Dissertations / Theses: 'CSCL'

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Macedo, Alessandra Alaniz. "Explorando tecnologia hipermídia e de trabalho cooperativo em um ambiente de apoio ao ensino." Universidade de São Paulo, 1999. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-08022001-140828/.

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Muitos dos atuais sistemas computacionais de apoio ao ensino podem ser considerados parte de uma evolução que tem enfatizado a exploração de sistemas hipermídia em geral, e da Web em particular. A pesquisa associada ao trabalho aqui reportado tem como objetivo explorar as tecnologias de Hipermídia e Computer Supported Cooperative Work (CSCW) para viabilizá-las em um ambiente que suporte o acesso de alunos a hiperdocumentos de conteúdo didático de forma cooperativa ¾ o ambiente StudyConf. Para promover a interação entre alunos que visitam um determinado hiperdocumento, o StudyConf controla suas navegações e gera, dinamicamente, sessões de discussão entre os mesmos. O StudConf mantém o registro das discussões realizadas na forma de hiperdocumentos estruturados, os quais podem ser utilizados, por exemplo, para a geração cooperativa de documentos, conforme proposto em várias ferramentas Computer Supported Cooperative Learning (CSCL). O trabalho aqui reportado colaborou, ainda, para o desenvolvimento de uma técnica que tem como objetivo orientar o projeto de aplicações hipermídia que manipulam informações na Web.
Many of the current computational systems dedicated to support teaching and learning can be considered part of an evolution that has emphasized hypermedia systems in general, and the World Wide Web in particular. The work here reported aims at exploiting the technologies of hypermedia and Computer Supported Cooperative Work (CSCW) in an environment that supports collaborative access from students to hyperdocuments ¾ supported in a tool called StudyConf. In order to promote interaction among students that navigate on the same hyperdocuments, StudyConf controls their navigation and generates dynamic discussion sessions with the students that visit the same material. StudyConf registers the discussions as structured hyperdocuments, which can be used to exploit proposals regarding the collaborative authoring of contents that are present in several Computer Supported Cooperative Learning (CSCL) tools. The work here reported has also contributed to the proposal of a technique aimed at guiding the development of general web-based hypermedia applications.

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Holl, Berit. "Entwicklung und Evaluation eines Unterrichtskonzeptes für computergestütztes kooperatives Lernen." Doctoral thesis, Universitätsbibliothek Chemnitz, 2004. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200400212.

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In der Dissertationsschrift wird die Entwicklung und Evaluation eines Unterrichtskonzeptes für computergestütztes kooperatives Lernen am beruflichen Gymnasium für Informations- und Kommunikationstechnologie beschrieben. Das Konzept für Computer Supported Cooperative Learning (CSCL) wurde im Rahmen des sächsischen Landesschulversuches "Einführung der Fachrichtung Informations- und Kommunikationstechnologie am beruflichen Gymnasium im Freistaat Sachsen" in Zusammenarbeit mit der Technischen Berufsschule Zürich erprobt. In der Dissertationsschrift werden Fachbegriffe der Didaktik der Informatik präzisiert. Desweiteren sind Forschungsmethoden, quantitative und qualitative Untersuchungsergebnisse sowie deren Auswertung insbesondere zur CSCL-Handlungskompetenz enthalten.

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Svensson, Pamela H. W. "Molecular Dynamics Simulations of CsCl in Water." Thesis, Uppsala universitet, Molekyl- och kondenserade materiens fysik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382908.

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Salt is a common substance of which the structure has been investigated in this study. Molecular dynamics simulations has been performed of a solution of Caesium Chloride in water for four different concentrations. Radial distribution functions show a change in the structure of oxygen-oxygen with increasing concentration, especially for the second solvent shell. Contributions of the ions increases the separation between the water molecules and a long range peak of approximately 0.9 nm appears for higher concentrations. The results can be compared with experimental results performed at Swedish University of Agricultural Sciences. These distances are much longer (around 3.4 Å) and shows signs of cluster formation.

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Tucker, Andrea. "Learning to collaborate : the influence of physical digital workspaces on the development of collaborative competencies." Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H039.

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Cette recherche vise à investiguer les méthodes de travail et d’apprentissage collaborative dans la sphère éducative. Quelles sont les compétences associées à la collaboration ? Comment sont-elles acquises ? Comment les technologies qui ont à la fois une nature physique et numérique influencent-t-elles ces processus ? La capacité d’un individu à travailler collaborativement est au cœur des intérêts institutionnels aujourd’hui, marqué notamment par un discours sur les pratiques collaboratives facilités par des technologies adaptés. A cette fin, nous étudions comment trois formes differentes d’espaces physiques-numérique de travail influencent la collaboration lorsque les élèves travaillent en groupe. Cela inclut les tables et tableaux tactiles multi-utilisateur, ainsi que les tablettes en differentes combinaisons. Nous proposons un modèle de la collaboration et d’évaluation des compétences collaboratives. Nous proposons d’un état de l’art sur la collaboration instrumentée, la collaboration en tant que compétences et les espaces physiques-numériques de travail. Nous présentons ensuite notre protocole de recherche mobilisant 45 élèves ingénieur travaillant sur des cas d’études dans le contexte d’un cours universitaire. Nous proposons un modèle de collaboration que nous mobilisons ainsi qu’un référentiel de compétence pour évaluer l’engagement et les impacts de certains comportements selon 5 compétences clés. Nos résultats montrent que la forme de l’espace physique-numériques où travail le groupe a une influence sur les modes d’interactions mobilisés par les élèves pendant leur travail ainsi que sur l’activation de certaines compétences. Notamment, les espace de travail qui intègre un espace individuel et collectif semble avoir une influence positive sur les modes d’interaction et d’activation des compétences lié à la participation et à l’engagement, la communication et le partage de temps de parole
This research aims to investigate collaborative methods of working and learning in an educational context. What are the competencies associated with collaboration and how are they acquired? How do technologies that have both physical and digital affordances influence this process? The capacity of an individual to work collaboratively with others is at the heart of current institutional concerns, marked particularly by discourse about how collaborative practices can be facilitated by adapted technologies. To this end, we study how three different forms of physical-digital workspaces influence collaboration in student work groups, including multi-user tactile tables, boards and individual tablets used in various combinations with the aim of proposing a model for collaboration and collaborative competency assessment. In this dissertation we propose a state of the art on collaboration, collaboration as a competency and physical-digital workspaces. Then, we present our research protocol from a study with 45 university students working on case studies in the context of a course. We propose two models. The first is a model of interactions mobilized during collaborative work. The second is a framework for assessing engagement and the impact of behaviors during collaboration based on five key competencies. Our results show that the form of the physical-digital workspace has an influence on modes of interaction employed by students during their work as well as on the appearance or lack thereof of certain competencies. Most notably, those workspaces which integrate both individual and collective space seem to have the most positive impact on collaborative processes and competency activation related to participation and engagement, communication, and sharing talk time

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Seidel, Niels. "Interaction Design Patterns und CSCL-Scripts für Videolernumgebungen." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-233756.

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In den letzten Jahren haben Lernvideos im Bereich des informellen und formellen Lernens an Bedeutung gewonnen. Inwieweit Lernende bei der Nutzung von Videos unterstützt werden und Lehrende didaktische Szenarien umsetzen können, hängt jedoch von der eingesetzten Videolernumgebung ab. Es ist Anliegen der vorliegende Arbeit, Prinzipien des User Interface Designs sowie Komponenten und Mechanismen videobasierter Lehr-Lern-Szenarien in Bezug auf Videolernumgebungen zu identifizieren, zu beschreiben und technisch zu realisieren. Das Ziel besteht darin, Gestaltungsprinzipien in Form von Interaction Design Patterns zu erarbeiten und computergestützte videobasierte Lehr-Lern-Szenarien mit Hilfe von CSCL-Scripts durch eine geeignete Spezifikation und Formalisierung zu realisieren. Für die Erarbeitung der Interaction Design Patterns wurden 121 Videolernumgebungen hinsichtlich 50 Kategorien in einer Inhaltsanalyse empirisch untersucht und dokumentiert. Unter Berücksichtigung ähnlicher Patterns aus thematisch verwandten Pattern Languages und den Erfahrungen aus der Implementierung und dem Einsatz von Videolernumgebungen entstanden 45 Interaction Design Patterns für verbreitete Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung von Videolernumgebungen. Diese Patterns wurden auf Pattern Konferenzen diskutiert und im Anschluss evaluiert sowie bei der Konzeption, Entwicklung und Bewertung mehrerer Videolernumgebungen angewendet. Zudem wurde das Software Framework VI-TWO vorgestellt, mit dem sich fast alle Patterns auf einfache Weise in Web-Anwendungen realisieren lassen. Zur Spezifikation videobasierter CSCL-Scripts wurden existierende videobasierte und nicht videobasierte Scripts analysiert. Im Ergebnis unterschieden sich videobasierte CSCL-Scripts von allgemeinen CSCL-Scripts vor allem hinsichtlich der mit dem Video verknüpften oder darin verankerten Aufgaben und Aktivitäten. Videos werden dabei nicht als monolithische Einheiten, sondern als zeitkontinuierliche Medien betrachtet, in denen weitere Informationen zeitgenau verankert und Lernaktivitäten stattfinden können. Außerdem ließen sich drei Typen videobasierter CSCL-Scripts identifizieren: (1) Scripts zur Analyse und Diskussion von Videoinhalten, (2) Peer Annotation Scripts einschließlich dem Peer Assessment und (3) Jigsaw-Scripts, die das problembasierte Lernen mit Hilfe von Videos ermöglichen. Unabhängig davon variiert die Komplexität der Scripts auf drei Stufen: (1) sofern voneinander abgegrenzte zeitliche Phasen von Lernaktivitäten bestehen, (2) wenn darüber hinaus die Teilnehmer innerhalb von Gruppen Aufgaben bearbeiten (intra-group) und (3) falls außerdem Aufgaben auch gruppenübergreifend bearbeitet werden (inter-group). Auf Grundlage der Spezifikation konnte ein Datenmodell und ein Modell für die nutzerseitige Modellierung von Scripts verschiedener Komplexitätsstufen sowie Typen entwickelt und in dem CSCL-System VI-LAB realisiert werden. Diese Arbeit leistet in zweifacher Hinsicht einen Beitrag zur Forschung im Bereich E-Learning. Zum einen beschreiben die Interaction Design Patterns wiederkehrende User Interface Lösungen und stellen somit ein Hilfsmittel für Designer, Software Entwickler und Lehrende bei der Gestaltung und Implementierung von Videolernumgebungen dar. Zum anderen wurden durch die Spezifikation und softwareseitige Umsetzung videobasierter CSCL-Scripts Voraussetzungen geschaffen, die den praktischen Einsatz und die weitere Untersuchung des kollaborativen Lernens mit Videos ermöglichen.

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Seidel, Niels. "Design Patterns und CSCL-Scripts für hypervideo-basierte Lernumgebungen." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-152367.

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Gegenstand des Promotionsvorhabens ist die Anwendung der Mustertheorie als systemtheoretische Methode zur Beschreibung verbreiteter Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung videobasierter Lernumgebungen. Diese sogenannten Design Patterns beschreiben dabei abstrakte, generische Lösungen bezüglich des Wissensmanagements, der sozialen Interaktion und der Anreicherung von Inhalten in hypervideo-basierten Lernumgebungen. Um neben rezeptiven und selbstgesteuerten auch kollaborative Lernszenarien in solchen Lernumgebungen zu ermöglichen, werden Materialien, Aufgaben sowie Gruppenzusammensetzungen mit Hilfe von CSCL-Scripts strukturiert. Auf Grundlage der entwickelten Design Patterns und Scripts wurden ein Software-Framework sowie mehrere Lernumgebungen implementiert und in Feldstudien evaluiert.

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Turani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1943.

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Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s.

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Turani, Aiman. "A Pedagogical Application Framework for Synchronous Collaboration." Electrical and Information Engineering, 2007. http://hdl.handle.net/2123/1943.

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Doctor of Philosophy(PhD)
Designing successful collaborative learning activities is a new focus of research within the E-Learning community. The social dimension inside the traditional face-to-face collaborative learning is important and must be included in the online learning designs. In this thesis, we introduce the concept of Pedagogical Application Frameworks, and describe Beehive, a pedagogical application framework for synchronous collaborative learning. Beehive guides teachers in reusing online collaborative learning activities based on well-known pedagogical designs, to accomplish their educational objectives within a certain educational setting, and also simplifies the development of new pedagogical collaboration designs. Beehive’s conceptual model has four abstraction layers: Pedagogical Techniques, Collaboration Task patterns, CSCL Components, and CSCL script. By following the framework’s guidelines and specifications, developers will place the control of designing pedagogical collaboration tools in the teacher’s hand rather than in the software designer’s.

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Roberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16466/1/Alan_Roberts_Thesis.pdf.

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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.

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Roberts, Alan. "Team role balance : investigating knowledge-building in a CSCL environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16466/.

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Computer Supported Collaborative Learning (CSCL) is one approach that seemingly maps neatly to the notion of equipping learners for emergent knowledge-age work practice currently exemplified by Computer Supported Cooperative Work (CSCW) or Virtual Teams. However, the difficulty of achieving peer interaction in Computer Supported Collaborative Learning (CSCL) environments has proved to be a recurrent problem. Seemingly collaborative settings have been interpreted too narrowly referring only to positive phenomenon. There has been a tendency to focus on technology rather than social scaffolds. Little is known about the influence of students' personalities on online collaborative interaction and knowledge-building activity. Within collaborative team based contexts individuals demonstrate preferences towards certain activities. Such preferences and combinations of preferences may affect team knowledge-building activity both in terms of quality and efficiency. This thesis reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of teams balanced by Team Role Preference.

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Rangel, Vinícius Gazzoli. "VCom : uma abordagem para modelagem de ambientes colaborativos." Universidade Federal do Espírito Santo, 2011. http://repositorio.ufes.br/handle/10/6404.

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First generation of web applications was responsible for the popularization of the network and the emergence of the first groups of Internet users. At that time, the web content was little interactive and web sites were limited in the aspects of configuration options and interface of the system. The Users were mere spectators of the actions that took place in the pages browsed, since they could not change its contents. Any additional functionality depended on the work of programming teams. With the advent of Web 2.0, the focus became the collective construction of knowledge. The essence is to allow users to become more active, not only through participation in interactive content generation, but also as the creation of virtual communities. Since then, Internet users are increasingly getting interested in the construction of environments that take advantage of the interactivity, of the authorship and of the semantic retrieval promoted by web, and various technological aspects. From the perspective of computing in education, efforts are noticeable in the production of educational software and virtual environments to support learning, especially with support for authoring tools and interaction such as chat, wiki, blog and forum. The educational activities supported by digital resources has highlighted the lack of flexibility in environments whose modeling is focused on tools, compromising the support for different activities proposed. This work proposes a approach for modeling of collaborative environments, through the design of Communication Vehicles. With these vehicles, it should be possible, to individuals or groups, organize and describe workspaces on the web by defining a set of structural properties. The validation of this proposal is made through a prototype of an editor Communication Vehicles, which provides a range of facilities to design vehicles without requiring the use of textual programming languages
A primeira geração de aplicações para web foi responsável pela popularização da rede e pelo surgimento dos primeiros grupos de internautas. Nesta época, o conteúdo web era pouco interativo e os sites eram limitados quanto aos aspectos de opções de configuração e interface do sistema. Os usuários eram meros espectadores das ações que aconteciam nas páginas que navegavam, já que não podiam alterar seu conteúdo. Qualquer funcionalidade adicional dependia do trabalho das equipes de programação. Com o advento da Web 2.0, o foco se tornou a construção coletiva do conhecimento. A essência é permitir que os usuários se tornem mais ativos, através não só da participação interativa na geração de conteúdo, como também da criação de comunidades virtuais. Desde então, os internautas vêm se interessando cada vez mais pela construção de ambientes que aproveitem a interatividade, a autoria e a recuperação semântica promovida pela web, além de vários aspectos tecnológicos. Do ponto de vista da informática na educação, notam-se iniciativas na produção de softwares educacionais e ambientes virtuais de apoio à aprendizagem, principalmente com suporte a ferramentas de autoria e interação, como chat, wiki, blog e fórum. As atividades pedagógicas apoiadas por recursos digitais têm evidenciado a carência de flexibilidade em ambientes cuja modelagem é centrada em ferramentas, comprometendo o suporte a diferentes atividades propostas. Este trabalho propõe uma abordagem para modelagem de ambientes colaborativos, por meio da concepção de Veículos de Comunicação. Com esses veículos, deverá ser possível, a indivíduos ou grupos, organizarem e descreverem espaços de trabalho na web pela definição de um conjunto de propriedades estruturais. A validação desta proposta faz-se por meio de um protótipo de um editor de Veículos de Comunicação, que disponibiliza um conjunto de facilidades para projetar veículos sem a necessidade de uso de linguagens de programação textuais

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Weisskopf, Yves. "Growth of CsCl type domains on icosahedral quasicrystal Al-Pd-Mn." Berlin Logos-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2888422&prov=M&dok_var=1&dok_ext=htm.

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Janneck, Monique. "Quadratische Kommunikation im Netz Gruppeninteraktion und die Gestaltung von CSCL-Systemen." Lohmar Köln Eul, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=3011227&prov=M&dok_var=1&dok_ext=htm.

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Janneck, Monique. "Quadratische Kommunikation im Netz : Gruppeninteraktion und die Gestaltung von CSCL-Systemen /." Lohmar [u.a.] : Eul, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=3011227&prov=M&dok_var=1&dok_ext=htm.

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Dahlqvist, Caroline. "Angular Correlations of CsCl Solutions - Simulations of Coherent X-Ray Scattering." Thesis, KTH, Tillämpad fysik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254166.

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Oddvik, Morten. "“Many People, Many Minds” : Collaborative Writing Using CSCL in the ESL Classroom." Thesis, Norges teknisk-naturvitenskapelige universitet, Program for lærerutdanning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14064.

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This study investigates the use and potential of Computer-Supported Collaborative Learning (CSCL) for students of English as a Second Language (ESL). The hypothesis that drives this study is founded on the assumption that students can work collaboratively online using software which allows them to chat and edit a document simultaneously. The purpose is to study the nature of collaboration and the students’ knowledge transformation. The method used for this study was fieldwork where two different situations were emulated to compare collaborative situations. One group had access to three computers and used chat while the other group had access to one computer and could talk. Participants were 14-year old students from different countries in an international school. They were asked to write essays together. Participants were given surveys before and after the essay writing, and their collaborative writing was recorded using screen-capturing software. Grounded theory was used as a method to analyze the written essays and the communicative process of either chat or oral discussion. The study provides evidence that ESL students can benefit from working with CSCL as a democratization of the writing process opens up knowledge transforming practices. Weak writers might find CSCL as an arena for contributing to the group and experience reciprocity in groups marked by positive interdependency and the teacher’s instructive facilitation. The CSCL arena is a multi-purpose space for new innovative language learning practices which requires instructional strategies from educators as well as comprehensive assessment practices including Assessment for Learning (AFL). This study is focused on the collaborative process of language work for ESL classrooms, and provides evidence of a potential affordance in the method of CSCL. This potential remains untapped in the ESL classroom today. The need for shared knowledge transformation requires students’ ability to appropriate the necessary skills to learn collaboratively. "Many minds" holds the potential to facilitate and assist ESL students in their language learning with the use of new technological opportunities as well as new didactical practices.

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Crawley, Ruth Mary. "Computer-supported collective learning for problem solving : analysis and recommendations." Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299220.

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ALVES, Enoque Calvino Melo. "Design de componentes educacionais síncronos." Universidade Federal de Pernambuco, 2005. https://repositorio.ufpe.br/handle/123456789/2782.

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Aprendizado Colaborativo Apoiado por Computador tem se firmado como um paradigma de ensino. Neste articulam-se diferentes conceitos de aprendizagem e interação em grupo. Os ambientes colaborativos síncronos visam facilitar a construção de conhecimento e o desenvolvimento de competências entre participantes de um grupo. Componentes síncronos de aprendizagem (também chamados de sistemas de groupware) podem ser caracterizados por prover um conjunto de objetos virtuais compartilhados. Estes são manipuláveis por ferramentas e constituem-se num espaço compartilhado de interação entre usuários. O problema que estamos focando consiste levantar, a partir da interação entre usuários, requisitos que colaborem com a definição de uma arquitetura de componentes colaborativos síncronos que resolva problemas de comunicação, consciência de colaboração, manutenção do espaço compartilhado, controle de acesso ao espaço compartilhado, definição de papéis e percepção (awareness). Este trabalho utilizou técnicas de design para usabilidade com o intuito de resolver problemas relativos à interação mediada por componentes síncronos de aprendizagem, propondo um conjunto de requisitos para construção de novos sistemas que favoreçam a interação em grupo através de análises centradas nas necessidades dos usuários

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Santos, Leonardo Nascimento dos. "Desenvolvimento de um Multi-Organizador Flexível de Espaços Virtuais Manaus." Universidade Federal do Amazonas, 2009. http://tede.ufam.edu.br/handle/tede/2948.

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Fundação de Amparo à Pesquisa do Estado do Amazonas
Work and learning built individually and in groups took a new and definitive impulse from popularization of software tools that currently compose web-based virtual environments. After a time of reckoning and appropriation of these resources, work, teaching, learning and social relations started to demand that virtual environments cannot yet answer, partially due to need of conformation by some of these environments to certain functional aspects maintained mainly by tradition. A possible strategy to deal with this problem is to devise and to develop flexible environments to support cooperative activities, given users a better balance between supporting tools and goals and profiles of participants in a specific activity. This work is part of a multi-institutional effort on the area where, from conceptual elements defining an innovative and simple approach to development of virtual environments, it is reported the organization, modeling and implementation of an instance of this kind of environment. The resulting prototype, currently in use at UFAM, was built using Moodle as development and evaluation platform.
O trabalho e a aprendizagem construídos individual e coletivamente tomaram novo e determinante impulso a partir da disseminação das ferramentas de software que atualmente compõem os ambientes virtuais baseados na Web. Após um período de reconhecimento e apropriação desses recursos, o trabalho, o ensino, a aprendizagem e as relações sociais como um todo passam a apresentar demandas que os ambientes virtuais ainda não conseguem atender, em parte devido à conformação desses ambientes a certos aspectos funcionais mantidos principalmente por tradição. Uma estratégia possível para tratar esse problema é a concepção e desenvolvimento de ambientes flexíveis para apoiar a realização de atividades cooperativas, propiciando aos usuários uma melhor sintonia entre ferramentas de apoio e os objetivos e os perfis dos participantes de uma determinada atividade. O trabalho aqui descrito faz parte de um esforço multi-institucional de pesquisa no tema, onde, a partir dos elementos conceituais que definem uma abordagem de inovadora simplicidade à concepção e desenvolvimento de ambientes virtuais, é relatada a organização, modelagem e implementação de uma instância desse tipo de ambiente. O protótipo resultante, atualmente em plena utilização na UFAM, foi construído utilizando o Moodle como plataforma de desenvolvimento e avaliação.

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Janneck, Monique. "Softwaregestaltung für die Gruppeninteraktion im Kontext von CSCL am Beispiel der Fallstudie CommSy /." [S.l.] : [s.n.], 2006. http://deposit.ddb.de/cgi-bin/dokserv?idn=981127053.

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Pütz, Mark Sebastian. "Computerunterstütztes kooperatives Lernen in der Weiterbildung : CSCL enabling model - Entwicklung eines didaktischen Modells /." Hamburg : Kovač, 2007. http://www.verlagdrkovac.de/978-3-8300-2982-3/.

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Balla, B. (Bobi). "Fostering group-work activities using CSCL at elementary school in Romanian-Finnish school." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805312039.

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Nowadays, when humans grow in a digitalized society, it can be seen how the technology being used in different ways. We can spot that technology heavily used in daily life, which means that has expanded and used anywhere. The current generation of people seem to be a great generation of using the most common devices: computers, mobile phones, so present/current generation is quite familiar with the technological devices. It seems that people use their devices mostly within the scope of social media, but it seems only few people use the devices with the scope of learning. The previous studies demonstrated that the use of educational technology in classrooms has caused positive student attitudes, more student engagement and an increase in student achievement. Among this fact, the educational technology has allowed more opportunities for elementary students to work cooperatively in groups. The main impacts of teamwork helped students to gain self-esteem, encouragement, to become effective learners (active learners, the learners learn each other) and communication skills. The present study aimed to analyze the group-work experiences of learning using the educational technology as support in collaborative learning background. The participants were elementary school students from Romanian-Finnish school located in Bucharest. The total number of subjects that were integrated in the present study was 90 elementary school students from K-5 to K-7. Educational technology, collaborative learning and group-work were used to analyze how the elementary school students behave in different settings. The data was gathered with semi-structured interviews to analyze the qualitative content analysis and quantitative data was used to analyze the answers given by participants. The results of the present study give further evidence that collaborative learning helped the elementary school students to achieve higher performances in learning. In this matter, in-group learning activities there were challenges when the task was difficult and the limited time. Despite the fact of encountering challenges in group work activities, the elementary school students developed new academic skills: critical thinking, problem-solving and driven approach in using technological devices. From psychological point of view, including collaborative learning, the students gained the self-esteem, less anxiousness.

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Boudehane, Hamid. "Interaction entre cristallites sur un substrat anisotrope (Cas de l'Au sur (100)CsCl)." Thèse, Trois-Rivières : Université du Québec à Trois-Rivières, 1998. http://www.uqtr.ca/biblio/notice/resume/03-2183762R.htm.

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Mémoire (M.Sc.) - Université du Québec à Trois-Rivières, 1998.
Mémoire présenté à l'Université du Québec à Trois-Rivières comme exigence partielle de la maîtrise en Physique. CaQTU Bibliogr. : p. 73-75.

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Seitzberg, Linda. "Design av CSCW-system för att stimulera till ökad social interaktion och samarbete inom lantbruket : Från passiva läsare till aktiva bidragare av innehåll i användarportaler." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11318.

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Farming is considered as an important area for a sustainable society, and the need for proper information and knowledge exchange among farmers through various forms of social learning processes has been addressed. Beside learning from each other face to face and sharing personal experiences of farming practices, Information and Communication Technology (ICT) in the form of Computer Supported Collaborative Work (CSCW) systems provides another possibility to share and exchange information and knowledge with other farmers. This work demonstrates the necessary functions needed for a future CSCW system for farmers, as a tool for social interaction and communication in agriculture, through which social learning is fostered. The purpose is to stimulate social learning among farmers so they will develop from passive readers to active contributors of information content in the proposed CSCW system, which in the long run may have a positive impact on the overall purpose of farming – increasing harvests. The main aim of this work is to stimulate social learning in agriculture, where farmers’ social online learning processes is stimulated via a CSCW system that has been developed and designed as a high-fi prototype, providing various functions that make it possible to communicate among farmers and other stakeholders. In order to o stimulate so-called reading farmers into actively contributing farmers in the proposed CSCW-system this work also provides some identified lessons learned. These lessons learned provide both design guidelines as well as suggested behavioral changes of farmers and farming organisations in order to foster the use of CSW systems a social interaction and social learning tools in farming practices. Keywords; Agriculture, social learning, communication, CSCL, CSCW, ICT, contribute to content.

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Alrayes, Amal. "Investigating the learning performance in computer supported collaborative learning environments." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-learning-performance-in-computer-supported-collaborative-learning-environments(369f64e0-3309-499e-a00a-c097ae7e5d03).html.

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This thesis concerns groupwork, Computer Supported Collaborative Learning (CSCL) and social relationships. The use of the computer, especially when it involves the web, is claimed to be one of the most powerful tools for providing teachers and learners with an interactive and independent learning environment. This claim is justified by the immediate and wide accessed to resources. Although CSCL involves many technologies and functions, it is agreed that its universal feature is to encourage students to seek in-depth learning. The main purpose of this research is to empirically investigate the influences on learning outcomes in CSCL environments, specifically to understand how affordances for collaboration contribute to user experience as well as performance in groupwork; and to study social relationships and how they may affect learning performance. The main motivations behind this research are: 1) contradictions in the literature about the effectiveness of using the technology in groupwork, and 2) the shortcomings of existing collaborative environments, such as a poor sense of presence and limited non-verbal communication. Evaluations of collaborative technology have tended to follow either an ethnographic approach to investigate the context of use in depth, or more focused experimental analyses directed towards specific questions about collaboration. However, this research followed the mixed methods approach which has been successfully applied in HCI (Murphy et al., 1999; Ormerod et al., 2004), so this approach is suitable for investigating CSCL affordances and requirements. A series of seven field studies was conducted, using both quantitative (questionnaires) and qualitative (observations and interviews) methods. Synthesising the analysis of the seven studies involved experimentally comparing the affordances of some existing collaborative technologies (Blackboard and SecondLife). Overall, the results offer four main contributions. First, a conceptual model of the factors that impact performance in CSCL environments is developed, including three main dimensions: technology, group and learner features. Second, the key theoretical findings in this research show that social relationships and overall group activities do not correlate directly with performance, so our results appear to agree with previous findings that social relationships have no positive effect on learning performance. However, some social familiarity does appear to promote group interaction and performance. Comparing the use of technologies with face-to-face collaboration produced a complex picture. The 3D virtual world did not produce the expected benefit, probably because of usability problems encountered with the avatars. In contrast, the text-based virtual world was perceived as being more usable, even though for some groups it was considered to be boring and not a stimulating user experience. Although face-to-face collaboration was expected to be most effective, and indeed it was quickest and rated best on experience and positive emotions, it did not produce more accurate results. Third, was the mixed methods research approach and the discourse analysis method used to analyse the Blackboard threads in this research. Finally, the research provides guidelines for both educators and designers of CSCL environments. Although the exploratory nature of the study resulted in certain limitations, the study enriches existing knowledge in the area of CSCL and provides theoretical, methodological and practical insights that suggest promising opportunities for future research.

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Howell-Richardson, Christina. "Towards a framework for the analysis of CSCL (computer supported co-operative learning) discourse." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10006656/.

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The thesis aims to develop a possible description of electronic discourse in CSCL through a data-driven description of the linguistic behaviour and discourse strategies of 4 groups of postgraduate students engaged in an asynchronous CSCL task during-February 2000 and February 2001. The study develops an analytic framework for the coding of the messages. The framework consists of three levels, with a default inheritance relationship between these levels. The top level concerns the aim of the messages, identified within the broad context of Levinson's Activity Type. The mid-level consists of the traditional conversational analysis categories, with some minor adaptations to the CMC medium. The third level is based on a neo-Gricean approach to utterance interpretation, with special attention to Levinson's (2000) theory of generalised conversational implicature. The analysis was conducted through intensive reading of the coded data to identify categories of speaker behaviour. The categories were then collated to address the research question. 19 categories were identified, covering 4 aspects of discourse behaviour. As an additional test of the discourse analysis framework, the coded output was used as data for a separate theory-driven question. The question was to seek evidence of behaviour typical of the iterative dialogue that characterises Laurillard's (2002) model of learning through conversational dialogue. The research study found that the majority of the discourse categories identified by the framework are valid, although some need to be refined. In particular, 4 basic message structure types, and distinctive patterns in the use of indirect and direct forms of expression are clearly identified in this data. There are also clear indicators of strategies used to maintain cohesion and coherence. In the test case, the coded data was used to identify six types of critical learning behaviour that are broadly consistent with Laurillard's model of learning.

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Cabral, Patricia Fernanda de Oliveira. "Casos investigativos de caráter sociocientífico na promoção da aprendizagem colaborativa com suporte computacional no ensino superior de química." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/75/75135/tde-11082015-093901/.

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Desde o início dos anos 80, diversas formas de organização e efetividade de atividades baseadas na Aprendizagem Colaborativa com Suporte Computacional (CSCL) têm sido discutidas. No entanto, o Brasil carece de estudos sobre tais temas, sobretudo no Ensino de Química. A colaboração efetiva em pequenos grupos confere à CSCL uma de suas principais características, o seu método de aprendizado único, bem sucedido e poderoso. A colaboração efetiva nos pequenos grupos incentiva os membros a lançar questionamentos, explicar e justificar suas opiniões, além de articular seu raciocínio, elaborar e refletir sobre seus conhecimentos, o que pode motivar e maximizar a aprendizagem. Essa dissertação apresenta e discute a implementação de atividades didáticas baseadas nos princípios da CSCL aplicadas em uma disciplina de comunicação científica oferecida a alunos de graduação em Química. Investigamos a dinâmica das interações dos alunos divididos em pequenos grupos, com foco na participação, habilidades interpessoais, habilidades de comunicação, processamento grupal e interdependência positiva, conforme o Modelo de Aprendizagem Colaborativa, desenvolvido por Soller et al. Analisamos ainda as percepções dos estudantes frente às atividades, com base em um questionário proposto por Brodahl, Hadjerrouit e Hansen. Durante 6 semanas, no ambiente virtual denominado eduqui.info, 37 alunos divididos em 19 pequenos grupos solucionaram 4 estudos de caso investigativos relacionados à poluição ambiental causada pelo descarte de plástico e vazamento de petróleo, substituição do óleo diesel por etanol e substituição da gordura trans encontrada em alimentos. Um caso é uma narrativa baseada na vida real que dá enfoque nas particularidades de uma situação e oferece potenciais oportunidades de aprendizagem em diferentes níveis para os envolvidos em sua resolução. Analisamos as mensagens postadas pelos estudantes no Fórum do eduqui.info por 8 pequenos grupos a fim de estimarmos a efetividade da colaboração entre os seus integrantes. Os resultados demonstraram que a participação da maioria dos envolvidos foi ativa durante a realização das atividades e os grupos apresentaram diferentes recorrências de colaboração. As principais sub-habilidades pertencentes ao Modelo de Aprendizagem Colaborativa evidenciadas foram Informação, Argumentação e Solicitação. As percepções dos estudantes indicaram o sucesso da atividade. Porém, eles sugeriram melhorias para o eduqui.info e suas ferramentas. Assim, consideramos que a implementação de atividades como as desenvolvidas nesse trabalho pode oferecer subsídios para apoiar a aprendizagem de alunos de graduação em Química.
Ways of organization and effectiveness of learning activities based on computer-supported collaborative learning (CSCL) have been discussed since the beginning of the 80s. However, Brazil lacks studies on such topics, especially on chemistry teaching. One of key characteristics of CSCL is the successful and powerful unique learning method provided by an effective collaboration in small groups. Effectively learning in groups encourages members to ask questions, explain and justify their opinions, articulate reasoning, and elaborate and reflect upon their knowledge, which motivate and improve learning. This dissertation addresses a didactic activity based on CSCL principles applied to a scientific communication course offered to undergraduate chemistry students. We investigated the dynamics of interactions among the students within the groups focusing on participation, social grounding, skills of active learning conversation, group processing and promotive interaction described in the Collaborative Learning Model developed by Soller et al. We also analyzed the students\' perceptions of the activity based on a questionnaire proposed by Brodahl, Hadjerrouit and Hansen. For 6 weeks and in a virtual learning environment named eduqui.info, 37 students divided into 19 small groups solved 4 investigative case studies related to environmental pollution caused by plastic and oil, replacement of diesel oil by ethanol and replacement of trans fat found in foods. A case is based on a \"real life\" situation focusing on the particulars of that situation and provides potential learning opportunities at various levels for those who may interact with the case. The messages posted on eduqui.info Forum by 8 small groups were analyzed for the identification of the students\' collaboration effectiveness. The participation of most students was active and the groups showed different percentages of collaboration. The major subskills related to Collaborative Learning Model found in the students\' messages were Inform, Argue and Request. The students\' perceptions indicated the success of the activity. However, they provided suggestions for improvements in the tools of eduqui.info. We believe activities like the one addressed in this study can be effectively used to support the learning of undergraduate chemistry students.

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Frate, Sara. "La valutazione dell'apprendimento collaborativo online. Una ricerca sul campo." Doctoral thesis, Università degli studi di Padova, 2016. http://hdl.handle.net/11577/3424396.

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Many theorists have addressed the issue of social interation for the development and the construction of knowledge. The effectiveness of online collaborative learning is confirmed by several studies (Campbell, Gibson, Hall, Richards, and Callery, 2008; Francescato, Mebane, Porcelli, Attanasio, and Pulino 2007; Johnson & Johnson 1999; Scardamalia & Bereiter, 1994; Slavin, 1995; Ward, Peters & Shelley, 2010). There are many features and factors such as metacognitive activities that underlie effective learning. Recently a construct of socially shared metacognition in online collaborative learning is emerging (Jarvela and Hadwin 2013; Volet et al. 2009). The research aims to evaluate the learning processes in a collaborative online environment analyzing the components of social metacognition through the creation of an instrument for measuring the metacognitive skills. The instrument shows that differences can be observed regarding gender, and degree courses the students attended. A further comparison was made on teachers from different disciplines who attended the online courses in order to assess whether the nature of metacognitive skills were linked to the content of the material or could be considered general skills. Firstly the model of the construct of metacognition was identified: Brown (1987), and Schraw Moshman (1995) distinguish knowledge of cognition from regulation of cognition. The first refers to the declarative knowledge about the interaction between people, activities, and characteristics of cognitive strategies. The second refers to metacognitive activities that help control thinking and learning. In the latter, the authors identify three essential skills: planning, monitoring and evaluation. The planning involves the selection of appropriate strategies and allocation of resource which could affect performance. The monitoring refers to the awareness and control of the task. Evaluation is based on evaluating products and learning processes. Starting from the theories and assessment tools in the literature (Flavell 1979 Schraw Moshman and 1995 Akyol Garrison and 2013) a questionnaire was implemented. Individual and social metacognitive constructs were identified as knowledge of cognition, planning, monitoring, evaluation. Both students and in training teachers (N=362) who have attended online collaborative courses of University of Padua completed the questionnaire. The validity and reliability of the scale were statistically calculated by descriptive statistics, Cronbach's alpha, a confirmatory factor analysis and multi-group invariance test. The results of the main analysis show the validity of the four dimensions of the scale on metacognitive group skills: Knowledge of cognition, planning, monitoring, evaluation. The model suggested was statistically validated. About differences between gender, women reported a higher use of planning skills even the effect size was low. Regarding the differences between the corse, students in bachelor degree of education reported an higher use of metacognitive skills than students in psychology and teachers involved in training corse. The analysis of the Anova show that there were no differences between teachers’ disciplines confirming the hypothesis that metacognitive skills are generalizable across different domains and contexts. The results indicate that, to better understand a collaborative online learning, metacognition should be considered in a social view than just individual contributions. The research also reported suggestions for teaching and further researches
Molti teorici hanno affrontato il tema dell’interazione sociale per lo sviluppo e la costruzione della conoscenza. L’efficacia delle metodologie di apprendimento collaborative online è ormai ben consolidata da numerosi e svariati studi (Campbell, Gibson, Hall, Richards, e Callery, 2008; Francescato, Mebane, Porcelli, Attanasio, e Pulino 2007; Johnson & Johnson 1999; Scardamalia & Bereiter, 1994; Slavin 1995; Ward, Peters & Shelley, 2010 ). Data questa premessa molte sono le caratteristiche e i fattori che sottendono un buon apprendimento e che hanno risvegliato un interesse nell’attuale panorama scientifico della ricerca tra cui le attività metacognitive. Recentemente si sta ampliando l’idea che in ambienti collaborativi online emerga un costrutto della metacognizione socialmente condiviso e che questo tipo possa influenzare l’apprendimento collaborativo online (Jarvela e Hadwin 2013; Volet et al. 2009). La ricerca ha lo scopo di valutare i processi di apprendimento in un ambiente collaborativo online analizzando gli elementi metacognitivi sociali attraverso la creazione di uno strumento sulle abilità metacognitive e di mostrare quali differenze possano essere riscontrate rispetto al genere, ai corsi di laurea frequentati. Un ulteriore confront è stato fatto sugli insegnanti di diverse discipline che frequentavano i corsi online di tirocinio formativo attivo allo scopo di valutare se la natura delle abilità metacognitive fosse legata ai contenuti della materia o potessero definirsi generali. Come primo passo è stato identificato il modello del costrutto della metacognizione: Brown (1987), Schraw and Moshman (1995) distinguono le conoscenze metacognitive dalla regolazione della metacognizione. La prima si riferisce alla conoscenza dichiarativa circa l'interazione tra individui, le attività, e le caratteristiche delle strategie cognitive, dalla regolazione delle attività. La seconda si riferisce alle attività metacognitive che aiutano il controllo del proprio pensiero o dell’apprendimento. In quest'ultima Brown (1987), Schraw and Moshman (1995) individuano tre abilità essenziali: la pianificazione, il monitoraggio e la valutazione. La pianificazione comporta la selezione di strategie appropriate e l'allocazione delle risorse che influiscono sulle prestazioni. Il monitoraggio si riferisce alla consapevolezza e al controllo delle prestazioni richieste. La valutazione si riferisce a valutare i prodotti e i processi del proprio apprendimento. A partire dalle teorie presenti in letteratura (Flavell 1979, Schraw and Moshman 1995, Garrison and Akyol 2013) e degli strumenti di valutazione sono stati individuati i costrutti metacognitivi individuali e sociali: la conoscenza della cognizione, la pianificazione, il monitoraggio, la valutazione per la costruzione di un questionario che potesse adattarsi all’apprendimento collaborativo online. Hanno preso parte alla ricerca 362 studenti e insegnati in formazione che hanno frequentato corsi online di tipo collaborativo nell’Università di Padova compilando il questionario costruito. La validità e l'affidabilità della scala sono state calcolate attraverso le statistiche descrittive, l'alpha di Cronbach, un'analisi fattoriale confermativa e un test di invarianza multi-gruppo. I risultati delle principali analisi mostrano la validità delle quattro dimensioni della scala sulle abilità metacognitive di gruppo: consapevolezza, pianificazione, monitoraggio, valutazione validando il modello ipotizzato. Per quanto riguarda i confronti rispetto al genere, le donne hanno riportato un più alto utilizzo di abilità di pianificazione rispetto agli uomini anche se solo in minima parte. Rispetto alle differenze tra i diversi corsi, si sono riscontrate alcune differenze rispetto agli insegnanti in formazione e gli studenti di psicologia con un più alto uso di abilità metacognitive nei primi, mentre gli studenti che frequentano i corsi di scienze delle formazione hanno riscontrato un utilizzo più alto nelle abilità metacognitive rispetto agli insegnanti impegnati in corsi di aggiornamento e perfezionamento. Da ultima non sono presenti differenze nelle abilità tra gli insegnanti di diverse discipline che hanno affrontato il tirocinio formativo attivo confermando l’ipotesi che le abilità metacognitive sono generalizzabile in diversi domini e contesti. I risultati indicano che, per comprendere meglio la struttura e la dinamica della metacognizione in ambienti collaborativi online e permettere un apprendimento più profondo, è necessario considerare la metacognizione in termini sociali e di co-regolazione più che rispetto ai soli contributi individuali. La ricerca inoltre ha permesso di proporre alcuni suggerimenti per la didattica e per ulteriori sviluppi di ricerca

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Verdines-Arredondo, Martha Patricia. "Communication structures in computer-supported cooperative learning (CSCL) environments for adult learners in distance education." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3764.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Library & Information Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Barbosa, Jaiane Ramos. "PrÃticas de aprendizagem colaborativa em uma escola UCA do CearÃ." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15988.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
A pesquisa investigou como um projeto colaborativo, desenvolvido em uma escola UCA contribuiu no desenvolvimento de prÃticas colaborativas em sala de aula. A presente pesquisa de estudo de caso e carÃter qualitativo foi realizada em uma Escola de Ensino Fundamental, localizada no distrito de Parada, no municÃpio de SÃo GonÃalo do Amarante, no estado do CearÃ. A referida escola foi uma das nove escolas contempladas com o projeto UCA no estado do CearÃ e uma das duas escolas, do mesmo estado, localizada no territÃrio praieiro. A pesquisa dissertativa teve duraÃÃo de aproximadamente trÃs meses (com os alunos) nos quais foram realizados 14 encontros presenciais e uma aula de campo destinada Ã visitaÃÃo dos alunos e professores a X Bienal Internacional do Livro. Participou da pesquisa uma turma do 8Â ano do ensino fundamental, com 25 alunos. Durante o desenvolvimento da pesquisa, foram utilizados, como instrumentos principais do nosso trabalho, o laptop educacional conectado Ã internet, ferramentas livres do Google Drive e o Sistema On-line para CriaÃÃo de Projetos e Comunidades-SÃcrates. As tÃcnicas e materiais de coleta de dados foram o 1) DiÃrio de Campo; 2) Check list; 3) Entrevista Semiestruturada; 4) GravaÃÃo de VÃdeo, Ãudio e Captura de Imagens, coletadas pela prÃpria pesquisadora. Os resultados foram analisados de acordo com as macrocategorias estabelecidas, acompanhados de suas categorias e subcategorias. Constatamos que, a partir das situaÃÃes colaborativas propostas durante os encontros presencias e no ambiente virtual, os alunos usaram os laptops e construÃram materiais digitais por meio da interaÃÃo e colaboraÃÃo entre os participantes do projeto.
The research investigated how a collaborative project, developed in a UCA school contributed to the development of collaborative practices in the classroom. This research case study and qualitative research was reld in a Elementary School, located in the district of Parada in the City of SÃo GonÃalo do Amarante, CearÃ State. That school was one of nine schools awarded the UCA project in the state of CearÃ and one of two schools in the same state, located in a beach region. The research Essay lasted approximately three months (with the students) and was conducted in 14 meetings and a class field destined to a visitation with the students and teachers to X Bienal Internacional do Livro. Participated in the research a group of 25 8th graders. During the development of the research, we used as main instruments of data collecting, the educational laptop connected to the internet, Google free tools and the On-line System for Creating Projects and Communities â SOCRATES. The techniques and materials were 1) daily Field; 2) Check list, 3) semi-structured interview; 4) Recording audio, video and image capture, collected by the researcher. The results were analyzed according to established macro category, accompanied for their categories and subcategories. We note that, from collaborative situations proposals during meetings in the presence of students and virtual environment, the students used laptops and digital materials built through interaction and collaboration between project participants.

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Hurtado, López de Heredia Carlos Felipe. "Desarrollo de una aplicación con dispositivos moviles para apoyar el aprendizaje colaborativo." Tesis, Universidad de Chile, 2007. http://www.repositorio.uchile.cl/handle/2250/104628.

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Izquierdo, Chadwick Felipe Andrés, and Chadwick Felipe Andrés Izquierdo. "Relación entre la marca y el desempeño financiero en empresas chilenas." Tesis, Universidad de Chile, 2007. http://www.repositorio.uchile.cl/handle/2250/104827.

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Borodin, Andriy. "Untersuchung der Wechselwirkung von Molekülen (CsCl, NaCl, Benzolderivate) und Atomen (Na) mit gefrorenen Oberflächen (H2O, CH3OH, NH3)." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972734422.

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Inuzuka, Marcelo Akira. "Uso educativo do wiki: um estudo de caso na Faculdade de EducaÃÃo da Universidade de BrasÃlia." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3942.

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nÃo hÃ
O presente trabalho tem como objetivo analisar a vivÃncia experimentada por alunos de uma turma de pedagogia, no uso pedagÃgico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de EducaÃÃo da Universidade de BrasÃlia (UnB) em quatro semanas cedidas de uma disciplina denominada âPrÃticas MediÃticas de InformÃtica na EducaÃÃoâ cedidas pelo orientador desta dissertaÃÃo. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-aÃÃo participativa. Para colher as opiniÃes dos participantes, foram aplicados: questionÃrio; entrevistas individuais e em grupo; e um seminÃrio com participaÃÃo de grupos formados por temas. Como referencial teÃrico, foram utilizado os quatro critÃrios de anÃlise de Dillenbourg (situaÃÃo, interaÃÃo, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construÃÃo colaborativa de conhecimento de Stahl para projetar o Ambiente de ConstruÃÃo de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vÃrios outros foram analisados, assim, o projeto levou em conta a experiÃncia de outras pesquisadores do tema. AtravÃs da anÃlise dos resultados, foram percebidos pelos alunos vÃrias dificuldades tÃcnicas de operaÃÃo e dificuldades culturais, especialmente relacionados a colaboraÃÃo em equipe; porÃm os alunos consideraram a ferramenta como pedagogicamente Ãtil e viÃvel, considerando a vantagem de compartilhamento de informaÃÃes entre pares como a maior vantagem da ferramenta wiki.
This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called âMediated Practices of Informatics in Educationâ given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool.

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Adler, Daniel, and Magnus Bondesson. "Fronter - ett webbaserat utbildningsverktyg : hur förändrar det elevernas inläning på vuxenutbildningen?" Thesis, University West, Department of Informatics and Mathematics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-618.

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Hedlund, Gillis. ""If you’re going to use the computer, you will have to totally think computer"." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35833.

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This degree project investigates the qualitative function of technology in a language learning environment in the south-eastern Skåne region of Sweden. This is done by comparing individual teacher experiences to CSCL theory. The data in the paper is collected through qualitative interviews representing six separate upper-secondary schools in the region. From the results of the paper the conclusion is drawn that the computer-supported classroom environment represents a new and radically different infrastructure and that there seems to be a lack of communication concerning how to best use computer-technology as a productive language-learning tool in the classroom.

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Black, Elizabeth Ann. "Good Issues and bad tidying: what GitHub can tell us about agency in project-based group modelling work for higher education." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29571.

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Collaborative project work in technology-enabled environments at university is essential for learners to become ready for an increasingly global, complex, and virtualised workplace. Research on effective pedagogical and technical design for computer supported collaborative learning in higher education (CSCL) has often taken place in synchronous contexts, using specialised technology platforms. However, large-scale changes to work and education resulting from the COVID-19 pandemic necessitate the development of pedagogical and research approaches that support students working asynchronously, in distributed teams, using collaboration platforms that extend beyond institutional infrastructure. Within the field of CSCL, knowledge building research has shown collaboration to be a complex systems phenomenon, involving the intersection of individual and collective efforts to actively advance the group’s shared knowledge, but studies analysing interaction data have been resource-intensive to conduct. Contemporary workplace platforms such as professional knowledge environments have multiple design affordances consistent with knowledge building principles, as well as the capacity to generate rich data about user activity. However, we have little understanding to date as to how these environments can support knowledge building pedagogies and facilitate associated research. This study uses a case study approach and thematic analysis to investigate the activity of three university groups engaged in a collaborative modelling task over time. It investigates how agency emerges during project work in professional knowledge environments, and how the system interaction data can extend our understanding of effective collaboration processes. The results show that the GitHub platform can support knowledge building pedagogical designs in facilitating individual and collective agency in higher education group work, and provide insights into epistemic, regulative and relational aspects of learner behaviour at individual and group levels. These findings extend our understanding of effective learning design to novel environments of a type likely to be used by our students in the workplace, and make design and methodological contributions to research on computer-supported collaborative learning.

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Mello, Marcello Ramalho de. "Visualização de Dados das Atividades em Jogos Digitais para Fins de Avaliação." Universidade Federal de Pernambuco, 2012. https://repositorio.ufpe.br/handle/123456789/10925.

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Submitted by Pedro Henrique Rodrigues (pedro.henriquer@ufpe.br) on 2015-03-05T19:07:58Z No. of bitstreams: 2 dissertacao_MarcelloMello_v_biblioteca_para copiar.pdf: 5055335 bytes, checksum: d5226420881b06550c7a0b747529b316 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
Made available in DSpace on 2015-03-05T19:07:58Z (GMT). No. of bitstreams: 2 dissertacao_MarcelloMello_v_biblioteca_para copiar.pdf: 5055335 bytes, checksum: d5226420881b06550c7a0b747529b316 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2012-03-09
Jogos são capazes de promover habilidades de negociação, planejamento, pensamento estratégico e tomada de decisão (ROSAS, NUSSBAUM, et al., 2003). O aspecto lúdico em atividades didáticas contribui de forma efetiva à aprendizagem (DOMINGOS e RECENA, 2010). O uso das tecnologias deve ser pensado como um instrumento do processo de ensino e aprendizagem (MEC, 2000). Implementar em um LMS (do inglês Learning Management System, ou Sistema de Gestão da Aprendizagem – SGA) a capacidade de utilização de jogos digitais e junto fornecer a capacidade de sintetizar, de forma gráfica, os dados obtidos a partir da interação desses, pode ajudar na avaliação de pontos pedagógicos, contribuindo para a utilização dos jogos digitais como um instrumento real de ensino, não apenas como ferramenta lúdica. Nesse contexto, é importante destacar que o crescimento, tanto do volume de dados como da disponibilidade de diferentes técnicas de visualização, provocam expansão do espaço de pesquisa por um processo de visualização mais eficaz, viabilizando melhorias no acompanhamento do processo de ensino e aprendizagem (CHEN, EBERT, et al., 2009). O presente trabalho propôs-se a sugerir visualizações gráficas, para dados obtidos através da interação de alunos em jogos digitais, utilizados em plataforma de educação, com o propósito de facilitar, para o professor, a avaliação da utilização de tais jogos. Como abordagem adotada, tentou-se encontrar algumas variáveis que descrevem o comportamento de usuários dos jogos digitais, de modo a orientar a concepção da integração dos mesmos com a plataforma LMS Amadeus. Foram prototipadas e implementadas visualizações gráficas, tidas como adequadas, geradas a partir das variáveis encontradas. Após entrevistas com usuários de teste chegou-se a recomendações: cuidado no uso de jargões; prioridade em visualizações que reúnem mais de uma variável; menor poluição de dados visíveis, aliada ao uso de detalhamento com o passar do mouse; detalhamento do significado das variáveis; necessidade de tratamento relacionado a design gráfico. Para os entrevistados, o uso de técnicas de visualização gráfica foi considerado essencial.

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39

Balazs, Ildiko Erzsebet. "Konzeption von Virtual Collaborative Learning Projekten." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1111134624957-21292.

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Virtual Collaborative Learning (VCL) beschäftigt sich mit einer Möglichkeit, Lernenden eine virtuelle Lernumgebung zu bieten, in der sie die Vorteile von E-Learning, wie zeitliche Flexibilität oder Ortsunabhängigkeit, mit den Vorteilen einer kollaborativen Zusammenarbeit kombinieren können. Hierbei steht die systematisch vorbereitete, tutoriell begleitete, unter Projektbedingungen (klare Zielvorgabe, offener Lösungsweg, begrenzte personelle und zeitliche Ressourcen) realisierte und mit Hilfe von Informations- und Kommunikationstechnologie hauptsächlich in virtueller Umgebung stattfindende, selbstorganisierte Kleingruppenarbeit an authentischen Problemstellungen im Mittelpunkt. Das Ziel der vorliegenden Arbeit ist die Unterstützung eines Entscheidungsträgers beim Treffen von VCL-bezogenen Planungsentscheidungen und somit die Erhöhung der Wahrscheinlichkeit eines erfolgreichen Einsatzes dieser Lehrform. Hierfür wurden basierend auf den Erfahrungen und Daten, die innerhalb von sieben VCL Projekten zwischen 2001 und 2003 am Lehrstuhl für Wirtschaftsinformatik, insb. Informationsmanagement, der Technischen Universität Dresden gesammelt und ausgewertet wurden, die Besonderheiten eines VCL Einsatzes systematisiert und ein Vorgehensmodell zur Unterstützung des Entscheidungsträgers abstrahiert. Die im Teil A der Arbeit vorgestellten Informationen ermöglichen dem Leser, Virtual Collaborative Learning in die Vielzahl unterschiedlicher Lehrformen der virtuellen Gruppenarbeit einzuordnen, eine präzise Vorstellung über die mit VCL erreichbaren Ziele zu gewinnen und VCL im Detail kennen zu lernen. Dieses Wissen ist notwendig, um das im Teil B vorgestellte Vorgehensmodell erfolgversprechend nutzen zu können. Das Vorgehensmodell teilt den gesamten Entscheidungsprozess in einzelne Phasen, die Phasen in mehrere Schritte und die Ermittlung möglicher Alternativen in mehrere aufeinander aufbauende Module auf. Zu den einzelnen Vorgehensschritten stehen dem Entscheidungsträger im Anhang unterstützende Informationen, abgeleiteten Empfehlungen, Checklisten und abstrahierte Regeln zur Verfügung.

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SILVA, João Almeida e. "Uso de mecanismos de percepção da tarefa para auxiliar os alunos no acompanhamento das atividades em ambientes LMS." Universidade Federal de Pernambuco, 2010. https://repositorio.ufpe.br/handle/123456789/2284.

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A crescente demanda por cursos de formação à distância baseados na Web fez com que os ambientes virtuais de ensino colaborativo ganhassem um importante reconhecimento nos dias atuais. Entretanto, a despeito de muitos trabalhos voltados para a área de integração de novas mídias de interação, principalmente com o advento da Web 2.0, muitos ambientes ainda carecem da necessidade de oferecer aos seus usuários, elementos que os ajudem a coordenar suas tarefas e inteirar-se sobre as atividades que ocorrem dentro do ambiente. Essa deficiência, além de reduzir a possibilidade de interação entre os usuários, diminui a motivação de alguns pela sensação de isolamento e de outros o prejuízo pela perda de tarefas por não terem um suporte no ambiente que os mantenha notificados quanto aos prazos. A pesquisa sobre elementos de percepção promove entre outras possibilidades, aumentar as interações aluno-aluno e aluno-ambiente, ajudando-o a melhor utilizar seu tempo, principalmente para os que buscam essa modalidade justamente por falta de tempo. Este trabalho visa modelar as necessidades do aluno com relação à percepção das atividades, permitindo uma interação mais efetiva e o acompanhamento completo e abrangente dessas atividades, tornando-o mais proativo e motivado. Para tanto, usando a metodologia de design centrada no usuário, propôs-se levantar as necessidades dos usuários em relação à percepção e projetar ferramentas que disponibilizem mecanismos de percepção, promovendo a interação entre alunos no ambiente. Como resultados, foram apresentados protótipos de telas contemplando os requisitos levantados e que serão aplicados no contexto do ambiente LMS Amadeus

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Perris, Paulo André da Rocha. "Colaboração e coordenação de grupos em ambiente LMS." Universidade Federal de Pernambuco, 2013. https://repositorio.ufpe.br/handle/123456789/12411.

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CAPES
Nos ambientes de aprendizado colaborativo apoiados por computador (do inglês Computer-Supported Colaborative Learning, ou apenas CSCL) a percepção que os usuários têm do ambiente e das suas atividades favorece o aprendizado dos grupos. Há hoje esforços de pesquisa e desenvolvimento para dar suporte às diversas interações, à colaboração e ao compartilhamento de informações entre membros de um grupo em ambientes LMS (Learning Management System), com o objetivo de melhorar a coordenação das atividades dos alunos pelo professor. A adaptação destes ambientes às necessidades particulares de novos contextos pode significar um aumento relevante no potencial de inserção de novas formas de interação. Por isso, a construção de ferramentas que possam tornar o fluxo das atividades (Workflow Educativo) perceptível ao ambiente, podem atender de maneira satisfatória a estas novas necessidades. Este trabalho apresenta o resultado da aplicação de percepção das atividades desenvolvidas por pequenos grupos no LMS Amadeus para melhorar a coordenação destas pelo professor, a qualquer momento. Apresenta também a possibilidade de utilização dos logs dos eventos como scripts para a resolução de atividades por outros discentes, corroborando com o aprendizado colaborativo. Para atingir o objetivo proposto, utilizamos a literatura de Interação Humano-computador, especificadamente o método de design de interação. O processo foi composto por quatro atividades básicas: (1) revisão da literatura, (2) analise de contexto (necessidade do usuário), (3) storyboard, prototipagem e avaliação heurística e (4) concepção e avaliação da usabilidade. Foi considerado no método o foco no usuário, a avaliação da eficácia e a prototipagem evolutiva. Foram ainda utilizadas as técnicas de observação e entrevista para a construção dos primeiros protótipos e futuros storyboards usados na avaliação da eficácia das soluções. A partir das especificações e prototipagem definidas, foi implementada a solução no ambiente de LMS Amadeus, seguindo todas as regras de layout padrão. Por último foi feito um teste de usabilidade com usuários que teve como meta avaliar a eficácia de uso da solução desenvolvida.

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Seidel, Niels [Verfasser], Thorsten [Akademischer Betreuer] Claus, Thorsten [Gutachter] Claus, Bärbel [Gutachter] Fürstenau, and Christian [Gutachter] Kohls. "Interaction Design Patterns und CSCL-Scripts für Videolernumgebungen / Niels Seidel ; Gutachter: Thorsten Claus, Bärbel Fürstenau, Christian Kohls ; Betreuer: Thorsten Claus." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://d-nb.info/1154680401/34.

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Martínez, Carreras María Antonia. "Diseño de un entorno colaborativo y su aplicación a plataformas de aprendizaje." Doctoral thesis, Universidad de Murcia, 2005. http://hdl.handle.net/10803/10929.

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Los entornos colaborativos educacionales, así como las herramientas educacionales están tomando grandes repercusiones en nuestra sociedad, llevándose a cabo en la actualidad numerosos proyectos de investigación acerca de su construcción y su uso en comunidades educacionales. Las investigaciones llevadas a cabo durante estos años han estado basadas en la creación de entornos colaborativos y su aplicación en entornos educacionales, a través de las cuales se han realizado una serie de estudios sobre las ventajas y desventajas que proporcionan dichos entornos, tanto a nivel de arquitectura como a nivel de herramientas.Con lo cual uno de los objetivos de nuestro trabajo de investigación es ofrecer una plataforma colaborativa genérica que puede ser aplicada a cualquier ámbito colaborativo incluyendo el aprendizaje por descubrimiento. Para ello se han estudiado las principales tecnologías y las distintas plataformas existentes obteniendo a partir de ello los elementos necesarios para la creación de un entorno colaborativo genérico. Con el fin de consolidar dichos elementos mostramos como se han aplicado al desarrollo de aplicaciones y plataformas dentro del ámbito de dos proyectos europeos, ITCOLE y COLAB.
Earning collaborative environments as well as learning tools have taken a prominent relevance in society, producing a growth of research projects regarding the building and the use of this system in education area. During the last years the research in this area has been focused on the building of different kinds of collaborative platforms and its usage in the educational arena, providing different kinds of studies which indicate the advantages and disadvantages of the use of them. These studies have covered the architecture of these systems and the use of them. Therefore, the aim of this research is to provide a generic collaborative environment which can be applied to any area, including discovery learning. For that reason, we have studied the main technologies and platforms for obtaining the elements needed in the building of a generic collaborative environment. Moreover, we have included these elements in the development regarding two European projects, ITCOLE and COLAB.

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Coelho, Alex. "Ferramenta de autoria colaborativa para construção de conhecimento e concepção de documentos baseados em mapas conceituais aplicados ao contexto de ensino a distância." Universidade Federal de Alagoas, 2007. http://repositorio.ufal.br/handle/riufal/811.

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The knowledge and learning building process through the technologic resources use, and consist in a complex and talked about subject. Both in the context psycho-educational as computational should be taken into consideration the entire process associated with the cognitive process. Several methodologies and experience have been used to enrich the learning process with the current possibilities that technology and especially the Internet can provide. Thus, this proposed work is a prototype of a collaborative environment as a new solution to the knowledge building process through the use of conceptual maps and resources for communication and video, subsidizing all learning process, being a different tool of others solutions currently. The process to become managed by a negotiable model, which does not exist in current environments, aids in the evaluation and measurement of learned content by using a synchronous communication model for the entire process. Techniques used for artificial intelligence in the environment construction could be considered and mechanisms used as the preti s networks, diagrammatic reasoning principles, languages of knowledge representation, and take into account aspects linked with studies on the collaboration learning with computational support, better known as CSCL (Computer Suport Collaborative Learning).
O processo de construção de conhecimento e aprendizagem através da utilização de recursos tecnológicos consiste em um tema complexo e muito debatido, tanto no contexto psicopedagógico quanto computacional, uma vez que, deve ser levado em consideração todo o processo cognitivo associado a aprendizagem. Diversas metodologias e experiências têm sido utilizadas com o intuito de fazer com que todo o processo de aprendizagem seja enriquecido com as atuais possibilidades que a tecnologia e principalmente a Internet passaram a propiciar. Assim, neste trabalho é proposta a criação de modelos de interação e o protótipo de um ambiente colaborativo como proposta para o processo de construção de conhecimento através da utilização de mapas conceituais, além de recursos de comunicação e vídeo, subsidiando todo o processo de aprendizagem, sendo uma ferramenta diferenciada das demais soluções encontradas atualmente, uma vez que todo o processo passa a ser regido por um modelo negociável e gerenciado, o que não ocorre nos demais ambientes existentes, auxiliando no processo de avaliação e mensuração do conteúdo internalizado pelos usuários através de relatórios, utilizando um modelo síncrono de comunicação para todo o processo. São consideradas técnicas de Inteligência Artificial para a construção deste ambiente, sendo utilizados mecanismos como as redes de petri, princípios de raciocínio diagramático, linguagens de representação de conhecimento, além de levar em consideração aspectos vinculados a estudos sobre a colaboração em aprendizagem com suporte computacional, mais conhecido como CSCL (Computer Suport Collaborative Learning), tendo como produto final os modelos provados através da construção do ambiente interativo.

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Bin, Siddiq Wissam Saleh Z. "Exploring EFL Teachers’ Competencies in Synchronous Telecollaborative Intercultural Communication Platforms." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18441.

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The purpose of this qualitative study was to explore how the competencies required of EFL (English as Foreign Language) teachers to foster collaboration in synchronous language classes can be developed. More precisely, the aim of the study was to deepen the understanding of teachers’ competencies in technology and intercultural communications as applied to their online teaching. The researcher conducted this study at Taif University, a government university in the Kingdom of Saudi Arabia, over the course of 8 weeks. The researcher utilized a design-based research approach. In this approach, the researcher recruited 14 EFL teachers, who provided qualitative data via reflective journals, educator videos, personal learning videos, discussion boards, and artifacts and videos from group activities. The major themes that arose from the data analysis included (a) knowledge on body language, posture, and gesture; (b) awareness on the cultural background of the students; (c) knowing the importance of when to use different types of communication; and (d) emphasizing the need for culturally sensitive communication. The thesis discusses these themes in conjunction with the data found through a strategic search of relevant literature.

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Holl, Berit. "Entwicklung und Evaluation eines Unterrichtskonzeptes für computergestütztes kooperatives Lernen : Computer Supported Cooperative Learning (CSCL) am beruflichen Gymnasium für Informations- und Kommunikationstechnologie." LF, 2003. http://archiv.tu-chemnitz.de/pub/2004/0021/.

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Balazs, Ildiko Erzsebet. "Konzeption von Virtual Collaborative Learning Projekten: Ein Vorgehen zur systematischen Entscheidungsfindung." Doctoral thesis, Technische Universität Dresden, 2004. https://tud.qucosa.de/id/qucosa%3A24468.

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Virtual Collaborative Learning (VCL) beschäftigt sich mit einer Möglichkeit, Lernenden eine virtuelle Lernumgebung zu bieten, in der sie die Vorteile von E-Learning, wie zeitliche Flexibilität oder Ortsunabhängigkeit, mit den Vorteilen einer kollaborativen Zusammenarbeit kombinieren können. Hierbei steht die systematisch vorbereitete, tutoriell begleitete, unter Projektbedingungen (klare Zielvorgabe, offener Lösungsweg, begrenzte personelle und zeitliche Ressourcen) realisierte und mit Hilfe von Informations- und Kommunikationstechnologie hauptsächlich in virtueller Umgebung stattfindende, selbstorganisierte Kleingruppenarbeit an authentischen Problemstellungen im Mittelpunkt. Das Ziel der vorliegenden Arbeit ist die Unterstützung eines Entscheidungsträgers beim Treffen von VCL-bezogenen Planungsentscheidungen und somit die Erhöhung der Wahrscheinlichkeit eines erfolgreichen Einsatzes dieser Lehrform. Hierfür wurden basierend auf den Erfahrungen und Daten, die innerhalb von sieben VCL Projekten zwischen 2001 und 2003 am Lehrstuhl für Wirtschaftsinformatik, insb. Informationsmanagement, der Technischen Universität Dresden gesammelt und ausgewertet wurden, die Besonderheiten eines VCL Einsatzes systematisiert und ein Vorgehensmodell zur Unterstützung des Entscheidungsträgers abstrahiert. Die im Teil A der Arbeit vorgestellten Informationen ermöglichen dem Leser, Virtual Collaborative Learning in die Vielzahl unterschiedlicher Lehrformen der virtuellen Gruppenarbeit einzuordnen, eine präzise Vorstellung über die mit VCL erreichbaren Ziele zu gewinnen und VCL im Detail kennen zu lernen. Dieses Wissen ist notwendig, um das im Teil B vorgestellte Vorgehensmodell erfolgversprechend nutzen zu können. Das Vorgehensmodell teilt den gesamten Entscheidungsprozess in einzelne Phasen, die Phasen in mehrere Schritte und die Ermittlung möglicher Alternativen in mehrere aufeinander aufbauende Module auf. Zu den einzelnen Vorgehensschritten stehen dem Entscheidungsträger im Anhang unterstützende Informationen, abgeleiteten Empfehlungen, Checklisten und abstrahierte Regeln zur Verfügung.

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Pitt, Christine Ann, and n/a. "An exploration of groupware as an enabling technology for the learning organisation." University of Canberra. Information Sciences & Engineering, 2003. http://erl.canberra.edu.au./public/adt-AUC20060427.100120.

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The Australian business environment has been changing at an ever-increasing pace since the mid-1980s. Technological, economic and social changes have altered the working environment. There have been constant technological advances with information technology influencing most categories of work. Organisations in public and private sectors have ongoing expectations of increased productivity, increased quality of processes and swifter responsiveness to clients. Team roles have changed. Team members are multi-skilled and work is designed to emphasise the whole task. The Karpin Industry Task Force described a vision for an Australian business environment that would, by 2014, be one with a flexible, skilled and motivated workforce, world class managers, a customer comes first mentality, and an internationally competitive perspective. These characteristics are congruent with those of learning organisations. The aim of this study is to evaluate the suitability of groupware as the supporting infrastructure for a learning organisation. To do this, the study assesses the use of technology to support personal and team learning in a learning organisation, studies the impact of groupware on learning within workgroups, determines the extent to which communication and learning styles influence its effectiveness, and identifies ways in which groupware can be used to capture the information used to support knowledge management in an organisation. Two case studies are used to undertake this assessment. Three distinct yet related frameworks underpin this study. The first is that of Groupware and the related research frameworks of Computer Supported Cooperative Work (CSCW) and Computer Supported Collaborative Learning (CSCL). The second is the Learning Organisation and its supporting disciplines. The final framework is that of learning and the action-oriented learning processes. Each is examined and the interrelatedness of the frameworks is explored. The journey to produce this written material has been one of twists and turns, blind alleys and blinding revelations, observation and reflection. My choice of techniques has been eclectic, reflecting the breadth of theoretical material covered.

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Langemeier, Glenn [Verfasser], and Christa [Akademischer Betreuer] Womser-Hacker. "Virtuelle Mitglieder in virtuellen Teams : Modellierung, Umsetzung und Evaluation eines analytischen Verfahrens innerhalb einer CSCL-Umgebung / Glenn Langemeier. Betreuer: Christa Womser-Hacker." Hildesheim : Universitätsbibliothek Hildesheim, 2011. http://d-nb.info/1023791773/34.

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Caetano, Samuel Sabino. "O uso de algoritmos evolutivos para a formação de grupos na aprendizagem colaborativa no contexto corporativo." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3195.

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Increasingly, learning in groups has become present in school environments. This fact is also part of the organizations, when considers learning in the workplace. Conscious of the importance of group learning at the workplace (CSCL@Work) emerges as an application area. In Computer Supported Collaborative Learning(CSCL), researchers have been struggling to maximize the performance of groups by techniques for forming groups. Is that why this study developed three (3) algorithmic approaches to formation of intraheterogeneous and inter-homogeneous groups, as well as a model proposed in this work in which integrates dichotomous functional characteristics and preferred roles. We made an algorithm that generates random groups, a Canonical Genetic Algorithm and Hybrid Genetic Algorithm. We obtained the input data of the algorithm by a survey conducted at the Court of the State of Goiás to identify dichotomous functional characteristics, and after we categorize these characteristics, based on the data found and the model proposed group formation. Starting at real data provided of employees whom participated in a course by Distance Education (EaD), we apply the model and we obtained the input data related to functional features. As regards the favorite roles, we assigned randomly values to the employees aforementioned, from a statistical statement made by Belbin into companies in the United Kingdom. Then, we executed the algorithms in three test cases, one considering the preferred papers and functional characteristics, while the other two separately considering each of these perspectives. Based on the results obtained, we found that the hybrid genetic algorithm outperforms the canonical genetic algorithm and random generator.
A aprendizagem em grupos tem se tornado realidade cada vez mais presente nos ambientes de ensino. Esta realidade também faz parte das organizações quando considera-se a aprendizagem no contexto do trabalho. Cientes da importância da aprendizagem em grupo no ambiente de trabalho, uma nova abordagem, denominada CSCL@Work, surge como uma aplicação da área Aprendizagem Colaborativa Apoiada pelo Computador, no inglês, Computer Supported Collaborative Learning (CSCL), no ambiente de trabalho. Em CSCL, pesquisadores tem se esforçado cada vez mais para maximizar o desempenho dos grupos através de técnicas para formação de grupos. Por isso neste trabalho desenvolvemos 3 (três) abordagens algorítmicas para formação de grupos intra-heterogêneos e inter-homogêneos, a partir de um modelo proposto nesta pesquisa, que integra características funcionais dicotômicas e papéis preferidos. Confeccionamos um algoritmo que gera grupos aleatoriamente, um algoritmo genético canônico e um algoritmo genético híbrido. Para obter os dados de entrada do algoritmo, realizamos uma pesquisa no Tribunal de Justiça do Estado de Goiás para identificar características funcionais dicotômicas, categorizamos estas características, com base nos dados encontrados e no modelo de formação de grupos proposto. A partir de dados reais fornecidos de funcionários que participaram de um curso por Educação a Distância (EaD), aplicamos o modelo e obtivemos os dados de entrada relativos às características funcionais. Quanto aos papéis preferidos, atribuímos os valores aleatoriamente aos funcionários mencionados, partindo de um levantamento estatístico feito por Belbin em empresas no Reino Unido. Em seguida, executamos os algoritmos em três casos de testes, um considerando as características funcionais e papéis preferidos, e os outros dois considerando separadamente cada uma destas perspectivas. A partir dos resultados obtidos, constatamos que o algoritmo genético híbrido obtém resultados superiores ao algoritmo genético canônico e método aleatório.

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