; Alves, Paulo; Morais, Carlos
Fonte: Academic Conferences and Publishing International Publicador: Academic Conferences and Publishing International
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
67.744478%
This research focuses on the problematic of the use of virtual learning environments in a higher education institution in the north of Portugal. In this study, we set the scientific and pedagogical background of virtual learning environments, and we analyze the responses obtained from an online questionnaire conducted to 536 subjects, all teachers and students at that same higher education institution, namely 347 students and 189 teachers. The research questions of this study were set out in order to assess the frequency with which the higher education students and teachers of that institution access virtual learning environments, the value they assign to those environments as well as to their integrated tools, and also to assess the influence of users’ computer skills on their access to virtual learning environments. Considering the computer skills classification of each subject of this study, three independent categories were created, both for teachers and students, associated with basic skills, intermediate skills and advanced skills, respectively. In this paper we adopt a descriptive and inferential data analysis, using the recommended statistical procedures. Results show that the majority of teachers and students access the institution’s virtual environment on a daily basis. However...

‣ Personal Learning Environments (PLE) in a distance learning course on mathematics applied to business

Bidarra, José; Araújo, João
Fonte: EURODL Publicador: EURODL
Tipo: Artigo de Revista Científica
Publicado em //2013 Português
Relevância na Pesquisa
67.65609%
This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student’s perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we gathered and examined data on student’s use of Personal Learning Environments (PLEs) within a course on Mathematics Applied to Business offered by the Portuguese Open University (Universidade Aberta). We base the discussion on aspects that characterize student’s conceptions of PLEs, the emergence of connectivism as a new account of how learning occurs in a networked global environment, and conclude that an important goal of online course design should be to let students explore what the emergent Web 2.0 tools have to offer in distance learning. The widespread adoption of PLEs, bringing together learning from different contexts and sources of learning, shows that students are capable of expression in different forms, generating an added-value to distance learning environments.

‣ Dimensões de qualidade em ambientes virtuais de aprendizagem; Quality dimensions in virtual learning environments

Carvalho Neto, Silvio
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 15/12/2009 Português
Relevância na Pesquisa
67.488022%
O desenvolvimento comercial da internet possibilitou o surgimento de sistemas de informação que se apoiam no uso da world wide web como plataforma. Esses sistemas baseados na web (web-based systems) têm aplicações em diversas áreas e setores econômicos. No ramo educacional, eles têm sido aplicados como base para os processos de ensino e aprendizagem via computador (e-learning) e são, comumente, denominados de Ambientes Virtuais de Aprendizagem (AVA). Os AVAs podem ser utilizados tanto para o ensino exclusivamente a distância quanto como apoio ao ensino presencial. O presente trabalho tem como objeto de investigação justamente o emprego de ambientes virtuais como tecnologia de apoio ao ensino presencial tradicional dado em sala de aula em cursos de graduação do ensino superior. O crescente uso de AVAs para tal finalidade leva ao questionamento de quais são as dimensões e características de qualidade destes ambientes e como estas dimensões estão associadas com os seus efeitos, quais sejam, a satisfação, o uso e os benefícios percebidos pelos usuários de tais sistemas? Desta forma, o trabalho tem como objetivo identificar as dimensões de qualidade em AVAs, por meio do estabelecimento de um modelo teórico que evidencie quais são os atributos determinantes em relação à qualidade em ambientes virtuais de ensino e quais são os efeitos e os impactos individuais em torno dos usuários discentes. Para tanto...

‣ A liderança do docente como elo integrador no processo ensino-aprendizagem baseado em problemas (Problem-Based Learning) em ambientes híbridos na engenharia; The teacher leadership and the Problem-Based Learning (PBL): an inseparable link in hybrid learning environments in engineering

Pelliciari, Marcos Roberto de Mendonça
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 11/04/2013 Português
Relevância na Pesquisa
67.52483%
Muitas instituições de ensino superior (IES) buscam novas formas de aperfeiçoarem o processo ensino-aprendizagem visando adequarem as aulas tradicionais às tecnologias emergentes advindas da Web 2.0, como as mídias sociais. Nesse processo de reinvenção, o docente deve capacitar-se a ministrar aulas não apenas com o intuito de disseminar conhecimentos tácitos e explícitos, mas também de liderar os estudantes na sala de aula presencial e nos ambientes virtuais de aprendizagem, conduzindo-os a superarem suas expectativas quanto ao aprendizado. Analisando perfis de liderança existentes, a presente dissertação, focada em um Estudo de Caso, busca identificar qual o perfil ideal de liderança do docente em ambientes híbridos, utilizando-se para tal do Índice de Satisfação de Grupo, análise de gráficos e do discurso dos estudantes. O método de ensino adotado pelo docente foi o PBL (Problem Based Learning), dando-se ênfase ao desenvolvimento do pensamento critico. A pesquisa realizou-se junto a disciplinas do Departamento de Engenharia de Produção da EESC-USP, onde estudantes de graduação e pós-graduação foram desafiados pelo método PBL a pensarem de forma crítica na construção do próprio conhecimento. Os resultados obtidos por meio de questionários aplicados ao final dos semestres de 2011 e 2012 mostram que a liderança Laissez-faire não é indicada na fase de implantação do PBL...

‣ Modelagem orientada a agentes aplicada a ambientes inteligentes distribuídos de ensino : JADE : Java Agent framework for Distance learning Environments; Agents - oriented modeling applied to intelligent learning environments: JADE: Java agent framework for distance learning environments

Silveira, Ricardo Azambuja
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
Português
Relevância na Pesquisa
67.727734%
Os sistemas de ensino, baseados em redes de computadores, denominados Ambientes de Ensino Distribuídos, são uma excelente alternativa de solução para o ensino a distância1, pelo fato de manterem os recursos instrucionais centralizados, permitindo um maior controle sobre o processo, e de colocarem estes recursos simultaneamente à disposição de diversos alunos ao mesmo tempo, possibilitando oportunidades de ensino a um maior número de pessoas e diminuindo os custos de sistemas educacionais em larga escala. Os Ambientes de Ensino Inteligentes, por outro lado, constituem uma classe de instrumentos de ensino muito mais avançados do ponto de vista pedagógico. Resultados experimentais, no entanto, levam a crer que uma solução ideal para a Educação a Distância deveria privilegiar os dois aspectos. Os avanços mais recentes no campo dos ambientes de ensino inteligentes têm proposto o uso de arquiteturas baseadas em sociedades de agentes. Os princípios dos sistemas multiagentes têm mostrado um potencial bastante adequado ao desenvolvimento de sistemas de ensino, devido ao fato de a natureza do problema de ensino e aprendizagem ser mais facilmente resolvido de forma cooperativa. Ambientes de ensino baseados em arquiteturas multiagentes possibilitam suportar o desenvolvimento de sistemas de forma mais robusta...

‣ Ambientes virtuais de aprendizagem: comunicação (as)síncrona e interacção no ensino superior; Virtual learning environments: (as)synchronous communication and interaction in a higher education level

Morais, Nídia; Cabrita, Isabel
Fonte: CETAC.MEDIA Publicador: CETAC.MEDIA
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
67.449844%
A adoção de ambientes virtuais de aprendizagem em contexto educativo tem vindo a mostrar um enorme potencial, sobretudo ao nível da comunicação e interação entre professores e alunos. Especificamente ao nível do ensino superior, e consonante com o espírito de Bolonha, estes ambientes virtuais ganham especial importância ao permitirem prolongar a aprendizagem muito para além do espaço e do tempo da aula. Neste sentido, considerou-se importante desenvolver um estudo em torno da adoção, complementar de sessões presenciais, de um ambiente virtual de aprendizagem num grupo de alunos do ensino superior politécnico. Os principais resultados obtidos apontam como vantajosa a utilização destes ambientes, sobretudo, pelas vantagens daí decorrentes a nível da interação entre professores, alunos e destes entre si, bem como a nível do acesso a conteúdos e serviços.; The adoption of virtual learning environments in education contexts has shown great potential, especially at a communication and interaction level between teachers and students. At a higher education level, and in accordance with the Bologna spirit, these virtual environments gain special importance by allowing the prolonging of learning beyond the classroom and the class period. Bearing this in mind...

‣ LEARNING ENVIRONMENTS AND PEDAGOGICAL MODEL OF AN ENGINEERING DESIGN DEGREE PROGRAM

Gomes, António; Torcato, Ricardo; Ala, Soraia; Afreixo, Vera
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Conferência ou Objeto de Conferência
Português
Relevância na Pesquisa
67.479277%
This paper presents the theoretical background that supports the use of project-based learning (PBL) in engineering education and relates it to the pedagogical framework implemented in the new first cycle degree program Technology and Product Design offered by the University of Aveiro. The program structure is described focusing on the learning environments used in each course of this interdisciplinary program. The purpose of this paper is to characterize this new curriculum in order to contribute to the discussion about engineering education pedagogy with a complete program implementation experiment. Issues like courses architecture and scope, assessment, student/teacher ratios and group sizes are addressed. Furthermore, students’ perceptions of the learning environments is investigated and compared with their learning results. Ultimately the implications of a student-centred learning curriculum design, based on a PBL strategy, are discussed.

‣ Personal Learning Environments – Um Ecossistema de Aprendizagem em e-Learning

Portela, Filipe Teixeira
Fonte: Universidade Nova de Lisboa Publicador: Universidade Nova de Lisboa
Tipo: Dissertação de Mestrado
Publicado em /06/2014 Português
Relevância na Pesquisa
67.36781%
Esta investigação tem como tema de estudo os ambientes pessoais de aprendizagem que se podem desenvolver em e-learning. Estes ambientes com características singulares, face ao atual estado de desenvolvimento tecnológico e social, têm sido designados na doutrina científica pela expressão anglo-saxónica Personal Learning Environments, da qual derivam os acrónimos PLE ou PLEs. Este estudo tem, como objetivo, compreender o papel dos PLEs na aprendizagem dos alunos da parte letiva do Mestrado em Gestão de Sistemas de e-Learning, da Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa, nos biénios que decorreram de 2010-2011 a 2012-2013. Estes alunos, ao longo da sua aprendizagem, utilizaram várias ferramentas e/ou serviços associados com as TIC e Web 2.0. Esta utilização permitiu aos alunos criarem um ecossistema de aprendizagem próprio. A metodologia de investigação utilizada teve em consideração sobretudo aspetos qualitativos. A estratégia utilizada para a recolha de informações foi o inquérito por questionário. As informações recolhidas foram sujeitas a tratamento estatístico descritivo, e posterior triangulação dos resultados de algumas das variáveis.Dos resultados obtidos, é possível concluir que os alunos do Mestrado criaram os seus próprios PLEs e que estes facilitaram as suas aprendizagens. Que a sua utilização conferiu vantagens aos alunos. Que os PLEs foram fundamentais para poderem desenvolver atividades colaborativas...

‣ Virtual learning environments in the light of the Complexity Paradigm: interface, affordances and equifinality

Souza,Valeska Virginia Soares
Fonte: Faculdade de Letras - Universidade Federal de Minas Gerais Publicador: Faculdade de Letras - Universidade Federal de Minas Gerais
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2013 Português
Relevância na Pesquisa
67.2479%
I have investigated, through the lens of the Complexity Paradigm, aligned with the premises of the Theory of General Systems and the concept of affordances, two virtual learning environments (VLEs), defining them as systems composed of digital genres, regarding a VLE as a complex adaptive system. These VLEs were reconfigured from the platforms TelEduc and Moodle and used to teach the discipline "Digital Literacy", in the course of Languages and Literature Teaching degree at the Federal University of Minas Gerais (UFMG), during the second semester of 2007 and the second semester of 2008, respectively. The analyses have indicated that the textual production of the emerging online discourse communities was influenced by the coupling of different layers of the interface, the textual genres and the communicative and pedagogical purposes and, also, by the affordances which were perceived and acted upon by teachers and learners. The analyzed VLEs have portrayed the characteristic of equifinality, regardless of the possibilities and constraints offered by the platforms TelEduc and Moodle.

‣ Plataforma para construção de ambientes interativos de aprendizagem baseados em agentes.; Plataform for building agem-based interactive learning environments.

Pinto, Ig Ibert Bittencourt Santana
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
67.30076%
This dissertation presents the design and development of an agent-based interactive learning environment based on the Mathema Model. Such model adopts a problem-based learning approach as a pedagogical method that is achieved in an interaction environment that is populated by software and human agents (students and teachers), working together in favour of the human learners. This interaction occurs aiming at helping human learners to solve problems into given knowledge domain. This model aims to help learners during several phases involved in the build solution process, including the problem analysis. With this sense, the interaction between three agent categories was modeled: human learner agent, teacher and artificial tutoring agent. This work proposes a platform for building agent-based interactive learning environments, supporting as framework to developers/software engineers as authoring to non developers users like teachers and knowledge engineers. In addition, the platform has collaborative tools, an ontology-based infrastructure and an agent society that help at the domain modeling and problem solving process (through artificial intelligence techniques). It was conducted two case studies (at legal domain and health domain) and an initial investment at mathematical domain that demonstrate that the proposed platform is feasible.; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior; O presente trabalho aborda a concepção e desenvolvimento de ambientes interativos de aprendizagem (AIAs) baseados em agentes...

‣ Modelo de sistema de recomendação de materiais didáticos para ambientes virtuais de aprendizagem.; Modelo de sistema de recomendação de materiais didáticos para ambientes virtuais de aprendizagem.; Recommender System Model of Instructional materials for Virtual Learning Environments.; Recommender System Model of Instructional materials for Virtual Learning Environments.

Ferro, Márcio Robério da Costa
Fonte: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL Publicador: Universidade Federal de Alagoas; BR; Modelagem Computacional de Conhecimento; Programa de Pós-Graduação em Modelagem Computacional de Conhecimento; UFAL
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
67.593247%
Recommender Systems are used by many companies that operate e-commerce to suggest items to its customers in a customized way. To achieve this end, these systems analyze the profile of the users through their personal data or by its interaction with the computing environment. Virtual Learning Environments, in turn, are computational environments used in teaching and learning in distance education, and aims to mediate the interactions among their users, such as teachers and students. In these environments are usually stored teaching materials used in courses such as word processing documents, brochures, and even audio and video. Over time, the number of textbooks tends to grow, making it important to have a tool that makes customized recommendations for users of the environment. Given these concepts, this work addresses the creation of a recommender system model of instructional materials to be used in Virtual Learning Environments, in order to suggest to users, instructional materials consistent with their profile. The creation of a recommendation system architecture, used in implementing a computer system model, to test and verify its operation, as the algorithm for generating recommendations, will also be addressed. Finally, the paper addresses the experimental work with students in an extension course...

‣ A Generic Architecture for Emotion-based Recommender Systems in Cloud Learning Environments

Leony, Derick; Parada Gélvez, Hugo A.; Muñoz-Merino, Pedro J.; Pardo Sánchez, Abelardo; Delgado Kloos, Carlos
Fonte: J.UCS Publicador: J.UCS
Tipo: info:eu-repo/semantics/publishedVersion; info:eu-repo/semantics/article
Publicado em 01/08/2013 Português
Relevância na Pesquisa
67.55764%
Cloud technology has provided a set of tools to learners and tutors to create a virtual personal learning environment. As these tools only support basic tasks, users of learning environments are looking for specialized tools to exploit the uncountable learning elements available on the internet. Thus, one of the most common functionalities in cloud-based learning environments is the recommendation of learning elements and several approaches have been proposed to deploy recommender systems into an educational environment. Currently, there is an increasing interest in including affective information into the process to generate the recommendations for the learner; and services offering this functionality on cloud environments are scarce. Hence in this paper, we propose a generic cloud-based architecture for a system that recommends learning elements according to the affective state of the learner. Furthermore, we provide the description of some use cases along with the details of the implementation of one of them. We also provide a discussion on the advantages and disadvantages of the proposal.; Work partially funded by the EEE project, “Plan Nacional de I+D+I TIN2011-28308-C03-01”, the “Emadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” project 2009/TIC-1650)...

‣ Architecture for Collaborative Learning Activities in Hybrid Learning Environments

Ibáñez, María Blanca; Maroto, David; García Rueda, José Jesús; Leony, Derick; Delgado Kloos, Carlos
Fonte: J.UCS consortium Publicador: J.UCS consortium
Tipo: info:eu-repo/semantics/publishedVersion; info:eu-repo/semantics/article
Publicado em 01/08/2012 Português
Relevância na Pesquisa
67.628516%
3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative learning experience. This paper focuses on the system architecture and a usability study of a proof-of-concept for these hybrid learning environments. The architecture allows the integration of the real world and its 3D virtual mirror; the exchange and geolocalization of multimodal information, and also the orchestration of learning activities. The results of the usability evaluation show positive engagement effects on participants in the mirror world and, to a lesser extent, on those in the real world.; This research has been partially supported by the following projects: “España Virtual” within the Ingenio 2010 program, subcontracted by Elecnor Deimos, "EEE" (TIN2011-28308-C03-01) funded by the Spanish National Plan of Research, Development and Innovation...

‣ An investigation of students’ experiences of using virtual learning environments: implications for academic professional development

Risquez, Angelica; McAvinia, Claire; Raftery, Damien; O'Riordan, Fiona; Harding, Nuala; Cosgrove, Robert; Logan-Phelan, Theresa; Farrelly, Tom
Fonte: EDIN; Educational Developers in Ireland Network Publicador: EDIN; Educational Developers in Ireland Network
Tipo: info:eu-repo/semantics/bookPart; all_ul_research; ul_published_reviewed
Português
Relevância na Pesquisa
67.33894%
peer-reviewed; Because virtual learning environments (VLEs) are amongst the most widely adopted technologies in higher education, and to justify the widespread investment in VLE technology, it is important to study patterns of actual student VLE use and student satisfaction (Naveh et al., 2010). This chapter presents the work of a multi-institutional group of educational developers who have collaborated since 2008 to gather students’ views on the use of VLEs across higher education in Ireland. The project has now developed into a longitudinal study, open to participation by any educational institution, and is currently integrated in the research strategy of the Irish Learning Technology Association (ILTA). Surveys of students have been undertaken since 2008 using a common set of questions. Participating institutions, on condition of anonymity, pooled their results for comparison. The survey data provided each institution with useful information on how VLE uptake and usage patterns compared with other institutions, in a framework which prevented abuse of the findings for marketing or public benchmarking. The institutions who have participated, thus far, represent a diversity of organisational histories and VLE systems...

‣ Constructivist and investigative learning environments in distance teaching

Valadares, Jorge
Fonte: Universidade Aberta Publicador: Universidade Aberta
Tipo: Conferência ou Objeto de Conferência
Publicado em //2007 Português
Relevância na Pesquisa
67.531504%
Comunicação apresentada na "EADTU's 20th Anniversary Conference". Lisboa, 8 e 9 de Novembro 2007.; This communication respects to an important theme either in face-to-face teaching or in distance teaching: the learning environments. In a first part it is described the history of the learning environments' research, highlighting the lines at international level in this field. In a second part of this communication we seek, based on diverse studies (Cunningham, Duffy and Knuth, 1993, Jonassen, 1994, Savery & Duffy, 1995, Jonassen and Tessmer, 1996, Brooks and Brooks, 1993, 1999, etc.) and on the works developed by a group of researchers, including the author of this communication, to define the so called constructivist and investigative learning environments and discuss its main general characteristics, with particular emphasis to the cooperative work, multiple representations, pedagogical relationships, metacognition and some others aspects that are underlying to its implementation. In the third and last part it is highlighted the fundamental importance that these environments have in the online teaching when we intend to have a social presence, a cognitive presence and a teaching presence (Garrison & Anderson, 2003).

‣ Personal learning environments no contexto virtual de um mestrado em comunicação educacional multimédia

Bidarra, José; Sousa, Ana Margarida; Grazina, Filomena; Simões, Paula; Azevedo, Paulo
Fonte: IEEE, Sociedad de Educación Publicador: IEEE, Sociedad de Educación
Tipo: Parte de Livro
Publicado em //2010 Português
Relevância na Pesquisa
67.585034%
Este artigo analisamos a experiência com modalidades de aprendizagem pessoal, baseadas em Personal Learning Environments (PLE’s), inserida no contexto do ensino a distância da Universidade Aberta, em Portugal. Para além dos ambientes pessoais de aprendizagem consideramos igualmente os modelos de exploração das várias tecnologias que foram usadas para efeitos de aprendizagem individual ou em grupo, através da agregação de vários instrumentos de informação e de comunicação. A prática de leccionação no âmbito do mestrado em Comunicação Educacional Multimédia (MCEM) veio demonstrar que não basta fornecer ao estudante modelos de ensino/aprendizagem pré-formatados, sustentados em ambientes virtuais padrão ou na comunicação educacional do professor, deve ser igualmente facultada a cada estudante a possibilidade de escolher o seu ambiente pessoal de aprendizagem (PLE), agregando as ferramentas e os recursos que melhor se adaptam ao seu estilo de aprendizagem e aos objectivos pessoais.; In this article we reviewed the experience of student choice of learning instruments, based on Personal Learning Environments (PLE's), in the context of distance education at the Portuguese Open University. In addition to PLE's we also considered further exploration of the various technologies that were used for learning purposes...

‣ Managing personal learning environments: the voice of the students

Costa, Fernando Albuquerque; Cruz, Elisabete; Viana, Joana
Fonte: The PLE Conference Publicador: The PLE Conference
Tipo: Conferência ou Objeto de Conferência
Publicado em //2010 Português
Relevância na Pesquisa
67.3904%
The main purpose of this paper is to contribute to a better understanding of the kind of educational work to be done with higher education students (undergraduate) in order to encourage them to create and use personal learning environments (PLEs) as a strategy for learning (Attwell, 2007). Based on our current classroom work with students of the 2nd year of a degree in Education and mainly using the functionalities of the Ning system (Copyright © 2010 Ning, Inc.), as well as other tools available on the Internet, we tried to implement a strategy based not only on the presentation of content by the teacher, but also on the recognition of the importance of student’s leadership in the organisation and management of their own learning. Therefore, in addition to face-to-face lectures, we tried to extend the discussion outside the classroom walls using the different services offered by Ning, proposing to integrate the work done by students in their individual evaluation (50% of the final classification). At the end of the semester we observed evidence of a general difficulty felt by the students, particularly in terms of self-regulation and personal organisation. So we decided to try to understand the problem observed in depth. For the purpose of understanding the nature and the extent of these difficulties...

‣ Personal learning environments: integration of Web 2.0 applications and content management systems

Oliveira, Lino; Moreira, Fernando
Fonte: Academic Publishing Limited Publicador: Academic Publishing Limited
Tipo: Conferência ou Objeto de Conferência
Publicado em //2010 Português
Relevância na Pesquisa
67.36781%
This paper presents an ongoing project that implements a platform for creating personal learning environments controlled by students, integrating Web 2.0 applications and content management systems, enabling the safe use of content created in Web 2.0 applications, allowing its publication in the infrastructure controlled by the HEI. Using this platform, students can develop their personal learning environment (PLE) integrated with the Learning Management System (LMS) of the HEI, enabling the management of their learning and, simultaneously, creating their e-portfolio with digital content developed for Course Units (CU). All this can be maintained after the student completes his academic studies, since the platform will remain accessible to students even after they leave the HEI and lose access to its infrastructure. The platform will enable the safe use of content created in Web 2.0 applications, allowing its protected publication in the infrastructure controlled by HEI, thus contributing to the adaptation of the L&T paradigm to the Bologna process.

‣ Gender differentials and sustainable learning environments

Mahlomaholo,Sechaba MG
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 Português
Relevância na Pesquisa
67.169863%
The centrality of quality education provisioning for all towards a better and socially just life is acknowledged globally. To date, however, there are still skewed gender differentials unfavourable to girls, thus impeding gender equality. In this paper I report on the reasons for leaving school early cited by out-of-school girls in North-West Province, South Africa. These reasons are juxtaposed against those cited by out-of-school boys to show how powerful gender as 'positioning in discourses' appears to be. Structured focus group interviews using the adapted version of 'Masitsa's inventory' were conducted. Qualitative data were coded and analysed based on frequency tables. The findings reveal that more girls than boys say they leave school early owing to: repeated failure; long distance to and from school; pregnancy; poverty; ill-health; attraction of odd jobs; looking after siblings; lack of motivation; early marriage, and criminal activity. The conclusion, therefore, is that if schools in the context of the community can become sustainable learning environments privileging girls' concerns, they can assist in resolving these problems of skewed gender differentials. This could lead towards achievement of a socially just life for all.

‣ An Experimental Study of the Use of Design Thinking as a Requirements Elicitation Approach for Mobile Learning Environments

de Carvalho Souza,Cynara Lira; Silva,Carla
Fonte: CLEI Electronic Journal Publicador: CLEI Electronic Journal
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/04/2015 Português
Relevância na Pesquisa
67.52483%
Mobile learning (m-learning) is a research field that aims to analyze how mobile devices can contribute to learning. The development of software for mobile devices to support learning is essential for an effective implementation of m-learning or mobile learning environments (MLE). Requirements Engineering processes need to include activities that provoke creativity in the stakeholders to conceive MLEs that actually modify and improve the teaching and learning process. In this context, this paper presents a process for requirements elicitation and documentation of mobile learning environments. This process is based on the concepts of the Design Thinking process that provides a methodology to elicit customer needs, producing simple prototypes that eventually converge to innovative solutions. An experiment was conducted to evaluate if the proposed process contributes to create MLEs that present distinctive and interesting characteristics when compared to existing solutions for a specific problem.