Dissertations / Theses: 'Oral and visual interaction in education'

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Wang, Yuping, and n/a. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Griffith University. Griffith Business School, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.132816.

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The research contained in this thesis involves three interdisciplinary dimensions: Distance Language Education (DLE) as the context of the research, videoconferencing as the technology, and the provision of oral and visual interaction in DLE as the core research problem. Though DLE is increasingly gaining importance at the start of 21st century, the inadequate provision of real-time oral-visual interaction still remains a major deficiency. To be more precise, DLE is still producing language learners who cannot speak the target language. I have outlined the urgency in solving this problem (Wang, 2004a), and it is precisely this urgency that grounds this research. This thesis therefore aims to answer the following central research question: in what ways is oral-visual interaction via videoconferencing able to facilitate L2 acquisition at a distance? In the course of answering the central research question, the following subsidiary questions are closely investigated: 1. What are the needs of distance learners in terms of L2 acquisition? 2. What are the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition? 3. What are the implications and potential of such interaction for L2 acquisition in distance mode? This thesis is set against a background of research on the importance of interaction in second language (L2) acquisition and the capabilities of Computer Mediated Communication (CMC). Interaction has been regarded as an integral part of communicative language learning, which promotes L2 acquisition (see Gass, 2003; Hall, 1995; Kitade, 2000; Lantolf, 1994; Mitchell & Myles, 1998; Ohta, 1995; Swain & Lapkin,1995). However, the preliminary study in this research established that, in the context of DLE, this interactive dimension has been inadequately provided, and that distance language learners do need an improved platform for L2 acquisition, especially in terms of acquiring speaking skills. The distance factor in distance language education calls for the employment of technology as a medium to provide an interactive platform for oral and visual interaction. Thus, the empirical dimension of this research, involving the participation of both on-campus and distance language learners, witnesses a two-stage evaluation of a particular Internet-based desktop videoconferencing tool, NetMeeting. In this evaluation, NetMeeting was used to conduct videoconferencing sessions, in which the teacher and participants could see and hear each other during the completion of meaning-based tasks. A great deal of original data was collected from the qualitative evaluation in regard to the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition in distance mode. This evaluation is approached from two aspects: the technological capabilities and pedagogical values of videoconferencing. Recommendations on the use of videoconferencing and videoconferencing task designs are proposed on the basis of the research findings. These recommendations are highly significant for practitioners in this field. Following Murray (1999), a combination of data collection methods was employed in an attempt to effectively explore the scope and depth of the participants' learning experience through videoconferencing. These methods include pre- and post-trial written surveys, in-depth post-session and post-trial interviews, videotaped videoconferencing sessions and the researcher's personal observation. Qualitative data analysis methods were adopted. Particularly important is the use of Varonis and Gass's (1985) model for analysing the negotiation routines during meaning-based task completion. The contributions of this research are manifold. Theoretically, the research updates key definitions in DLE and CMC in keeping with recent developments in each respective field. In so doing, this thesis puts forward a theory of an emerging fourth generation DLE with synchronous oral-visual interaction as its defining feature (Wang & Sun, 2001), and also proposes a new taxonomy in CMC (Wang, 2004). Both theories categorize more precisely the different roles played by different technologies and their implications for different learner goals. Empirically, this research first develops criteria for selecting appropriate videoconferencing tools (Wang & Sun, 2001) and criteria for evaluating the appropriateness of videoconferencing tasks. These two sets of criteria were then applied in the two-stage evaluation of NetMeeting, yielding useful data (Wang, 2004a; Wang, 2004b). This research also contributes to our understanding of videoconferencing task design and performance principles. The significant findings from this research confirm that Internet-based desktop videoconferencing is capable of supporting oral-visual interaction in DLE and leads to significant improvements in L2 acquisition. Most importantly, this study informs future research into the nature of oral-visual interaction enabled by videoconferencing by demonstrating how and in what ways such interaction facilitates L2 acquisition. The rapid development of computer technology makes publishing the contributions of this study an ongoing part of this research, in order to maintain the originality of this study. Some of the findings have been published in top-ranking international journals (see Wang and Sun, 2001; Wang, 2004a; Wang, 2004b). This study addresses a real and urgent need in distance language learning - the provision of oral-visual interaction. Findings from this research shed light on many issues untreated in the literature and in the practices of DLE. They also point to possible future trends in the globalisation of education because the effects of the pedagogical distance between the learner and education provider may be neutralized, or at least, minimized, through the use of CMC.

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Wang, Yuping. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365681.

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Abstract:

The research contained in this thesis involves three interdisciplinary dimensions: Distance Language Education (DLE) as the context of the research, videoconferencing as the technology, and the provision of oral and visual interaction in DLE as the core research problem. Though DLE is increasingly gaining importance at the start of 21st century, the inadequate provision of real-time oral-visual interaction still remains a major deficiency. To be more precise, DLE is still producing language learners who cannot speak the target language. I have outlined the urgency in solving this problem (Wang, 2004a), and it is precisely this urgency that grounds this research. This thesis therefore aims to answer the following central research question: in what ways is oral-visual interaction via videoconferencing able to facilitate L2 acquisition at a distance? In the course of answering the central research question, the following subsidiary questions are closely investigated: 1. What are the needs of distance learners in terms of L2 acquisition? 2. What are the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition? 3. What are the implications and potential of such interaction for L2 acquisition in distance mode? This thesis is set against a background of research on the importance of interaction in second language (L2) acquisition and the capabilities of Computer Mediated Communication (CMC). Interaction has been regarded as an integral part of communicative language learning, which promotes L2 acquisition (see Gass, 2003; Hall, 1995; Kitade, 2000; Lantolf, 1994; Mitchell & Myles, 1998; Ohta, 1995; Swain & Lapkin,1995). However, the preliminary study in this research established that, in the context of DLE, this interactive dimension has been inadequately provided, and that distance language learners do need an improved platform for L2 acquisition, especially in terms of acquiring speaking skills. The distance factor in distance language education calls for the employment of technology as a medium to provide an interactive platform for oral and visual interaction. Thus, the empirical dimension of this research, involving the participation of both on-campus and distance language learners, witnesses a two-stage evaluation of a particular Internet-based desktop videoconferencing tool, NetMeeting. In this evaluation, NetMeeting was used to conduct videoconferencing sessions, in which the teacher and participants could see and hear each other during the completion of meaning-based tasks. A great deal of original data was collected from the qualitative evaluation in regard to the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition in distance mode. This evaluation is approached from two aspects: the technological capabilities and pedagogical values of videoconferencing. Recommendations on the use of videoconferencing and videoconferencing task designs are proposed on the basis of the research findings. These recommendations are highly significant for practitioners in this field. Following Murray (1999), a combination of data collection methods was employed in an attempt to effectively explore the scope and depth of the participants' learning experience through videoconferencing. These methods include pre- and post-trial written surveys, in-depth post-session and post-trial interviews, videotaped videoconferencing sessions and the researcher's personal observation. Qualitative data analysis methods were adopted. Particularly important is the use of Varonis and Gass's (1985) model for analysing the negotiation routines during meaning-based task completion. The contributions of this research are manifold. Theoretically, the research updates key definitions in DLE and CMC in keeping with recent developments in each respective field. In so doing, this thesis puts forward a theory of an emerging fourth generation DLE with synchronous oral-visual interaction as its defining feature (Wang & Sun, 2001), and also proposes a new taxonomy in CMC (Wang, 2004). Both theories categorize more precisely the different roles played by different technologies and their implications for different learner goals. Empirically, this research first develops criteria for selecting appropriate videoconferencing tools (Wang & Sun, 2001) and criteria for evaluating the appropriateness of videoconferencing tasks. These two sets of criteria were then applied in the two-stage evaluation of NetMeeting, yielding useful data (Wang, 2004a; Wang, 2004b). This research also contributes to our understanding of videoconferencing task design and performance principles. The significant findings from this research confirm that Internet-based desktop videoconferencing is capable of supporting oral-visual interaction in DLE and leads to significant improvements in L2 acquisition. Most importantly, this study informs future research into the nature of oral-visual interaction enabled by videoconferencing by demonstrating how and in what ways such interaction facilitates L2 acquisition. The rapid development of computer technology makes publishing the contributions of this study an ongoing part of this research, in order to maintain the originality of this study. Some of the findings have been published in top-ranking international journals (see Wang and Sun, 2001; Wang, 2004a; Wang, 2004b). This study addresses a real and urgent need in distance language learning - the provision of oral-visual interaction. Findings from this research shed light on many issues untreated in the literature and in the practices of DLE. They also point to possible future trends in the globalisation of education because the effects of the pedagogical distance between the learner and education provider may be neutralized, or at least, minimized, through the use of CMC.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Peck, Christian. "THE EFFECTIVENESS OF VISUAL AIDS IN MOTIVATIONAL COUNSELING ON ORAL HEALTH LITERACY." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2750.

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Purpose: The purpose of this study is to determine if motivational interviewing with written/illustrated infant oral health education provided to caregivers of pediatric dental patients increases caregivers’ oral health literacy compared to verbal only motivational instruction. Methods: This is a cohort study of caregivers and their child receiving oral health anticipatory guidance utilizing motivational interviewing with and without visual aids. Caregivers (N=20) of pediatric dental patients age 0-4 that presented to the Virginia Commonwealth University School of Dentistry for a new patient exam were recruited for the study. Caregivers were randomly assigned into 2 groups: the intervention group (IG), and the control group (CG). Each caregiver took a pre-test to determine their infant oral health literacy. Then the IG received infant oral health education using a flipbook, and the CG received the same information in verbal form. Each caregiver had a brief motivational interviewing session. The caregivers then took the same test (post-test). At the pre-test time period, groups were compared by Fisher’s exact test or a two group t-test, as appropriate. The post-test score of the two groups were compared using an ANCOVA. Results: Currently, 20 patients have been enrolled in the study. There was no significant difference between the CG and the IG in the pre-test scores (P= 0.3913) or the post-test scores (P=0.3022). The intervention group had a nominally higher score after the education. Conclusions: This study was only a pilot study with N=20 caregivers. This study may be used to estimate the number of subjects needed to demonstrate a significant difference.

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Daunt, Carol. "The nature of interaction in educational videoconferencing." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36617/1/36617_Duant_1999.pdf.

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This study investigates the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following: 1. What impact does the technology have on the interactions? 2. Do lecturers have to make adaptations to teaching strategies? 3. Do students have to make adaptations to learning strategies? 4. Can a 'dialogical' approach be used effectively in videoconferencing? During the latter half of 1994, two lecturing staff at the Queensland University of Technology (QUT) used videoconferencing for tutorials, in conjunction with distance education materials, to deliver one subject of a Master of Education course (Organisational Culture and Education Leadership) and assess the adequacy of this mode of delivery for quality teaching and learning in a higher education program. The lecturers were highly experienced university personnel who had delivered this subject face-to-face using a dialogical approach in their lectures. The student group comprised eight mature-age students all located at a provincial centre approximately three hours' drive from Brisbane. All of the participants were educational practitioners: two school principals, one deputy principal, one subject master, three education officers at School Support Centres and one Pre-school teacher (seven females, one male). A review of the literature showed interaction is an important element in learning, but that very few studies on the use of videoconferencing for education have focused on the nature of interaction that can be achieved through the medium. Therefore, this study will make a significant addition to the body of knowledge about how this relatively new communications technology can be employed for educational purposes. This study is based on a mixed-method evaluation design that included an action research process coupled with an interaction analysis. The two research methods form two distinct stages of the study, i.e. action research throughout the planning and delivery of the videoconference sessions, combined with an interaction analysis of videotapes of the videoconference sessions. This mixed-method design was appropriate for this study in order to maximise the data that had been collected, allowing a deeper investigation of the nature of interaction. This study found that videoconferencing allowed the lecturers to replicate the on-campus interaction that is often lacking in distance education programs. Of significance was the fact that the technology did permit the full engagement of these students as adult learners, and experienced professionals, in an approach based on critical reflection, deep learning and metacognition. The study showed that a very high level of interaction comparable in effect to the face-to-face situation, can be achieved and students at this level are able to maintain that interaction for long periods of time. Major findings of the study include: • High quality voice and vision contributed to the ability to interact. • Room layout has an effect on interaction. • User confidence and competence contributed positively to the ability to interact. • Sessions in which dynamic interaction and engagement occurred were successfully conducted for periods of 90 minutes. • Lecturers were able to replicate their current teaching style that relied heavily on a dialogical approach. • Students resented the loss of control in structured videoconferences and expressed higher levels of satisfaction when they were active in setting the agenda. • The established group and consequent group dynamics had a positive effect on the interaction. • Interaction was valued by the students as a teaching/learning strategy. • It appears that the nature of interaction is more important than the amount. This study supports the literature in several areas, but challenges it in others. It confirms research which found that the technology was conducive to highly interactive sessions and hence of benefit in the delivery of educational programs, but challenges the assumptions and recommendations that effective videoconference sessions need to employ different teaching strategies and be structured and focused, including pre-prepared agendas and controlled question and answer procedures. However, due to the size and nature of this particular group of students and lecturers, these notions are not rejected completely, and the conclusions and findings of the study must be recognised as specific to this group under given conditions. While the research offers insights into a particular context, it is not proposed that these results would be replicable in all instances of educational videoconferencing. The study offers significant insights into the nature of interaction that can be achieved if lecturers desire to employ a dialogical approach in their educational videoconferencing.

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Ferroni, Giovana Mendes. "Representações de brinquedos, relevos e descrição oral por crianças com deficiência visual." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8871.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
The research objective was to analyze the repertory of representations of means of transportation also called “vehicles” (Aircraft, bicycle, car, sail boat, train and helicopter) expressed in modeling clay, drawing and oral description of children with visual deficiency with the use of models like toys, or reliefs or the reading of the description of a mean of transportation made by the child itself. Participating in the study were two boys with congenital blindness (A and N) and two girls with low vision (G and K) with visual deficiency without any other deficiency associated, with ages between six and nine years old. The research was developed in two institutions frequented by the participants. One of them non-governmental and the other municipal, both specialized in the caring of people with visual deficiency, and localized in two midsize cities in the intern of São Paulo State, where the participants were receiving caring. A period of familiarization between researcher and participant preceded the data collect. The procedure of data collect was made in the following sequence of steps: Repertoire Survey, Intervention, Replication of the repertoire survey and creation of a mean of transportation. The Intervention consisted in presenting the participants the models: toy, relief and orally reading the oral description made by the child itself. In front of each model the children were requested to say the name of the object presented, play the model on a sequence of activities in which they used the modeling clay, pencil and paper to do a drawing and the oral production of the model which was worked on both previous conditions (modeling and drawing). During the confection of the representations the children answered questions about the characteristics and functions of the object presented. The data analysis guided itself by: 1- The component elements featured by the children and the characteristics attributed by them to the mean of transportation in the representations by modeling, drawing and oral description; 2- the type of model used during the intervention: toy, relief and reading of the oral description; 3- the creation of a vehicle using modeling clay, drawing and description. The results showed that, in the absence of models, in dealing with the component elements, the participants with low vision highlighted the external in their productions, for example, wheel, door, while the blind highlighted the internal, like, seat, steering wheel. However, when toys or reliefs were presented, the blind participants also highlighted in their productions the external elements. In the oral description, it was noted that all the children described above all the component elements and the aspects of the function played by them or the vehicles. However, in the oral descriptions of toy models or relief, they referred proportionally more times to the component elements. In reference to the used models in the intervention, the results indicated modifications in the drawing representations, modeling and oral description of the participants, if compared to the productions in the absence of the models. When there was the presentation of the toys to the blind participant, his productions in modeling clay were made on the same representation pattern of the toy, while that the drawing was made in a superior point of view, that is an object seen from the top. When there was the presentation of a relief model, the productions in drawing and modeling clay of the blind participant followed the flat point of view of the relief representation. When the reading of the oral description happened, the representations of the blind participant didn’t change. As to participant K, with low vision, the representations remained adopting the flat point of view for the three types of model. About the vehicle creation step, highlight itself that participant K, with low vision, created a new mean of transportation. The other participants (A, N and G) made means of transportation that had been worked during the intervention. The results empirically proved that the productions of the children with visual deficiency are different from the ones produced by children that can see, seen that they organize the world the notice by other sensorial channels other than the vision. This results were deep-set with the findings about the differences of production between children with visual deficiency. The representations of the blind children and of the ones with low vision considered different points of view; this results contribute to the discussion about the comparing between psychic children, children with visual deficiency/blindness and children with visual deficiency/low vision. It is believed that the results obtained in this work contribute to the discussions, even sparse, about the representations of children with visual deficiency.
O objetivo da pesquisa foi analisar o repertório de representações de meios de transporte também denominados “veículo” (avião, bicicleta, carro, barco a vela, trem e helicóptero) expressas em massa de modelar, desenho e descrição oral de crianças com deficiência visual com o emprego de modelos do tipo brinquedos ou relevos ou leitura da descrição de um meio de transporte feito pela própria criança. Participaram do estudo dois meninos com cegueira congênita (A e N) e duas meninas com baixa visão (G e K) com deficiência visual sem nenhuma outra deficiência associada, com idades entre seis e nove anos. A pesquisa foi desenvolvida em duas instituições frequentadas pelos participantes. Uma delas não governamental e a outra municipal, ambas especializadas no atendimento de pessoas com deficiência visual, e localizadas em duas cidades de médio porte do interior do estado de São Paulo, onde os participantes recebiam atendimentos. Um período de familiarização entre pesquisadora e participantes antecedeu a coleta de dados. O procedimento de coleta de dados foi realizado na seguinte sequência de etapas: Levantamento de Repertório, Intervenção, Replicação do Levantamento de Repertório e Criação de um meio de transporte. A Intervenção consistiu em apresentar aos participantes os modelos: brinquedo, relevo e ler oralmente a descrição oral feita pela própria criança. Diante de cada modelo as crianças foram solicitadas a dizer o nome do objeto representado, reproduzir o modelo em uma sequência de atividades nas quais usaram a massa de modelar, lápis e papel para fazer um desenho e a produção oral do modelo que foi trabalhado nas duas condições anteriores (modelagem e desenho). Durante a confecção das representações as crianças responderam perguntas sobre as características e funções do objeto representado. A análise dos dados guiou-se por: 1- os elementos componentes destacados pelas crianças e as características por elas atribuídas ao meio de transporte nas representações por modelagem, desenho e descrição oral; 2- o tipo de modelo utilizado durante a Intervenção: brinquedo, relevo e leitura da descrição oral; 3- a criação de um veículo utilizando massa de modelar, desenho e a descrição. Os resultados mostraram que, na ausência de modelos, em se tratando dos elementos componentes, os participantes com baixa visão destacaram em suas produções os externos, como por exemplo, roda, porta, enquanto que os cegos destacaram os internos, como, banco, volante. Entretanto, quando houve apresentação de brinquedo ou relevo, os participantes cegos também destacaram em suas produções os elementos externos. Na descrição oral, observou-se que todas as crianças descreveram sobretudo os elementos componentes e os aspectos da função desempenhados por eles ou pelos veículos. Entretanto, nas descrições orais de modelos brinquedo ou relevo elas se referiram proporcionalmente mais vezes aos elementos componentes. No que tange aos modelos utilizados na Intervenção, os resultados indicaram modificações nas representações em desenho, modelagem e descrição oral dos participantes, se comparadas às produções na ausência dos modelos. Quando houve apresentação de brinquedos para o participante cego, suas produções em massa de modelar foram confeccionadas no mesmo padrão de representação do brinquedo, enquanto que o desenho foi feito em um ponto de vista superior, isto é um objeto visto por cima. Quando havia apresentação de modelo em relevo, as produções em desenho e massa de modelar do participante cego seguiu o ponto de vista horizontal da representação em relevo. Quando houve leitura da descrição oral, as representações do participante cego não se modificaram. Quanto à participante K, com baixa visão, as representações permaneceram adotando o ponto de vista horizontal para os três tipos de modelo. A respeito da etapa de criação de um veículo, destaca-se que apenas a participante K, com baixa visão, criou um novo meio de transporte. Os demais participantes (A, N e G) confeccionaram meios de transporte que haviam sido trabalhados durante a Intervenção. Os resultados comprovaram empiricamente que as produções de crianças com deficiência visual são diferentes daquelas produzidas por crianças que enxergam, visto que elas organizam o mundo que percebem por meio de outros canais sensoriais que não a visão. Estes resultados foram aprofundados com os achados sobre as diferenças de produção entre as crianças com deficiência visual. As representações das crianças cegas e daquelas com baixa visão consideraram pontos de vistas diferentes; estes resultados contribuem para a discussão sobre a comparação entre crianças videntes, crianças com deficiência visual/cegueira e crianças com deficiência visual/baixa visão. Acredita-se que os resultados obtidos neste trabalho contribuam para as discussões, ainda que esparsas, sobre as a representações de crianças com deficiência visual.

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Hodgson, Kristin. "Effectiveness of Visual Aids on Preventive Dental Goals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/524.

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Purpose: To assess a caregiver’s oral health attitudes, habits, and behaviors pre and post intervention, and to determine whether a particular delivery-style (verbal-only or with visual supplementation) of a motivational interviewing session is more effective in improving oral health behaviors as well as improving success of a chosen preventive goal. Methods: N=140 caregivers of pediatric dental patients were given questionnaires to assess readiness to change and current preventive oral health behaviors. Oral health education was communicated in a MI style (verbal-only or with visual supplementation). One preventive oral health goal was selected to focus on. The home preventive behavior survey was re-administered at follow-up. Results: Preventive home behaviors improved, with no significant difference between interventions. There was significance in the amount of change in items specified as a goal. Conclusions: Behaviors improved significantly after a MI educational intervention. Goal setting and providing oral health education in a MI style can improve home preventive behaviors.

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Rosa, Fernanda Malinosky Coelho da [UNESP]. "Histórias de vida de alunos com deficiência visual e de suas mães: um estudo em Educação Matemática Inclusiva." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151396.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa teve por objetivo esboçar uma compreensão sobre como os alunos e seus responsáveis legais, em suas vidas pessoais e durante sua formação escolar, percebem o processo de escolarização no contexto da Educação Especial na perspectiva da Educação Inclusiva. Como fontes para a produção de dados tivemos, além da pesquisa bibliográfica e documental, as textualizações das entrevistas realizadas à luz da metodologia da História Oral praticada pelo Grupo História Oral e Educação Matemática (Ghoem). Esse estudo fornece novos elementos para a recente linha de pesquisa deste Grupo denominada Narrativas e ensino e aprendizagem de Matemática (Inclusiva), que tem como um dos objetivos a produção e o uso de narrativas de professores e de alunos com deficiência para compreender aspectos da educação inclusiva. A partir das narrativas, foi possível estabelecer reflexões sobre o cotidiano de um aluno com deficiência visual dentro e fora de sala de aula, como as mães fizeram/fazem para conseguir tratamento médico e educação para os filhos e, ainda, sobre como os professores e a escola, como um todo, lidam com este aluno. Foi possível perceber ainda como os alunos veem as questões da deficiência em relação ao outro sem deficiência e em relação a si próprio, bem como a questão da formação recebida que, inevitavelmente, está associada à formação de professores. Dessa maneira, também é possível vislumbrar que deve ocorrer uma educação colaborativa nas universidades e nas escolas visando a formação de professores capacitados e especialistas. Por fim, se faz necessário refletir que, enquanto sociedade, se nada mudar no macro não se conseguirá mudar o ambiente escolar e, consequentemente, a Educação Matemática é diretamente influenciada. A inclusão não ocorrerá se os conceitos de padronização, normalidade e a idealização de discentes homogêneos forem perpetuados no ambiente escolar. Assim, esse trabalho contribui para a Educação Matemática (Inclusiva) trazendo novos elementos para a discussão.
This research aimed to outline an understanding of how students and their legal guardians, in their personal lives and during their school education, perceive the schooling’s process in the context of Special Education in the perspective of Inclusive Education. As sources for the data production, we had the bibliographical and documentary research, and interviews that were textualized, carried out in the light of the Oral History methodology practiced by the Oral History and Mathematics Education Group (Grupo de História Oral e Educação Matemática - Ghoem). This study provides new elements for this group's recent research line called Narratives and (Inclusive) Mathematics Teaching and Learning, one of which aims at producing and using narratives of teachers and students with disabilities to understand aspects of Inclusive Education. From the narratives, it was possible to establish reflections on the daily life of a visually impaired student inside and outside the classroom, what mothers did or do to obtain medical treatment and education to their sons or daughters, and how the teachers and the school, as a whole, deal with these students. It was also possible to see how students view issues of disability in relation to the other without disability and in relation to oneself, as well as the question of the received training that is inevitably associated with the teachers’ formation. In this way, it is also possible to envisage that a collaborative education should take place in universities and in schools aiming at the training of qualified teachers and specialists. Finally, it is necessary to reflect that, as a society, if nothing changes in the macro, it will not be possible to change the school environment and, consequently, Mathematics Education is directly influenced. Inclusion will not occur if the concepts of standardization, normality and the idealization of homogeneous students are perpetuated in the school environment. Thus, this work contributes to (Inclusive) Mathematics Education bringing new elements to the discussion.

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Dodson, Melissa M. "Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Bacon, Susan Cameron. "The interaction of differentiated cognitive style and an oral interview for students of Spanish at the university level /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553058145.

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Ribeiro, Bruno B. R. "Reshaping Visual Communication Design Curriculum to Support Collaboration with Computer Science and Engineering." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337915762.

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Hoffmann, Janet Margaret. "The role of teacher-student interaction in the relationship between teacher expectations for students with communication apprehension and subsequent achievement in two elementary school classrooms /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8232.

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Jonsson, Karin. "Students' Oral Participation in the CLIL Classroom. : A comparative study of oral participation of CLIL students and students taught through their native language Swedish." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7304.

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Studies have shown that participation and interaction in a language classroom are important. Especially so in the CLIL classroom where the target language is both the subject of study and the medium of instruction. However, it can be difficult for a teacher to get students to participate orally. Many researchers claim that students’ oral output in the CLIL classroom is minimal, and that they speak less than students who are taught through their native language. The aim of this paper was to study Swedish CLIL students’ oral participation and to find out whether the amount of oral classroom interaction was similar in a CLIL classroom and in a classroom where Swedish was the medium of instruction. I also wanted to investigate if male and female students interacted to the same extent, and whether the amount of interaction was evenly distributed within the classroom. The results show that CLIL students’ oral participation tended to be very high. The CLIL students produced even more total oral output than students in the control groups, which had their native language as their medium of instruction.

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De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

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Jack, Ashlie R. "Word consciousness and individual application of academic vocabulary through written, oral, and visual response to historical fiction and nonfiction literature in fifth-grade social studies." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/9795.

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Doctor of Philosophy
Curriculum and Instruction Programs
Lotta C. Larson
The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre response projects from a thematic social studies unit using historical fiction and nonfiction literature that was integrated in the fifth-grade curriculum. This qualitative research study took place in a third-fifth grade school in a Midwest setting with 23 fifth-grade students over the course of 14 weeks. Data were analyzed from eight of the 23 students. Multiple data sources for each literature selection were analyzed to reveal how fifth-grade students’ written, oral, and visual response to historical fiction and nonfiction literature demonstrate word consciousness and individual application of academic vocabulary. Conclusions indicate that student participants prefer the opportunity to create a visual image or write a statement to confirm the meaning of an academic vocabulary word in their vocabulary reader response journals. While orally discussing the academic words, the participants chose the evaluation approach. This authentic discussion response option allowed the students the opportunity to share their personal understanding, opinion, or inference for each word. Written and visual response was also afforded through the multigenre response projects. These projects revealed the individual application through conventional and nonconventional usage of the academic terms from each literature selection.

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ARRAES, IRIS CARLOTA DOS SANTOS. "THE MATRICULATION OF PEOPLE WITH VISUAL IMPAIRMENT IN HIGHER EDUCATION INSTITUTIONS IN RIO DE JANEIRO: AN EVALUATION ABOUT ACCESSIBILITY IN RELATED HUMAN INTERACTION PROCESSES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36340@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A acessibilidade é uma qualidade ainda pouco considerada na prática de projetos em Design, porém, cada vez mais necessária na nos diversos modos de interação entre o ser humano e os sistemas diversos. Existem nos dias atuais, muitas abordagens intencionadas a universalizar métodos para a produção de produtos, sistemas e ambientes que sejam acessíveis às pessoas com deficiências. A existência de tantas abordagens culmina, na mesma proporção, em frustrações no desenvolvimento de projetos em Design que objetivam o desenvolvimento produtos que sejam de fato eficazes, eficientes e que tragam satisfação aos usuários, no escopo da diversidade humana. Isto pode ser confirmado na rotina da pessoa com deficiência visual, que pode apresentar diferentes necessidade funcionais de acordo com o componente do olho que foi acometido. Essa dissertação se apresenta em uma pesquisa qualitativa, a partir de observação participante em campo, de caráter exploratório e experimental; fundamentada pela análise documental das leis relacionadas com a deficiência visual, acessibilidade, e com Educação Superior. Para investigar o usuário, foram utilizados questionários e entrevistas, que revelaram lacunas para as quais a Ergonomia apresenta métodos para a melhorar a qualidade na interação do usuário com deficiência visual, para as questões de Usabilidade e Interação Humano Computador; do Design Universal e do Design Universal para a Aprendizagem para as questões de acessibilidade.
The accessibility is a quality that is still under-considered in Design projects, but increasingly necessary in different ways of interaction between humans and systems. There are many approaches at present intended to universalize methods to design accessible products, systems, and environments for people with disability. The existence of so many procedures culminates, in the same proportion, in frustration in the development of Design projects that aim to develop products to be really effective, efficient, and bring satisfaction to users, in human diversity scope. It is possible to verify this fact by the routine of people with visual impairment that can present different functional necessities, according to the component of the eye that was affected. This dissertation presents qualitative research, outlined from participatory field observation, wich character is exploratory and experimental, substantiated by the documentary analysis of the laws related to visual impairment, accessibility and also to Higher Education. Questionnaires and enquiries were used to investigate the users. This data showed up gaps where the Ergonomics features methods to improve quality in user interaction to usability issues and Human-computer interaction; and Universal Design and Universal Design for Learning can improve Accessibility issues.

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Stenliden, Linnéa. "Visual Storytelling Interacting in School : Learning Conditions in the Social Science Classroom." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-106885.

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The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.
Syftet i denna avhandling är, att förstå hur teknik för visual storytelling kan vara utformad och användas i relation till samhällsorienterande undervisning i grundskolan (årskurs 4 – 6), men också hur sociala dimensioner, tekniska och andra faktorer skapar villkor för lärande i ett sådant undervisningssammanhang. I studien introduceras datavisualiseringsteknik för visual storytelling: ‘the Statistics eXplorer platform’, ett geovisual analytics. Den teoretiska referensramen har sin grund i ett social konstruktionistiskt synsätt Ett socio-kulturellt perspektiv används för att analysera social aktivitet, men även aktörnätverks teori används för att analysera både sociala och materiella aktörer. Avhandlingen bygger på tre empiriska material som genereras med hjälp av 16 lärare i samhällsorienterande ämnen, och 126 elever tillhörande fem olika klassrum i tre olika svenska grundskolor. Materialet innehåller: fältanteckningar ifrån introduktion av tekniken, fokusgrupps-intervjuer med lärare, ‘tänka högt’-intervjuer med elever och två sorters videoinspelningar ifrån klassrum (dels med vanlig videokamera och dels med mjukvara som spelar in aktiviteter på datorskärmen och elevernas aktiviteter vid datorn, liksom ljudet). Analysen visar hur lärare, elever, teknik, information, uppgifter, data-typer, etc. tillsammans, i nära samarbete i de studerade klassrummen, skapar mycket komplexa villkor för lärande. De läraktiviteter som uppstår i klassrummen där teknik för visuell analys inkluderas, erbjuder elever support att: hantera stora datamängder, bli delaktiga i olika läraktiviteter och uppnå olika utbildningsmål, men även andra sorters elevrelaterade mål. Därför kan tekniken sägas vara relevant för denna sorts undervisning. Vidare visar analysen hur komplexiteten tillsammans med elevernas uppfattningar av hur kunskap skall visas, skapar påtagliga ‘problem spaces’ i läraktiviteterna. Lärandevillkoren kan därför förstås som en klassrumspraktik som inte fullt ut överensstämmer med den introducerade teknikens erbjudanden för visuell analys. Därför efterfrågas en förändrad syn på didaktisk design och elevers kunskapsformering, vilket blir betydelsefullt för kunskapens kvalitet i förhållande till visuell analys.

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Nácher, Soler Vicente Ernesto. "Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children." Doctoral thesis, Universitat Politècnica de València, 2020. http://hdl.handle.net/10251/116833.

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[ES] La tecnología multi-táctil se ha convertido en una de las más emergentes tras experimentar un enorme crecimiento desde sus pasos iniciales en los años ochenta hasta su amplia aceptación y uso en la actualidad. Por una parte, la tecnología multi-táctil se basa en el estilo de interacción de manipulación directa el cual proporciona a los usuarios la ventaja de ver los objetos y las acciones de interés, sustituir comandos escritos por acciones de señalado y, además, permite la realización de acciones rápidas, reversibles e incrementales evitando el uso de instrucciones complejas. Por otra parte, diversos trabajos han evaluado las virtudes derivadas de utilizar conjuntamente la manipulación directa con el toque directo mostrando que es posible evitar los problemas inherentes a otras técnicas de interacción como el ratón y el teclado. Por lo tanto, aprovechando la interacción natural e intuitiva proporcionada por la tecnología multi-táctil, ésta parece una forma ideal para dar soporte a la creación de escenarios educativos dirigidos a niños en edad preescolar. Sin embargo, a pesar de la existencia de diversos estudios que evalúan la idoneidad de utilizar el estilo de interacción de manipulación directa, existe una falta de trabajos abordando el uso dispositivos basados en superficies táctiles con niños de una temprana edad. Asimismo, en la actualidad existe una creciente tendencia a diseñar aplicaciones educativas y lúdicas dirigidas a niños en edad preescolar utilizando dispositivos multi-táctiles como los teléfonos inteligentes o las tabletas. Además, diversos informes señalan que los niños son usuarios frecuentes de este tipo de dispositivos y los utilizan incluso antes de ser capaces de hablar. Sin embargo, a pesar de este crecimiento en el uso de la tecnología multi-táctil y su aparente idoneidad para ser utilizado en el desarrollo de aplicaciones educativas para niños en edad preescolar, no existen unas interacciones universales y estandarizadas para preescolares a la hora de utilizar dispositivos táctiles ya que habitualmente sólo se utilizan dos gestos básicos (básicamente, el toque con un dedo para seleccionar y el arrastre con un dedo para el movimiento). Por lo tanto, existe una clara necesidad de llevar a cabo estudios empíricos para contribuir y avanzar en el diseño de aplicaciones que den un soporte adecuado y encaje con las habilidades de los niños en su temprano desarrollo. Por tanto, esta tesis propone, diseña y evalúa diversas estrategias de usabilidad y comunicabilidad adaptadas a los niños en edad preescolar para establecer la base para el diseño y desarrollo de futuras aplicaciones basadas en dispositivos táctiles dirigidas a preescolares. Estas estrategias llevarán a la adecuada definición de guías de diseño que permitirán a los niños aprovechar al máximo la tecnología multi-táctil, harán posible el desarrollo de nuevas y atractivas aplicaciones y, eventualmente, también podrán ayudar al desarrollo cognitivo y motor de los niños.
[CAT] La tecnologia multi-tàctil s'ha convertit en una de les més emergents després d'experimentar un enorme creixement des dels seus passos inicials als anys vuitanta fins l'actualitat on es àmpliament acceptada i utilitzada. D'una banda, la tecnologia multi-tàctil es basa en l'estil d'interacció de manipulació directa, el qual proporciona als usuaris l'avantatge de veure els objectes i les accions d'interès, substituir comandos escrits per accions d'assenyalament i, a més, permet la realització d'accions, ràpides, reversibles i incrementals evitant l'ús d'instruccions complexes. D'altra banda, diversos treballs han avaluat les virtuts derivades d'utilitzar conjuntament la manipulació directa amb el toc directe mostrant que és possible evitar els problemes inherents a altres tècniques d'interacció com el ratolí i el teclat. Per tant, aprofitant la interacció natural i intuïtiva proporcionada per la tecnologia multi-tàctil, aquesta sembla una forma ideal per donar suport a la creació d'escenaris educatius per a xiquets en edat preescolar. No obstant això, malgrat l'existència de diversos estudis que avaluen la idoneïtat d'utilitzar l'estil d'interacció de manipulació directa, existeix una manca de treballs abordant l'ús de dispositius basats en superfícies tàctils amb xiquets d'edat primerenca. Així mateix, en l'actualitat existeix una creixent tendència a dissenyar aplicacions educatives i lúdiques dirigides a xiquets en edat preescolar utilitzant dispositius tàctils com els telèfons intel¿ligents o les tauletes. A més, diversos informes assenyalen que els xiquets són usuaris freqüents d'aquests tipus de dispositius i els utilitzen fins i tot abans de ser capaços de parlar. Malgrat aquest creixement en l'ús de la tecnologia multi-tàctil i la seua aparent idoneïtat per a ser utilitzada en el desenvolupament d'aplicacions educatives per a xiquets en edat preescolar, no existeixen unes interaccions universals i estandarditzades per a preescolars a l'hora d'utilitzar dispositius tàctils ja que habitualment només s'utilitzen dos gestos bàsics (bàsicament, el toc amb un dit per a seleccionar i l'arrossegament amb un dit per al moviment). Per tant, hi ha una clara necessitat de dur a terme estudis empírics per a contribuir i avançar en el disseny d'aplicacions que donen un suport adequat i s'ajusten amb les habilitats dels xiquets en el seu primerenc desenvolupament. Per tant, la tesi proposa, dissenya i avalua diverses estratègies de usabilitat i comunicabilitat adaptades als xiquets en edat preescolar per tal d'establir la base per al disseny i desenvolupament de futures aplicacions basades en dispositius tàctils dirigides a preescolars. Aquestes estratègies portaran a l'adequada definició de guies de disseny que permetran als xiquets aprofitar al màxim la tecnologia multi-tàctil, faran possible el desenvolupament de noves i atractives aplicacions i, eventualment, podran també ajudar al desenvolupament cognitiu i motor dels xiquets.
[EN] Multi-touch technology has become one of the most emergent technologies and has had an enormous growth since its initial steps in the eighties to be widespread accepted and used in the present. On the one hand, multi-touch technology relies on the direct manipulation interaction style which gives users the advantage to view the objects and actions of interest, replace typed commands by pointing actions and to perform rapid, reversible and incremental actions avoiding using complex instructions. On the other hand, several works have evaluated the virtues when joining direct manipulation with direct-touching showing that it solves the problems inherent in other interaction devices, such as those involving mouse or keyboard. Hence, taking advantage of the intuitive and natural interaction provided by multi-touch technology it seems an ideal way to support educational scenarios targeted to kindergarten children. Although several works have assessed the suitability of using the direct manipulation style with children, there is a lack of works addressing the use of touchscreen devices by this specific type of users. Moreover, there is a growing trend of designing educational and playful applications targeted to kindergarten children based on touchscreen devices such as smartphones and tablets. In addition, several reports point out that children use touchscreen devices even before they are able to speak and they are frequent users of devices such as smartphones and tablets. However, despite this growth in the use of multi-touch technology by children and its apparent suitability to be used to develop applications targeted to young children, there is a lack of standardized and universally accepted interactions for young children when using touchscreen devices since only two basic gestures are commonly used (basically, consisting of only one-finger touch for selection and one-finger drag for movement). Hence, there is a need of carrying out empirical studies to help and advance in the design of applications that adequately support and fit with children's development and skills. Therefore, this thesis proposes, designs and evaluates several usability and communicability strategies tailored to children in their early development stage to establish the design and development of future applications targeted to kindergarten children. These strategies will lead to define appropriate design strategies that enable infants to take full advantage of multi-touch technology, would make it possible to develop attractive new applications and, eventually, could also aid children's cognitive and motor development.
Nácher Soler, VE. (2019). Kindertivity: Usability and Communicability Strategies for Interactive Surfaces and Pre-Kindergarten Children [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/116833
TESIS

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Wallner, Lars. "Framing Education : Doing Comics Literacy in the Classroom." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142067.

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Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.
Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.

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Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.
Bibliography: p. 372-438.
Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Mode of access: World Wide Web.
xvii, 496 p. ill

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Jordan, Laura L. "Exploring How Design and Digital Interactive Technology Assists in Health Information Communication in the Context of Missed Oral Contraceptive Pills." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492547956215944.

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Nordin, Hanna. "ANIMATION VS. COMIC STRIPFOR DIGITAL COMMUNICATION : A Mixed Method Approach through an Online Survey." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-186823.

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Knowledge and its distribution are important for people to understand the world. In principle, science and academic research is the ultimate reliable source when knowledge is at stake, and an efficient way of communicating knowledge is through stories and narratives. As the use of digital devices is increasing, so are the use of digital devices for communicating storytelling. According to previous research, immersive and interactive forms of digital storytelling, such as video games, are beneficial for communicating knowledge. These media are, however, costly and time consuming. Communicating knowledge through more simple means is thus valuable too. The aim of this thesis was to investigate which method of communication, animated video, or comic strip, that leads to best performance, most knowledge, and is preferred. To do this a mixed method approach was conducted. The participants were asked eight questions related to the narrative. With each question three response options were provided for the participants to choose from. The collected data was analyzed through two statistical analyses, as well as a qualitative analysis. The findings suggest that there is no statistically significant difference between animated video and comic strip regarding the issue of developing knowledge, but that there is a difference in preference. These findings, as well as limitations, are further discussed in the paper.

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Simonds, Brent K. Rhodes Dent. "The design and development of an interactive media tutorial for presentation authoring." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115181.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Dent Rhodes (chair), Temba Bassoppo-Moyo, Cheri Toledo, David B. Williams, Larry W. Long. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.

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De, Oliveira Clarissa C. "Designing educational programming tools for the blind: mitigating the inequality of coding in schools." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22653.

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This design-based research provides design considerations for developing educational tools for teaching programming to blind primary schoolers, as an effort towards more inclusive classrooms, given that the tools available today are not accessible to these students. Existing tools were analyzed and tested, and co-design practices were applied in exploring ‘instructions’ as a main logic operation for computer programming, through experimenting with diverse types of interfaces, having visually impaired participants at the center of the process. Physical and mental patterns, relevant for improving the accessibility of such tools, are unveiled and further discussed in this study.

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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.

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Detton, Alan James. "The Creation of a 3D Interactive Human Neural Development Resource and Its Evaluation Through a Video Analytic Usability Study." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337966847.

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Turró, Amorós Míriam. "Les interaccions orals en petits grups. Una oportunitat d’aprenentatge cognitiu, social i identitari." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/133924.

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Tradicionalment en el món educatiu s'ha considerat que la principal interacció a l'aula era la de professor-alumne. Ara sabem que quan els alumnes interactuen per donar resposta a un problema complex es produeixen modificacions rellevants a nivell cognitiu i identitari, al mateix temps que s'afavoreix el procés de socialització. L'element decisiu, però, no és la quantitat d'interacció, sinó la seva naturalesa. Aquest treball de tesi centra la seva atenció en l'anàlisi d'interaccions que es produeixen a l'aula de primària amb alumnes, quan aquests treballen en petits grups. El nostre objectiu ha estat estudiar quin tipus d'enunciats emeten els alumnes i saber com els participants es posicionen i gestionen la interacció quan els punts de vista expressats a través dels enunciats esdevenen divergents. En aquest sentit, ens preguntem si els elements discusius que utilitzen els alumnes en la negociació dels punts de vista són els mateixos en el cas que l'eix vertebrador de la conversa sigui el text científic o bé el text narratiu. Aquest estudi s'ha realitzat amb alumnes de cinquè d'Educació Primària d'una escola concertada de Sant Cugat del Vallès. Es tractava d'analitzar les converses orals entre els discents en dues situacions concretes d'aprenentatge. A la primera situació havien de donar resposta a un repte cognitiu que se'ls plantejava des de l'àmbit de la ciència. A la segona, el petit grup havia d'elaborar conjuntament un conte de ciència. Aquestes dues tasques ens han permès analitzar com els alumnes negocien els punts de vista des del discurs científic però també des del narratiu. La metodologia utilitzada per analitzar amb rigor les produccions orals dels alumnes s'ha fonamentat en el paradigma etnogràfic perquè ens permet comprendre els fenòmens que succeeixen en situacions educatives. Optar per un enfocament etnogràfic pressuposa una concepció múltiple i holística de la realitat. Holística perquè es considera el context social com un tot en cada component afecta els altres i en què el punt de vista dels qui intervenen i el context social es configuren entre ells. A partir del coneixement del context es pot arribar a interpretar la interacció perquè permet situar els esdeveniments. Per dur a terme aquesta investigació hem tingut en compte les aportacions que des de les diferents disciplines, com ara l'Anàlisi del Discurs, l'Anàlisi del Discurs en Interacció, o l'Etnometodologia, s'han fet en el camp de la interacció oral. A la nostra investigació hem considerat molt especialment les contribucions provinents de la Teoria de l'Enunciació com a base per a la nostre recerca. En aquest sentit, els estudis duts a terme pel lingüista francès Alain Rabatel han estat fonamentals en aquest treball, sobretot perquè descriuen el marc de la plurifuncionaliat enunciativa de les interaccions però també perquè expliciten com es contrasten, com s'adhereixen i discuteixen els diferents punts de vista en el desenvolupament d'una conversa; és a dir, les posicions dels diferents subjectes en relació amb l'altre. Hem constatat que la finalitat en l'emissió d'enunciats entre els participants va més enllà d'expressar el pensament propi; els alumnes intenten influir en els altres. Una part d'aquest treball ha consistit a analitzar, precisament, com els alumnes intenten influir en l'altre a partir dels enunciats que emeten, a partir d'allò que diuen i com ho diuen. Quan els nens negocien busquen en l'altre allo que els pot acostar; busquen aquella part d'ells mateixos que es troba en l'altre. Fins i tot, com hem vist, també des de les posicions més allunyades.

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Cano, Ortiz Maria Isabel. "Argumentació i construcció del coneixement: Estratègies argumentatives dels estudiants universitaris en situació de debat." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9280.

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Aquesta recerca pretén descriure les estratègies argumentatives que els estudiants universitaris utilitzen en situació de debat per construir el coneixement. L'estudi s'ha dut a terme a partir de dos escenaris diferenciats d'aprenentatge; un primer debat de rol clàssic, en el qual uns participants adopten la posició a favor d'un dels components del dilema exposat i uns altres defensen la posició contrària. I un segon debat de role-playing, en el qual els participants adopten un rol professional i actitudinal en la dramatització d'una reunió professional amb la finalitat d'arribar a uns acords per a la resolució d'un cas pràctic.
Els objectius d'aquesta recerca se centren en, a) conèixer quin és el coneixement declaratiu dels participants sobre el debat com metodologia per construir coneixement, b) analitzar les estratègies argumentatives tant escrites com orals en alumnes de primer curs d'educació superior, c) analitzar el contingut i l'estructura argumentativa oral entesa com la seqüència d'argument, contraargument i refutació, d) analitzar els tipus de contraarguments i refutacions, les seqüències argumentatives, els patrons d'interacció i e) analitzar la incorporació polifònica (o d'altres veus) en els textos inicials, els debats orals i els textos finals.
Per assolir aquests objectius s'ha adoptat una metodologia ex post facto, amb un enfocament descriptiu-explicatiu i un disseny combinat d'anàlisi de dades amb tècniques quantitatives i tècniques qualitatives. Per cadascun dels objectius s'han dut a terme diversos nivells d'anàlisi: per la totalitat dels estudiants (n=77), per cadascun dels grups de seminari i segons els dos tipus de debat.
Els resultats indiquen una millora en l'evolució de les estratègies argumentatives escrites com efecte de la interacció grupal, així com canvis significatius en els punts de vista sobre els temes debatuts. Pel que fa al discurs argumentatiu oral, els participants manifesten, en ambdós debats, la mateixa estructura argumental i similars seqüències i patrons d'interacció. Tot i així, en alguns episodis temàtics s'observa una adaptació a la demanda de la tasca que implica canvis en els patrons d'interacció. Alhora, també s'observen diferències significatives respecte la incorporació de diferents veus provinents de les lectures o dels debats, tant en les produccions escrites com orals dels estudiants.
Esta investigación pretende describir las estrategias argumentativas que los estudiantes universitarios utilizan en situación de debate parar construir el conocimiento. El estudio se ha llevado a cabo a partir de dos escenarios diferentes de aprendizaje; un primer debate de rol clásico, en el cual unos participantes adoptan la posición a favor de uno de los componentes del dilema expuesto y otros defienden la posición contraria. Y un segundo debate de role-playing, en el cual los participantes adoptan un rol profesional y actitudinal en la dramatización de una reunión profesional con la finalidad de llegar a unos acuerdos para la resolución de un caso práctico.
Los objetivos de esta investigación se centran en, a) conocer cuál es el conocimiento declarativo de los participantes sobre el debate como metodología para construir conocimiento, b) el estudio de las estrategias argumentativas tanto escritas como orales en los alumnos de primer curso de educación superior, c) analizar el contenido y la estructura argumentativa oral entendida como la secuencia de argumento, contraargumento y refutación, d) analizar los tipos de contraargumentos y refutaciones, las secuencias argumentativas, los patrones de interacción y e) analizar la incorporación polifónica (o de otras voces) en los textos iniciales, los debates orales y los textos finales.
Para conseguir estos objetivos se ha adoptado una metodología ex post facto, con un enfoque descriptivo-explicativo y un diseño combinado de análisis de datos con técnicas cuantitativas y técnicas cualitativas. Para cada uno de los objetivos se han llevado a cabo diversos niveles de análisis: para la totalidad de los participantes (n=77), para cada grupo de seminario y en función de los dos tipos de debates.
Los resultados indican una mejora en la evolución de las estrategias argumentativas escritas como efecto de la interacción grupal, así como cambios significativos en los puntos de vista sobre los temas debatidos. En referencia al discurso argumentativo oral, los participantes manifiestan en ambos debates la misma estructura argumental y similares secuencias y patrones de interacción. Sin embargo, en algunos episodios temáticos se observa una adaptación a la finalidad de la actividad que implica cambios en los patrones de interacción. Al mismo tiempo, también se observan diferencias significativas respecto a la incorporación de diferentes voces provenientes de las lecturas o de los debates, tanto en las producciones escritas como orales de los estudiantes.
The scope of this study is to describe the argumentative strategies students use in a debate situation in order to construct knowledge. This study was carried out in two different learning contexts; a classic role in the first debate, where some participants take a position in favour of a component of the dilemma to be faced and others defend the contrary position. And a second debate of role-playing, in which participants adopt a professional role and attitude in the dramatization of a professional meeting with the purpose of reaching agreement to solve a practical case.
The aims of this research focuses on a) finding out the participants' declarative knowledge about debate as a methodology to contruct knowledge, b) studying written and oral argumentative strategies of firstyear undergraduate students, c) analyzing the content and structure of oral argumentation when it is understood as a sequence of argument, counterargument and refutation, d) analyzing the types of counterarguments and refutations, argumentative sequences, patterns of interaction and e) analyzing the polyphonic incorporation (other voices) in the initial texts, oral discussions and final texts.
In order to achieve these aims, an ex post facto methodology has been adopted, with a descriptive-explanatory approach, and a combined design of data analysis with quantitative and qualitative techniques. For each aim several levels of analysis were carried out: for the whole students (n=77), for each seminary group and according to two types of debates.
The results indicate an improvement in the argumentative writing strategies development due to group interaction effects, as well as significant changes in points of view on the issues discussed. In terms of oral argument speech, participants expressed the same argument structure and similar sequences and interaction patterns in both debates. However, in some thematic episodes there is an adaptation to the demands of the task that involves changes in the interaction patterns. Moreover, there are also significant differences between the different voices from the readings and discussions, both in written and oral students' production.

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Batlle, Rodríguez Jaume. "La organización secuencial de las reparaciones en interacciones entre profesor y alumnos de español como lengua extranjera centradas en el significado: Repercusión en la intersubjetividad y la competencia interaccional de los hablantes." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/390950.

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Este trabajo investiga la organización secuencial de las reparaciones en las interacciones centradas en el significado que se producen entre un profesor y sus alumnos en el aula de español como lengua extranjera, cómo se restablece la interacción tras las diferentes secuencias de reparación y qué implicaciones tienen las reparaciones estudiadas para caracterizar la competencia interaccional de los hablantes. En primer lugar, se presenta un marco teórico con el que se establece qué se entiende por conversación y se detallan las principales características de esta acción comunicativa desde la perspectiva de la etnometodología y, sobre todo, el Análisis de la Conversación. Esta primera parte teórica nos permitirá conocer, además, cómo se entiende el habla en interacción que se produce entre las personas en contextos institucionales y, más concretamente, en el contexto del aula. Posteriormente se presenta el concepto de reparación, se define y se detallan los principales aspectos que lo caracterizan. Ello nos permitirá poder acercarnos a las diferentes organizaciones secuenciales a partir de las cuales se solucionan los problemas en interacción. Esta tipología se fundamenta en qué hablante señaliza la existencia de un problema en la interacción y quién lo soluciona. Este segundo apartado teórico nos permitirá conocer en profundidad el fenómeno de estudio y permitirá contextualizar teóricamente el estado de la cuestión. En tercer lugar, se expone el estado de la cuestión en relación a los estudios sobre la reparación en el ámbito del aula de lenguas extranjeras. Aquí se hará hincapié en los hallazgos más representativos de las investigaciones que se han producido en el ámbito de esta tesis doctoral. Tras ello, se presentan los objetivos de la investigación, los cuales estriban en realizar un examen exhaustivo de este fenómeno las interacciones entre profesor y alumnos en el aula de español como lengua extranjera y que están centradas en el significado. El análisis de las secuencias, que se va a fundamentar en la tipología de reparaciones que se establece en función de quien marca la existencia del problema y de quien lleva a cabo la reparación, va a permitir también indagar en otro determinado aspecto: cómo se restablece la interacción una vez el problema ya se ha solucionado. Específicamente, el foco de atención de este segundo objetivo estará en determinar cuál es el papel de los roles participantes a la hora de restablecer la interacción y, por lo tanto, la intersubjetividad y la comprensión mutua que mantenían los hablantes antes de la secuencia de reparación. Por último, se va a establecer un tercer objetivo, el cual se fundamenta en conocer cuál es la relación que se establece entre las reparaciones analizadas y la competencia interaccional de los hablantes. El análisis de las reparaciones producidas en las interacciones objeto de estudio que se va a llevar a cabo demuestra que existe una fuerte presencia de secuencias de reparación de carácter didáctico, pese a que el foco de atención está en el significado, que la complejidad de las secuencias de reparación analizadas invitan a ser estudiadas en el contexto en el que se producen y que el rol que adopta el profesor es fundamental a la hora de restablecer la interacción debido a las mismas características secuenciales de la reparación. Por lo tanto, el restablecimiento de la interacción, que se podría catalogar como fenómeno que demuestra una determinada competencia interaccional, y las secuencias de reparación objeto de análisis determinan que este tipo de interacciones difieren de las interacciones fuera del aula y no propician, en cierta medida, un desarrollo de la competencia interaccional de los alumnos a partir de la gestión de la solución de problemas en la interacción.
This research studies the sequential organization of the repair in meaning-focused interaction between a teacher and his students, how is re-established the interaction after solving the problem and which kind of implications the repair sequences studied have on the characterization of the interactional competence of the speakers. After showing the theoretical framework with the aim to establish what we understand by conversation from the Conversation Analytic point of view, the repair will be presented as a special resource to solve the problems in interaction. Secondly, this mechanism will be related to the classroom language interaction in order to present the state of the art of the research in repair in the foreign language learning and speaking. Once introduced the theoretical framework, the main objectives and the research methodology, we will carry out the analysis of the repair sequences produced by the teacher and his students in the data recorded. The analysis will show us that, instead of being focused on meaning, the main type of repair found is based on a didactic ground. Moreover, it will be proved that the sequential organization of the repair system is in some cases more complex than it could be expected. On the other side, the data show that the teacher is the main role to re-establish the conversation after the repair sequence. The contingencies of the sequential process involved in the repair system triggers a turn-taking system whose consequence is the teacher's need for participation. Finally, our data analysis leads us to see the importance of the repair system to label the students' interactional competence and the teacher's classroom interactional competence. The analysis shows that we can't understand this kind of interaction as a tool to gain the interactional competence involved in the repair practice.

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Portillo, Vidiella Maria Cinta. "La construcció del coneixement moral compartit a través del diàleg a les assemblees escolars." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/385733.

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Aquesta tesi té com a finalitat última aprofundir en l'observació, identificació i anàlisi de la influència educativa en situacions d'interacció social en el context de les assemblees de classe, com a gènere discursiu de parla pública col•lectiva plurigestionada i com a pràctica educativa escolar per a la construcció de la personalitat moral individual i de grup. Més concretament, els objectius específics són: (i) Identificar, descriure i analitzar la seqüència d'activitat conjunta (SAC) que els i les participants construeixen a les assemblees de classe, per tal de delimitar les formes d'organització de l'activitat conjunta construïdes a partir de les seves actuacions; detectar els patrons d'actuacions que defineixen les formes d'organització; i identificar les funcions educatives, l'articulació i l'evolució que tenen aquestes formes d'organització. (ii) Analitzar els enunciats de les actuacions dels segments d'interactivitat per identificar-hi formulacions normatives vinculades a les seves funcions educatives i a les dimensions de gestió de l'estructura de participació social i de la tasca i de gestió del contingut, determinar en quines categories temàtiques es poden classificar les formulacions normatives i establir relacions amb els temes morals de referència que les orienten. (iii) Identificar i analitzar quins són els mecanismes de construcció progressiva de sistemes de significats compartits que s'observen en la manera com es presenten les formulacions normatives i en la manera com s'impulsen a través de les estructures conversacionals on aquestes apareixen. (iv) Identificar indicadors de les característiques educatives globals de la seqüència d'activitat conjunta que ens acostin al coneixement de la cultura moral de les assemblees analitzades. El posicionament teòric i metodològic de referència engloba els marcs conceptuals de la concepció de la construcció de la personalitat moral, de la concepció constructivista de l'ensenyament i l'aprenentatge i els estudis del llenguatge que conceben el discurs integrat en l'activitat social i que estan orientats al desenvolupament de la competència comunicativa en els diversos contextos on es desenvolupa l'activitat social. Des d'aquests posicionaments integrats, l'estudi es concreta en l'anàlisi de la influència educativa en un curs escolar d'assemblees de classe. Es tracta d'una aproximació metodològica a l'estudi de casos, que segueix un model d'anàlisi de la interactivitat entre els i les participants, per identificar, en dos nivells d'anàlisi com construeixen la seva activitat conjunta. D'acord amb els objectius específics, el primer nivell pretén identificar els segments d'interactivitat. El segon nivell d'anàlisi cerca examinar els mecanismes semiòtics del discurs dels i de les participants, per saber com es construeixen progressivament sistemes de significats compartits sobre les formulacions normatives dels enunciats del discurs i mitjançant quines estructures conversacionals es presenten i s'impulsen. Els resultats mostren la pertinença del model d'anàlisi emprat a la tesi. En el primer nivell d'anàlisi, avalen l'interès d'analitzar les formes d'organització de l'activitat conjunta, mitjançant la identificació dels patrons d'actuacions articulades dels i de les participants. El resultat han estat onze segments d'interactivitat, articulats de forma complexa, que desenvolupen les funcions d'organització, deliberació i regulació. Dins del segon nivell d'anàlisi, hem identificat un gran nombre de normes que hem classificat en: regulació de la gestió de la participació social i la tasca i de la gestió del contingut. Com a resultat hem identificat un nombre molt similar de normes adreçades a cada una d'aquestes dues gestions en què s'organitza l'activitat conjunta. L'anàlisi del contingut temàtic de les normes ens ha permès obtenir el conjunt de les categories morals, que, relacionat amb els temes morals universals, ens ha proporcionat el mapa de l'orientació moral de la SAC. Per finalitzar, l'anàlisi de les estructures conversacionals que presenten i impulsen les normes ens ha donat com a resultat que les més freqüents són les que presenten les normes amb arguments i explicacions per afavorir la seva comprensió, sense imposar-les. En conclusió, a les assemblees analitzades, les formes d'organització, la gestió de la participació social i la tasca i el contingut són objecte d'aprenentatge, fins i tot sense una planificació prèvia al respecte. Quant al discurs normatiu, la seva orientació pretén ajudar l'alumnat a regular la conducta i a fomentar la presa de consciència.
The ultimate aim of the thesis is to identify, analyze and assess the extent of educational influence on social interaction in class assemblies, as a discursive genre of collective public speaking and as an educational practice contributing to the construction of the moral personality in the school environment. The specific objectives are: (i) To identify, describe and analyze the joint activity sequence (JAS) that participants construct in the assemblies, with a view to defining the forms of organization of the joint activity; to detect patterns of actions, and to identify the educational functions of these; (ii) To analyze the discourse of the participants in order to identify the presence therein of normative formulations in the management of social participation and of the task, and in the management of content, to determine thematic categories of these normative formulations, and to establish relationships with the key moral issues; (iii) To identify mechanisms of progressive construction of systems of shared meanings in how the normative formulations are presented and promoted by way of the conversational structures in which they appear; and (iv) To identify the overall educational characteristics of the JAS as an approach to understanding the moral culture of the assemblies analyzed. The theoretical and methodological positions embrace the concept of the construction of the moral personality, the constructivist conception of teaching and learning, and studies of language for the development of communicative competence in social activity. On the basis of these integrated positions the study focuses on the analysis of educational influence in a school year of class assemblies. This is a case-study methodology, in which the analysis of the interaction between the participants is conducted on two levels. The first sets out to identify the forms of organization of the joint activity or the segments of interactivity. The second examines the semiotic mechanisms of the participants' discourse by way of the normative formulations of the utterances and conversational structures in which they appear. The results are, first, the identification of eleven segments of interactivity, articulated in a complex manner, which perform the functions of organization, deliberation and regulation; the identification of the large number of rules governing not only the social participation but also the task and the content. After analyzing the thematic content of the norm, we arrived at the set of moral categories of the JAS, which, in relation to universal moral questions, provided us with a map of the moral orientation of the JAS. Finally, the analysis of conversational structures has shown that the most frequently employed are those that present the norms with explanations and arguments to facilitate their comprehension, without imposing them. We conclude this summary with the assertion that, in the class assemblies analyzed, the forms of organization, the management of social participation and the task and the content are all the subject of learning, despite there having been no prior planning to this end, and that the norms analyzed are intended to help students regulate their behavior and enhance their awareness.

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Bellini, Serge. "Insécurité linguistique et alternance codique : le cas des professeurs de biologie dans les classes bilingues franco-moldaves." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030013.

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Notre recherche a été motivée par l’observation personnelle que nous avons pu faire des dispositifs d’enseignement bilingues scolaires en Europe centrale et orientale. Il nous ait paru justifié d’apporter notre réflexion à la problématique générale de l’enseignement bilingue. Nous avons choisi comme entrée la description, au sein du dispositif franco-moldave, des pratiques de classes des professeurs de biologie dispensant leur discipline en utilisant le français. Notre observation se focalise sur la gestion de leurs compétences langagières dans l’alternance entre le roumain et le français. Pour ce faire nous nous appuyons sur les analyses d’un corpus d’entretiens avec les enseignants et d’un corpus important de cours filmés.Nous sommes inscrits dans une démarche ethnographique en convoquant les outils de l’analyse interactionnelle. Notre analyse montre que, dans les classes observées, la transmission des connaissances disciplinaires se fait soit dans un registre monolingue L1 ou L2, soit dans un registre bilingue L1 et L2.La description détaillée que nous en faisons, montre des stratégies d’enseignement appliquées à la discipline avec une intégration de la L2 plus ou moins importante.Paradoxalement, les enseignants disposant moins de compétences langagières en L2 développent davantage un enseignement bilingue, soit un enseignement en deux langues, de leur discipline.En résumé, la gestion raisonnée de l’alternance codique est le coeur du processus de l’enseignement bilingue dont le bénéfice repose sur la maitrise de celle-ci
Our research was motivated by personal observation realized in bilingual education systems of Central and Eastern Europe. We found it, justified tobring our thoughts to the general issue of bilingual education. We chose to enter in the reflection by the descriptive way of franco-moldovian practica classes of biology, where teachers provide their discipline using French. Our observation focuses on the management of their language skills in the alteration between Romanian and French built on the analysis of the corpus of interviews with the teachers and another filmed one with the lessons.To achieve this, we entered into the ethnographic approach applying the tools of the interactional analysis. Our analysis shows that in the classes underobservation, the transmission of discipline was made either in a monolingualL1/L2 register or in bilingual L1 and L2 one. The detailed description we make shows the teaching strategies applied with more or less important integration of L2 in the discipline.Paradoxically enough, the teachers with less L2 language skills develop moreb ilingual education, meaning more instructions in two languages in their discipline.To summarize, the heart of the process of bilingual education is the rational management of code-switching and the benefit is based on the level of its mastery
Cercetarea noastră a fost motivată de observația personală pe care amputut sa o facem a sistemelor școlare de învățământ bilingv din EuropaCentrală și de Orientală. Ne pare a fi justificat de a aduce reflecţia noastrăasupra problemei generale a învățământului bilingv. Am ales să abordămreflecţia prin descriere, în cadrul dispozitivului franco-moldovenesc, orepractice a profesorilor de biologie care asigură disciplina utilizînd limbafranceză. Analiza noastră se concentrează pe gestionarea competențelorlingvistice în alternanța între limba romană și limba franceză sprijinindu-ne peanalizele unui corpus de interviuri cu profesori și a unui corpus foarteimportant, a lecţiilor filmate.Pentru a face acest lucru, noi ne-am înregistrat la o abordareetnografică convocînd instrumentele unei analize interacționale. Analizanoastră arată că în clasele observate, transmiterea de cunoștințe disciplinare seefectuiaza fie într-un registru L1 monolingv sau L2 sau într-un registru bilingvL1 și L2. Descrierea detaliată pe care noi o facem, arată strategii de predareaplicate la disciplină cu o integrare a L2 mai mult sau mai puțin importantă.În mod paradoxal, profesorii care dispun de mai puţine competențelingvistice în L2 dezvoltă un învățământ bilingv, fie un învăţămînt în douălimbi, a disciplinei lor.Pe scurt, gestionarea rațională a alternanţei codicale este centrulprocesului învăţămîntului bilingv, a cărui beneficiu se bazează pe stăpânireaacesteia

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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.

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Clinquart, Anne-Marie. "La reformulation dans des situations interactives contrastées. Stratégies de discours en français parlé dans des échanges radiophoniques et des conversations en classe de Français Langue Etrangère." Rouen, 1995. http://www.theses.fr/1995ROUEL215.

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La reformulation d'un énoncé dans des échanges oraux, aspect particulier des pratiques métalangagières, est un indicateur important de la maîtrise de la langue. A partir des diverses théories de l'interaction verbale, cette thèse propose un appareil descriptif des formes et des fonctions des différentes figures de la reformulation en situation d'échange. Le repérage de ces figures - répétition, définition, explication, résumé, commentaire, synonymie, correction - et l'analyse des stratégies interactives dans lesquelles elles s'inscrivent, permettent, à travers l'étude d'un corpus qui oppose deux pôles de la maîtrise de la langue (situations endolingue et exolingue), de témoigner des aptitudes linguistique, discursive et communicationnelle d'un locuteur donné
Among metadiscursive processes, rewording in oral communication is a highly reliable indicator of the speaker's command of any given language. Taking current theories of verbal interaction as a guide, this study is devoted to a fullscale description of the forms and functions of rewording in conversational exchanges. Supplied with an extensive corpus of spoken french contrasting two poles of language mastery (i. E. Native vs. Non-native participants), the analyst claims to be in a position to form a judgment over the speakers' skill in the field of language, discourse and communication, after the full range of rewording devices have been identified - namely : repeating, defining, explaining, summarizing, synonymizing, correcting and denominatingand the interactional strtegies in which they occur duly examined

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Sosnowski, Katyúscia. "Professores e o ensino de artes visuais online: interações multiculturais críticas." Universidade do Estado de Santa Catarina, 2011. http://tede.udesc.br/handle/handle/787.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aims to investigate the construction of the pedagogical planning of two art teachers one from Caxias do Sul (RS) and another from Aracaju (SE) - as well as the didactic-pedagogical interactions between them, in a virtual learning environment (AVA), in a proposition of online art teaching, based on a critical multiculturalism approach. It also aims to explore which were the art contemporary thematic they propose. And, at last, it is intended, in this investigation, to observe the relevance of the focusing on the critic teaching practice as a need to overcome traditional methods and transform them, producing new knowledge about the practice online. For that, it was investigated the teaching practices of the teachers with their ninth year of elementary school students, in the experience: Virtual Learning Platforms: a path of inclusion through art - 2010, held at the Moodle platform, at the Center for Distance Education - UDESC. It was listed, among other authors, the writings of Peter McLaren (2000), regarding to the studies of critical multiculturalism, Silva s (2010) on Education Online, Rosa (2004), Gatti and Barreto (2009) in teacher training, Santaella (2003) and Domingues (1997 , 2002) in the dialogues between the Contemporary Art with the Information Technologies and Communication, and at last, we get close to the writings of Fonseca da Silva (2010), Pimentel (2010) and Biazus (2009) in their investigations about the art teaching and the contemporary technologies setting up the theoretical field of this study. In this research it was set up an approximation among the teacher training and the art teaching in contemporaneousness with the online education, as well as contemporary Art's relations with ICTs. Through a qualitative research, having as parameter the Content Analysis methodology proposed by Bardin (1977), Franco (2007), it was established as data collection instruments: the observation of the records of the forums, journals and chats within the virtual learning environment, from which the analysis was done. As main results of this investigation, it is highlighted the online education as one alternative to the art training and teaching; the critical multiculturalism focused in the transforming action aimed to democracy and social justice as a significant approach in the Brazilian art education, besides the enlargement of the art teaching concept. It is also attempted to the importance of training teachers to educate in the cyberspace. And to the availability in overcoming the challenges of planning and educating, faced by the teachers in the experience of online exchange between the two teacher s groups, understood through the interactions recorded in the AVA
Esta dissertação tem como objetivo investigar a construção do planejamento pedagógico de duas professoras de artes - uma de Caxias do Sul (RS) e outra de Aracaju (SE) - bem como as interações didático-pedagógicas entre elas, em um ambiente virtual de aprendizagem (AVA), numa proposta de ensino de arte online, embasada de um viés multicultural-crítico. Objetiva, também, explorar quais foram as temáticas contemporâneas de arte propostas por elas. E por fim pretende-se, nesta investigação, observar a relevância do enfoque da prática docente crítica como necessidade de superar formas tradicionais e de transformá-las, produzindo novos conhecimentos sobre a prática online. Para isso, investigaram-se as práticas docentes das professoras, com seus respectivos estudantes de nono ano do Ensino Fundamental, na experiência: Plataformas virtuais de aprendizagem: um caminho de inclusão por meio da arte - 2010, realizada na Plataforma Moodle do Centro de Educação a Distância UDESC. Elencamos, entre outros teóricos, os escritos de Peter McLaren (2000) no que tange aos estudos do Multiculturalismo-crítico, os de Silva (2010) sobre Educação online, Rosa (2004), Gatti e Barreto (2009) na formação de professores, Santaella (2003) e Domingues (1997, 2002) nos diálogos da Arte contemporânea com as Tecnologias de Informação e Comunicação, e por fim, nos aproximamos dos escritos de Fonseca da Silva (2010), Pimentel (2010) e Biazus (2009) em suas investigações sobre o ensino da arte e as tecnologias contemporâneas marcando o campo teórico desse estudo. Nesta pesquisa estabelece-se uma aproximação entre a formação do professor e o ensino de arte na contemporaneidade com a Educação online, bem como as relações da Arte contemporânea com as TICs. Por meio de uma pesquisa qualitativa, tendo como parâmetro a metodologia de Análise de Conteúdos proposta por Bardin (1977), Franco (2007), estabeleceram-se como instrumentos de coleta de dados: a observação dos registros nos fóruns, diários e chats dentro do AVA, a partir dos quais fez-se a análise. Como principais resultados dessa investigação destacam-se a Educação online como uma alternativa à formação e ao ensino de arte; o Multiculturalismo-crítico focado na ação transformadora com vistas à democracia e à justiça social, como um viés significativo na educação em arte brasileira, além da ampliação do conceito de ensino de arte. Atenta-se, também para a pertinência de formar professores para educar no ciberespaço. E para a disponibilidade em superar os desafios de planejar e educar, enfrentados pelas professoras na experiência de interações online entre as duas turmas, compreendido por meio das interações registradas no AVA

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Bannani, Rouaissia Sabrina. "Pour une prise en charge des difficultés de la compréhension orale en FLE : cas des collégiens tunisiens issus des milieux défavorisés." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0466.

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Ce travail s’inscrit dans le champ de la didactique de l’oral et a pour objet l’étude des interactions verbales dans les classes de collèges tunisiens, pour les apprenants en difficulté, issus des milieux défavorisés.Malgré les efforts investis par les enseignants, et parce qu’ils sont individuels et conçus anarchiquement, ils sont vains et la démotivation est d’une telle ampleur qu’elle inhibe tout acte d’apprentissage aussi réduit qu’il soit. Les enseignants sont conscients de la nécessité de faire acquérir la compétence orale à ces apprenants, la considérant comme accessible mais ils oublient parfois que contrairement aux milieux favorisés, la majorité des apprenants issus des milieux défavorisés exercent un oral d’une langue étrangère qu’ils ne pratiquent jamais en dehors de l’école. Comment former les élèves aux compétences de compréhension et de production de l’oral, compte tenu du contexte particulier des classes de FLE dans les milieux défavorisés ?Quel projet de prise en charge propose-t-on pour éviter l’échec et amener les apprenants en difficulté à avoir des représentations objectives et positives, vis-à-vis d’eux-mêmes, d’une part, de l’école voire de l’apprentissage en général, et du français en particulier d’autre part.Nous cherchons ainsi à déterminer quel contexte peut favoriser l’émancipation des apprenants en difficulté par leurs prises de parole, afin de contribuer à la didactique de l’oral et proposer quelques pistes didactiques qui rendraient ces apprenants actifs en classe, leur donnant l’occasion de prouver leur existence par la participation d’une part, et l’engagement dans la construction du savoir qui leur est enseigné d’autre part
This research fits in the field of oral didactics and it aims to study the verbal interactions in the classes of Tunisian middle schools, for learners in difficulty, coming from underprivileged backgrounds.Despite of the efforts, invested by the teachers, and because they are individual and conceived anarchically, they are vain and the demotivation is of such a magnitude that it inhibits any act of learning however small it can be.Teachers are now aware of the need to develop the oral skill for these learners in difficulty, considering it as accessible but they sometimes forget that unlike the privileged areas, the majority of learners from underprivileged areas practice speaking a foreign language which they never use outside of school.What do the FFL methodologies tangibly offer, for teaching oral skills, taking into account students in difficulty?How to train students in oral comprehension and production skills, given the particular context of FFL classes in underprivileged areas?What support plan is proposed to prevent failure and to bring learners in difficulty to have objective and positive representations, vis-à-vis themselves, on one hand, the school alike learning in general, and French in particular on the other hand?In that way, we seek to determine which context can favor the emancipation of learners in difficulty by their speaking up in order to contribute to the oral didactics field and to propose some didactic paths that would make these learners active in the classroom, thus giving them the opportunity to prove their existence through participation, on one hand, and commitment to building the knowledge that is taught to them on the other hand

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Werner, Petra. "Ett medialt museum : lärandets estetik i svensk television 1956-1969." Doctoral thesis, Södertörns högskola, Estetik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30912.

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This thesis investigates the aesthetic interpretation of learning processes in television produced and broadcast in Sweden between 1956 and 1969. The thesis explores how these programmes are linked to concepts of Bildung by their aesthetics, by which the intangible cultural heritage is entrusted in the form of oral and visual traditions, storytelling and games/play, where learning is the common denominator. The programmes are divided into three categories: aesthetics of attentiveness, aesthetics of tale/storytelling and aesthetics of play. The detailed, thick, descriptions of the programmes emanating from the close-readings shall be, together with the aesthetic categories that I have formulated and expressed in a model, regarded as the survey’s key findings. The starting point of the central theoretical model of the thesis is André Malraux’s idea of an imaginary museum of imagination in which photo reproductions can constitute a collective memory, and thus bepart of an intangible heritage. Based on this idea of an imaginary museum, I have constructed a conceptual model called a medial museum, valid in its own time as well as for posterity. The theoretical models that the study gain support from are characterized by phenomenological and hermeneutical perspectives, as I refer to a phenomenological-hermeneutical method when analysing the programmes, and at the same time underline the phenomenological-hermeneutically based aesthetics in the analysed programmes, where aesthetic interpretation of learning processes in terms of attentiveness, tale and play is of a phenomenological-hermeneutic character. For a broad perspective on learning processes, theoretical support is acquired both from the German philosopher Hans-Georg Gadamer and his hermeneutic of traditions and from the French philosopher Jacques Rancière and his emancipatory ideas of pedagogy and aesthetics. Furthermore, the French philosopher Paul Ricœur and his thoughts on importance of storytelling for knowledge formation have had significant influence on the work. Regarding the concepts of play, I have made use of both Gadamer’s ideas of art experience as play and of Donald W. Winnicott’s theories about play as transitional area. In the programmes’ aesthetics is found a depiction of a broadened interpretation of Bildung, where processes of learning comprise a direct sensual perceiving, attentiveness, storytelling/tale and play. Moreover, within the programmes’ managing of an intangible cultural heritage, I have found an expression of an interplay between modernity and tradition, with emphasis on the historical significance of the present, and rooting in the past of everyday life, where expectation on the future and the memory of the past can co-exist. To summarise, the study suggests the possibility to understand aesthetics as an epistemology using sensuous experience as basis for a conceptual knowledge about how to understand the world. Thereby, one can comprehend aesthetics as pedagogy per se.

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Barbosa, Marcelo de Barros. "EUPAT for WoW: Uma ferramenta de assist?ncia ? programa??o por usu?rio final." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18069.

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Neste trabalho, apresentamos uma ferramenta cujo intuito ? auxiliar n?o-programadores, jogadores de videogame, na cria??o de extens?es na forma de Add-ons para World of Warcraft, o jogo online. Nele, o usu?rio pode criar extens?es customizando completamente sua interface, de forma a reinventar a sua experi?ncia de jogo e melhorar sua jogabilidade. A cria??o de extens?es para aplicativos e jogos surgiu da crescente necessidade de fornecer aos usu?rios mecanismos eficientes de Programa??o por Usu?rio Final, permitindo que os mesmos preenchessem suas necessidades singulares atrav?s da cria??o, customiza??o e especifica??o de extens?es em software. Em World of Warcraft mais especificamente, os Add-ons exploram um tipo de extens?o na qual os jogadores passam a programar sua pr?pria interface de usu?rio ou a fazer uso de interfaces criadas por outros usu?rios. No entanto, realizar a programa??o dessas extens?es - os Add-ons - n?o ? uma tarefa f?cil. Dentro deste contexto, desenvolvemos a ferramenta EUPAT for WoW (do ingl?s, End-User Programming Assistance Tool for World of Warcraft) que oferece assist?ncia ? cria??o de Add-ons. Al?m disso, investigamos como usu?rios jogadores com e sem conhecimento de programa??o s?o beneficiados. Os resultados desta pesquisa permitiram refletir sobre as estrat?gias de assist?ncia de programa??o por usu?rio final no contexto de jogos

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Abreu, Filipa Cordes Aniceto Martins de. "User-generated game design for creativity in education : audio-visual and tangible user interaction models." Doctoral thesis, 2019. http://hdl.handle.net/10400.14/32143.

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This dissertation explores how the use of multimodal digital games can be implemented in the educational environment of Macau S.A.R., particularly in Kindergarten levels. Today's children need innovative skills to be productive, and creativity and collaboration are two essential pillars in their learning development. Solutions involving technology can now form a bridge between Humans and their natural needs, through immersion in digital environments, which are vibrant with physical objects. Knowledge and information are changing rapidly, and digital interactive experiences are progressively being studied and used as tools to address several physical and emotional difficulties during the learning process. Humans grow by tackling necessary physical manipulations as part of their natural learning development. During our research studies, we encouraged the use of digital games in school environments, and we encountered resistance when trying to establish the benefits of this practice, both in the teaching and learning environments. To overcome this challenge, we created and completed experimental studies in several schools, by introducing multimodal digital games in the three kindergarten levels of Macau's educational system. With this in mind, we created a framework with multimodal experiences based on flexible design patterns that exploit essential visual, audio, and tangible elements. Children, from three to six years of age, learn and play through fun activities and subsequently trigger creative behaviors following User-Centered design approaches. We used out-of-the-shelf commercial game platforms (for learning) that have been implemented in learning environments and educational curriculums around the world. We gathered data from these studies, giving us insight into how children interact with digital devices and physical objects in a learning environment sparking the aforementioned creative behaviors. We also confirmed that these platforms can have a significant impact on engagement when used in a collaborative environment and that creative behavior arises once freedom is given to children in a specific dynamic environment. Multimodal Digital Game Design Models: Fostering Creativity in Macau’s Educational System The collaborative engagement was observed and strongly supported when games were used in this context. When exposed to new exciting, fun, and challenging environments, children create different solutions for the task at hand. The study leads to the conclusion that the cooperative and social nature of digital and tangible experiences is a vital and challenging behavior integrated into the learning development of a child. Multimodal and augmented reality interfaces combine both the digital and physical worlds to guide actions and behaviors, providing opportunities for users to develop new and old concepts and skills. Through game-based learning, at an early stage, children effectively develop their character and ideas by being exposed to new ways of interaction and physical flexibility. The outcome of this doctoral research project resulted in a framework to support creativity in schools with multimodal digital games in learning environments. The said framework has User-Centered Design and Human-Computer Interaction for children, in consideration, as well as the incorporation of multimodal experiences based on flexible design patterns. Our future work will consist of implementing a strategy for the large-scale application of this framework in schools in Macau S.A.R. and the encouragement of creative thinking in other more complex scenarios. Future game designs focused on multimodal digital games are also planned to be developed, having into account the findings of interactivity and creativity published in this Doctoral Thesis.
Esta tese explora como o uso de jogos digitais multimodais podem ser implementados numa atmosfera educativa em Macau, especificamente nos níveis de jardim de infância. As crianças de hoje precisam de habilidades inovadoras para serem produtivas, e a criatividade e a colaboração são dois pilares essenciais no desenvolvimento da aprendizagem. As soluções que envolvem a tecnologia, podem formar uma ponte entre os seres humanos e suas necessidades naturais, através da imersão em ambientes digitais, que são empolgantes usando objectos físicos. O conhecimento e a informação estão a modificar-se rapidamente, e as experiências interativas digitais estão sendo progressivamente estudadas e usadas como ferramentas para lidar com várias dificuldades físicas e emocionais durante o processo de aprendizagem. Os seres humanos crescem enfrentando as manipulações físicas necessárias como parte do seu desenvolvimento natural de aprendizagem. Durante os nossos estudos de investigação, incentivámos o uso de jogos digitais nos ambientes escolares e encontramos resistência ao tentar fundar os benefícios dessa prática, tanto nos ambientes de ensino como na aprendizagem. Para superar este desafio, criámos e concluímos estudos experimentais em várias escolas, introduzindo jogos digitais multimodais nos três níveis do jardim de infância do sistema educativo de Macau. Tendo isto em mente, criámos uma estrutura de enquadramento com experiências multimodais baseadas em padrões de design flexíveis e que exploram elementos visuais, de áudio e de tangibilidade. Crianças dos três aos seis anos de idade aprendem e brincam através de actividades divertidas e, em seguida, desencadeiam comportamentos criativos seguindo abordagens de design centradas no usuário. Usámos plataformas de jogos comerciais (para a aprendizagem) que foram implementadas em ambientes de aprendizagem e currículos educacionais em todo o mundo. Reunimos através destes estudos, dados, adquirindo informações sobre como as crianças interagem com dispositivos digitais e objectos físicos num ambiente de aprendizagem, desencadeando comportamentos criativos como mencionados acima. Confirmamos também, que estas plataformas podem ter um impacto significativo no seu empenho quando usadas num ambiente colaborativo, em que comportamentos criativos surgem quando a liberdade é dada às crianças num ambiente dinâmico específico. Multimodal Digital Game Design Models: Fostering Creativity in Macau’s Educational System O desempenho colaborativo foi observado e fortemente apoiado quando os jogos foram utilizados neste contexto. Quando expostos a ambientes novos, de desafio, de diversão, e de grande emoção, as crianças criam soluções diferentes para a tarefa em questão. O estudo leva à conclusão de que a natureza cooperativa e social das experiências digitais e tangíveis é um comportamento vital e de grande desafio, integrado no desenvolvimento da aprendizagem de uma criança. As interfaces multimodais e de realidade aumentada combinam os mundos digital e físico para orientar acções e comportamentos, oferecendo oportunidades para os usuários desenvolverem novos e antigos conceitos e habilidades. Através da aprendizagem baseada em jogos, numa etapa inicial, as crianças desenvolvem efectivamente o seu caráter, e ideias, sendo expostas a novas formas de interacção e flexibilidade física. O resultado deste projecto de investigação de doutoramento, resultou numa estrutura de enquadramento que visa a apoiar a criatividade nas escolas através de jogos digitais multimodais em ambientes de aprendizagem. Esta estrutura possui elementos de Design Centrado no Usuário e na Interação Humano-Computador para as crianças em consideração, bem como a incorporação de experiências multimodais baseadas em padrões de design flexíveis. No futuro o nosso trabalho, consistirá na implementação de uma estratégia para a aplicação em larga escala, desta estrutura de enquadramento nas escolas de Macau e num incentivo ao pensamento criativo em outros cenários mais complexos. Também estão planeados futuros projectos de jogos focados em jogos digitais multimodais, levando em consideração os resultados da interatividade e da criatividade publicados nesta tese de doutoramento.

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Bills, Dianne. "Adolescents' talk in class : the social and institutional work of being a student." 2000. http://arrow.unisa.edu.au:8081/1959.8/25001.

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This is a study of adolescent students talking in the classroom. It combines a sociocultural approach to learning with an ethnomethodological view of talk as social action and examines how young adolescents accomplish, in class, the work of 'being students'. Sociocultural theory takes the view that school is one of the contexts in which young people grow into mature social, cultural and institutional practices, through social interaction with 'expert' others.
thesis (PhD)--University of South Australia, 2000.

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Alsada, Lisa. "Development and testing of an audio-visual aid for improvement of infant oral health through primary caregiver education." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94989&T=F.

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Kerchhoff, Jennifer Anne. "An evaluation of oral feedback as a means of scaffolding for postgraduate student writing." Thesis, 2007. http://hdl.handle.net/10413/1444.

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Universities in South Africa as yet do not provide multilingual education. For many students this means they have to use their second or additional language for the Discourse of the academic world. This dissertation investigates one Honours / Masters module offered by a lecturer in the theology department. It describes, in the form of a case study, how the lecturer uses the oracy skills (listening and speaking) to scaffold the students into the appropriate use of Academic Discourse. This lecturer uses the practicality of fieldwork, the intensity of emotional work and the flexibility of the spoken discourse to guide students into the reflexivity and criticality of the Academic Discourse. The data is discussed in terms of discourse analysis, genre theory and academic literacy, together with current understanding of feedback during process writing. My focus is on oral feedback. The results of this study indicate that the lecturer, and the students who took his module, felt satisfied that a greater depth of theological and linguistic criticality and reflexivity had been reached. The focus of this dissertation was on the students' uptake of the oral feedback given by the lecturer. It was the process that was explored rather than the final written product. Further research could investigate how much the students' writing improves as a result of intervention such as this. The lecturer's pedagogy maximised the language skills used in the Preacher (hortatory) Discourse that have something in common with the skills required in Academic (expository) Discourse. This dissertation concludes that these skills should be maintained while also developing the other skills required for Academic Discourse. These skills include the ability to be detached and uninvolved. However, if this detachment is to be achieved, the student needs first to be fully involved in the process so that transformation and appropriation can take place. This comes about through critical reflection - the hallmark of Academic Discourse.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

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Hung, Shu Mei, and 洪淑梅. "The Effects of Inclusive Physical Education on the Peer interaction and Skills Learning of a Student with Mild Visual Impairment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63791357628019044825.

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碩士
國立臺灣師範大學
體育學系在職進修碩士班
98
The purpose of this study was to examine the effects of inclusive physical education on students with mild visual impairment, peer interaction and skill learning. This participants of this study consisted of a high school regular class with one female student mild visual impairment. Adapted volleyball and basketball activities were implemented to the class to meet the inclusive physical education instruction. The instructional intervention was lasted for eight weeks, two lessons per a week. The quantitative data were collected using the social status check list, peer acceptance rating scale, peer interaction observation system, and volleyball and basketball skill tests. These data were analyzed through descriptive statistical analysis. Qualitative analysis from interviews and teaching field notes were analyzed to interpret the class peer acceptance attitude towards the student with mild visual impairment and changes in peer interaction. The results of this study were: (1) Increases of active and maintaining interactive mode, verbal and non-verbal forms were found during inclusive physical education lessons. The overall number of interactions was improved from 10 during first lesson to 28 times during the 16th lesson. (2) Student with mild visual impairment showed improvement in peer acceptance, the number of rejection by peer were reduced from 20 times to 12; peer acceptance rating scale scores improved from 90 to 106 points. (3) Motor skills of the student with mild visual impairment also showed significant progress: volleyball underhand pass score was improved from 16 to 34 points, volleyball underhand serve score from 5 to 24 points, basketball dribbling score from 2 to 12 points, basketball chest pass score from 2 to 16 points, balanced movement score from 2 to 7 points. In conclusion, it was evidenced that the use of inclusive physical education activities designed for the mild visually impaired student in this study had shown positive effects on social interaction and skill learning outcomes.

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Lopes, Maria Isabel Sá. "Promover a oralidade na aprendizagem de Inglês." Master's thesis, 2018. http://hdl.handle.net/1822/57945.

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Relatório de estágio de mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico
O presente relatório de estágio pedagógico supervisionado, realizado no âmbito do Mestrado em Ensino do Inglês no 1º Ciclo do Ensino Básico, descreve e fundamenta o projeto de intervenção subordinado ao tema “Promover a oralidade na aprendizagem de Inglês”. O projeto foi desenvolvido numa turma do 4º ano do 1º Ciclo do Ensino Básico e os seus objetivos foram os seguintes: identificar atitudes face à oralidade na aula de Inglês; explorar diferentes estratégias no desenvolvimento de competências de interação e produção oral; fomentar o envolvimento em atividades de interação e produção oral; desenvolver competências de autorregulação da aprendizagem da língua, com incidência na oralidade; avaliar o impacto do projeto na aprendizagem dos alunos. O projeto foi desenhado com base na análise do contexto e as principais estratégias de intervenção implementadas foram: atividades de promoção da oralidade com recurso a imagens, histórias, dramatizações, canções e jogos; conversa informal com alunos; questionário de autorregulação; redação de uma carta final à professora. Os resultados revelaram que as atividades desenvolvidas levaram a uma maior motivação dos alunos para a aprendizagem da língua inglesa, tornando-os mais confiantes e sem medo de errar na expressão oral, embora continuassem a revelar algumas dificuldades e pouca autonomia na comunicação. Apesar das limitações, considera-se que os objetivos do projeto foram globalmente cumpridos e reitera-se a necessidade de investir de forma sistemática no desenvolvimento de competências orais neste nível de aprendizagem da língua.
This teaching report, written within the Master in Teaching English in Primary Education, aims to describe and base the Intervention Project entitled “Promoting oral skills in English learning”. The Project was developed in a 4th grade class in a primary school and its objectives were: to identify attitudes towards oral skills in the English class; to explore different strategies to develop oral interaction and production competences; to promote students’ involvement in oral interaction and production; to develop self-regulation competences and to evaluate the impact of the pedagogical intervention in the students’ learning process. The project was designed on the basis of context analysis and the main intervention strategies were: activities to promote oral skills, based on pictures, stories, role plays, songs, and games; informal conversations with pupils; a self-regulation questionnaire; and a final letter to the teacher. The final results revealed that the activities increased students’ motivation to learn English, making them more confident and less afraid to make mistakes when speaking, even though they still had some difficulties and were not very autonomous and able to communicate on their own. Despite limitations, the project objectives were globally fulfilled. Its results point out the need to invest systematically in the development of oral skills in teaching English to young learners.

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(12862621), Alan Parr. "A study of instructional techniques used in the teaching of primary school students by means of interactive television: feedback, dialogue and interaction in a visual educational medium." Thesis, 1994. https://figshare.com/articles/thesis/A_study_of_instructional_techniques_used_in_the_teaching_of_primary_school_students_by_means_of_interactive_television_feedback_dialogue_and_interaction_in_a_visual_educational_medium/20921587.

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The expansion of the teaching of Languages Other Than English to smaller primary schools in country areas of Queensland has been hampered by the lack of suitably qualified teachers. Efforts to teach these languages using distance education technologies such as the teleconference phone have resulted in limited success. The use of live interactive television has been mooted as one possible solution to this problem.

This study investigates the nature and quality of teaching using one-way interactive television with two-way audio to two classes of Japanese in a small primary school in Central Queensland. It pays specific attention to the visual and interactive properties of the media used. The formative research methodology used is based on case study, ethnographic techniques relying on the collection of data through observation, videotape and interview. The analysis provides identification and detailed descriptions of instructional techniques within a theoretical framework encompassing learning theory, instructional design and distance teaching of Languages Other Than English. This study concludes with recommendations for action designed to build on the effective pedagogy identified here.

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Tremblay, Marie Eve. "El desarrollo de la interacción oral en clase de ELE mediante las actividades lúdicas." Thèse, 2017. http://hdl.handle.net/1866/20110.

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Alrqiq, Hosam M. "Use of an Animated Video for Child Oral Health Education as a Brief Online Intervention Designed for Parent-child Dyads: Predictors of Parental Self-efficacy to Engage in Recommended Behaviors." Thesis, 2020. https://doi.org/10.7916/d8-4a7f-sp80.

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Since dental caries in children remains a significant public health problem, this study developed a brief cartoon video e-health intervention focused on parents’ ensuring their children’s engagement in three key oral health behaviors: brushing twice a day with fluoridated toothpaste, avoiding the consumption of large quantities of sugar-containing foods and beverages, and visiting the dentist every six months. The purpose of the study was to evaluate the cartoon video as a brief e-health intervention, and to identify significant predictors of parental self-efficacy to ensure their children’s engagement in recommended oral health behaviors after viewing an animated video with their child. The sample included 75 parents with a child aged six to eight years. Parents were mostly female (85%, n = 63), white (84.0%, n = 63), with a mean age of 35.2 years (SD = 5.5), mean educational level between a two- and four-years of college, and mean household income of $20,000 to $39,000 per year. Parents had one or two children (51.8%, n = 39) with a mean age of 6.72 years who were mostly boys (65.3%, n = 49) in public school (80.0%, n = 60). Findings indicated the brief e-health cartoon was an effective intervention, given significant changes from pre-video to post-video in mean scores for: parent oral health knowledge (t = –5.437, df = 74, p = 0.000); global stage of change for performing all three key oral health behaviors (t = –1.804, df = 74, p = 0.000); and, global self-efficacy for performing all three key oral health behaviors (t = –3.838, df = 74, p = 0.000). Further, most parents rated the cartoon highly and indicated they would recommend it to other parents and children. Backwards stepwise regression, controlling for social desirability, indicated higher post-video parental self-efficacy for the three recommended oral health behaviors post-video was significantly predicted by: parent female gender (B = 1.072, p = 0.000); parent was not born in the U.S. (B = –0.544, p = 0.028); parent had a partner (yes) (B = 0.707, p = 0.000); parent was a student (yes) (B = 0.933, p = 0.001); lower parent education level (B = –0.142, p = 0.021); child was not in public school (B = –0.427, p = 0.028); higher Parental Intention Scale (PI-S-3) score (B = 0.302, p = 0.011); and higher parent pre-video oral health knowledge (B = 0.313, p = 0.000)—with 55.2% of variance predicted (R2 = 0.608, adjusted R2 = 0.552) by the model.

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Vega, Myriam. "Les croyances des enseignants et leurs pratiques relativement à l’évaluation de l’oral : étude de cas de deux enseignants de français de 3e secondaire." Thèse, 2013. http://hdl.handle.net/1866/11286.

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Depuis quelques années, plusieurs didacticiens du français se penchent sur l’enseignement et l’évaluation de l’oral, mais peu d’informations sont encore disponibles concernant les pratiques effectives des enseignants à cet égard. Notre recherche vise à décrire les croyances de deux enseignants de français au secondaire et leurs pratiques au sujet de l’évaluation de l’oral, plus particulièrement de l’oral dans une situation d’interaction entre pairs. Une entrevue dirigée a permis d’avoir accès à leurs croyances et à leurs pratiques déclarées, alors que le think-aloud a été employé pour observer leur pratique d’évaluation, à l’étape du jugement, d’une situation d’interaction entre pairs. Nos résultats montrent que, du point de vue de leurs croyances, les enseignants ont tous deux des préoccupations concernant les tâches et les instruments d’évaluation, et que leurs pratiques d’évaluation déclarées sont assez semblables en ce qui a trait aux tâches retenues, à leur fréquence et à l’intention poursuivie. Du côté de leurs pratiques d’évaluation observées à l’étape du jugement, nous exposons de façon détaillée les gestes d’enseignants en situation authentique, en identifiant les principaux processus cognitifs et métacognitifs impliqués dans cette tâche complexe. Des divergences entre les deux enseignants ont été observées relativement à leurs croyances, pratiques déclarées et pratiques observées durant le jugement. Tout d’abord, les critères retenus pour l’évaluation (pratique déclarée) ne tiennent pas toujours compte de ce qu’ils croient important d’enseigner en classe (croyance). De plus, malgré une pratique déclarée positive concernant l’autoévaluation, ces enseignants n’y ont peu ou pas eu recours durant leur jugement. Enfin, les gestes de l’un, durant le jugement, tendaient vers la posture d’instructeur-contrôleur, alors que ceux de l’autre s’inscrivaient davantage dans la posture de conseiller-didacticien. De façon générale, nous constatons que les pratiques de ces enseignants sont plus influencées par les situations rencontrées en tant qu’élèves et les traditions d’enseignement de la discipline que par le programme en vigueur.
In recent years, several researchers have studied the teaching and assessment of oral communication, but little information is yet available about the actual practices of teachers in this regard. The purpose of this study is to describe the beliefs and practices of two teachers regarding oral communication and its assessment in L1 French teaching in high school, as well as their actual assessment practices of oral interaction. A structured interview allowed us to collect data on their beliefs and practices, while the think-aloud technique was used to observe their actual assessment practices of oral interaction. Analysis of the interviews showed that, in terms of their beliefs, teachers have concerns about the assessment of oral communication, mainly with respect to both tasks and assessment tools. In terms of their practices, we discovered that their assessment practices of oral communication are quite similar with respect to selected tasks, their frequency and their purpose. In terms of their observed practices, our study presents in detail the actions of teachers in authentic assessment situation, identifying cognitive and metacognitive processes involved in this complex task. Differences between the two teachers were observed with respect to their beliefs, practices and actual assessment practices. First, the criteria for evaluation (practice) does not always reflect what they believe to be important to teach in the classroom (belief). Moreover, despite a positive attitude regarding self-evaluation, these teachers have little or no interest in using it while assessing their students. Lastly, one of the teacher’s actions resembled the instructor-controller assessor’s type, while those of the other teacher resembled more the advisor educationalist. In general, we find that the practices of these teachers are more influenced by the situations they encountered when they were students and by the teaching traditions of their discipline than by the current curriculum.

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Jetté, Karine. "La evaluación interaccional en la clase de ELE." Thèse, 2016. http://hdl.handle.net/1866/18453.

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Ce projet de recherche, portant sur l'évaluation interactionnelle, vise à répondre à trois questions de base quant à l'évaluation de l'interaction orale dans les cours d'espagnol (A1-B2) de niveau collégial et universitaire de la région métropolitaine de Montréal, à savoir, quels sont les buts de l'évaluation, que devrait-on évaluer et comment faudrait-il l'évaluer. Il s'agit d'un modèle d'évaluation différent qui repose sur une série d'outils servant à mesurer la conversation élève-élève dans la classe d'espagnol langue étrangère. L'étroite relation qui unit les processus d'enseignement, d'apprentissage et d'évaluation est au coeur de la définition du modèle d'évaluation interactionnelle et permet d'identifier les contenus interactionnels à enseigner et à évaluer. D'un côté, la recherche identifie les habiletés conversationnelles à partir desquelles l'interaction orale se manifeste et de l'autre, elle s'intéresse aux marqueurs du discours jouant un rôle essentiel dans la création d'un message dialogué et construit de façon collaborative. Cette notion de coopération représente une des lignes directrices de la thèse en impliquant que les élèves partagent la responsabilité au moment de produire une discussion équilibrée, fluide et le plus naturelle possible. Reproduire en situation d'examen les mêmes conditions que celles qui caractérisent les conversations les plus fréquentes en situation réelle, c'est-à-dire, celles que l'on retrouve dans la vie de tous les jours et dont le registre est neutre et informel, constitue un des défis que l'évaluation interactionnelle réussit à relever. La création d'un répertoire contenant les marqueurs discursifs les plus utiles au développement de la compétence interactionnelle dans les cours d'espagnol représente un autre élément central de la thèse, pour avoir rendu possible la réalisation de trois analyses: la représentativité des caractéristiques propres à l'interaction orale dans les manuels d'espagnol langue étrangère les plus employés dans la région métropolitaine de Montréal, la révision de vingt instruments d'évaluation existants et la présentation des résultats obtenus après avoir enregistré plus de cent conversations au moyen des épreuves orales créées à partir de l'évaluation interactionnelle. Pour ce qui est des instruments de mesure, le modèle s'appuie sur le portfolio oral qui réunit deux types d'examens oraux, les quiz oraux et les examens oraux séquentiels, en plus d'insister sur les critères de correction exclusivement liés à l'interaction orale et sur les techniques de correction les plus efficaces pour assurer le caractère systématique du processus d'évaluation. Les résultats les plus concluants du projet de recherche reposent sur le fait d'avoir confirmé un lien entre la présence des marqueurs du discours et l'obtention de conversations collaboratives. Pour les cours d'espagnol langue étrangère, la contribution la plus significative de la recherche se situe au niveau de la création d'outils flexibles, faciles à utiliser, qui montrent clairement quoi enseigner pour que les élèves apprennent à converser et comment évaluer cette compétence. Finalement, l'évaluation interactionnelle propose des techniques d'évaluation actuelles qui prévoient l'utilisation des nouvelles technologies et fournissent une rétroaction de qualité, de sorte que l'apprenant voie les progrès réalisés et sache comment s'améliorer.
This research, focused on the Interactional Assessment Model, answers three essential questions about the assessment of oral interactions observed in Spanish courses (A1-B2) at the college and university level in metropolitan Montreal. The questions are: Why evaluate? What should be evaluated? And how should we evaluate? The Interactional Assessment Model is based on a series of tools that evaluate the students’ conversational skills in Spanish as a foreign language. The close relationship between teaching, learning, and assessment processes occupies a central place in the definition of the Interactional Assessment Model and points to the interactional content that should be taught and evaluated in Spanish as a foreign language classes. The research specifies the conversational skills that allow for meaningful oral interaction to take place. It also focuses on the discourse markers that are essential for the creation of collaborative dialogue. The idea of cooperation is one of the thesis’ guidelines; it implies that students share in the responsibility of producing a fluid, balanced discussion. Reproducing during an exam the same conditions as those which characterize everyday face-to-face conversations, with their informality, is one of the challenges that the Interactional Assessment Model manages to overcome. A repertoire of the most useful discourse markers for fostering interactional competence in Spanish as a foreign language has been created and represents another central element of the thesis. It has enabled the realization of three goals: 1) identifying the characteristics of Spanish oral interaction present in most of the manuals used in Montreal; 2) reviewing 20 existing evaluation tools; and 3) presenting the results obtained on the basis of more than 100 recorded conversations oriented according to the Interactional Assessment Model. Regarding measuring instruments, the model relies on an oral portfolio that brings two types of oral examinations, quizzes and sequenced exams, together with oral interaction correction criteria and effective correction techniques in order to ensure a systematic evaluation process. The most conclusive findings of the research confirmed the essential relationship between the presence of interactional discourse markers and the successful construction of collaborative conversations. Moreover, the most significant contribution of this research for teaching Spanish as a foreign language is the creation of flexible and user-friendly tools that clearly demonstrate what needs to be taught so that students may successfully interact with one another in Spanish as well as provides means for evaluating their conversational competences. Finally, the Interactional Assessment Model proposes innovative, up-to-date assessment techniques that are based on the use of technologies and provide a quality feedback so the student is fully aware of his or her progress as well as of the steps necessary to improve.
La presente investigación, centrada en la evaluación interaccional, responde a tres preguntas esenciales en cuanto a la evaluación de la interacción oral en los cursos de español (A1-B2) de nivel colegial y universitario en la región metropolitana de Montreal, a saber, para qué evaluar, qué evaluar y cómo evaluarlo. Se trata de un modelo de evaluación diferente, basado en una serie de herramientas que miden la conversación alumno-alumno en la clase de ELE. La estrecha relación que une los procesos de enseñanza, aprendizaje y evaluación ocupa un espacio central en la definición del modelo de evaluación interaccional y permite identificar los contenidos interaccionales que se deben enseñar y evaluar. Por un lado, la investigación señala las habilidades conversacionales a partir de las cuales se manifiesta la interacción oral y, por otro, se interesa por los marcadores discursivos que cumplen funciones indispensables para la creación de un mensaje dialogado que se construya de manera colaborativa. Esta noción de cooperación representa una de las líneas directoras de la tesis, al implicar que los alumnos compartan la responsabilidad de producir una discusión equilibrada, fluida y lo más natural posible. Reproducir en una situación de examen las mismas condiciones que aquellas que caracterizan las conversaciones más frecuentes en una situación real, es decir, las que se hallan en la vida cotidiana y cuyo registro es neutro e informal, constituye uno de los desafíos que la evaluación interaccional logra superar. La creación de un repertorio con los marcadores discursivos más útiles para fomentar la competencia interaccional en la clase de ELE representa otro elemento central de la tesis, pues ha posibilitado la realización de tres análisis: 1) la representatividad de las características inherentes a la interacción oral en los manuales de ELE más empleados en la región metropolitana de Montreal, 2) la revisión de veinte instrumentos de evaluación existentes, y 3) la presentación de los resultados obtenidos tras haber grabado más de cien conversaciones mediante las pruebas orales diseñadas a partir de la evaluación interaccional. En cuanto a los instrumentos de medición, el modelo se apoya en el portafolio oral que reúne dos tipos de exámenes orales, los quizzes orales y los exámenes orales secuenciados, además de hacer hincapié en los criterios de corrección exclusivamente relacionados con la interacción oral y las técnicas de corrección más eficaces para asegurar la sistematicidad del proceso de evaluación. Los resultados más concluyentes de la investigación residen en el hecho de haber podido confirmar la relación entre la presencia de los marcadores discursivos y la obtención de conversaciones colaborativas. Para la clase de ELE, la aportación más significativa de la investigación es la creación de herramientas flexibles, fáciles de usar, que muestran claramente qué enseñar para que los alumnos aprendan a conversar y cómo evaluar esta competencia. Finalmente, la evaluación interaccional propone técnicas de evaluación actuales que prevén el uso de las nuevas tecnologías y proporcionan una retroalimentación de calidad, de modo que el aprendiz vea los progresos realizados y sepa cómo mejorar.

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Mpofu, Bongeka. "Optimising the usability of content rich e-learning material: an eye tracking experiment." Diss., 2013. http://hdl.handle.net/10500/13832.

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This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived
Computing
M.A. (Computing)

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49

Mpofu, Bongeka. "Using eye tracking to optimise the usability of content rich e-learning material." Diss., 2013. http://hdl.handle.net/10500/13832.

Full text

Abstract:

This research was aimed at the optimisation of the usability of content-rich computer and mobile based e-learning material. The goal was to preserve the advantages of paper based material in designing optimised modules that were mobile and computer-based, but at the same time avoiding the pitfalls of converting traditional paper based learning material for use on screen. A mobile eye tracker was used to analyse how students studied similar course content on paper, and on mobile device. Screen based eye tracking was also used to analyse how participants studied corresponding content on a desktop screen. Eye movements which were recorded by an eye tracker revealed the sequences of fixations and saccades on the text that was read by each participant. By analysing and comparing the eye gaze patterns of students reading the same content on three different delivery platforms, the differences between these platforms were identified in terms of their delivery of content rich, text based study material. The results showed that more students read online content on a computer screen than on mobile devices. The inferential analysis revealed that the differences in reading duration, comprehension, linearity and fixation count on the three platforms were insignificant. There were significant differences in saccade length. This analysis was used to identify strong aspects of the respective platforms and consequently derive guidelines for using these aspects optimally to design content rich material for delivery on computer screen and mobile device. The limitations of each platform were revealed and guidelines for avoiding these were derived
Computing
M. Sc. (Computing)

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50

Rozlívka, Pavel. "Rozvoj komunikačních dovedností u dětí se sluchovým postižením v mateřské škole (Holečkova ulice, Praha)." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-310769.

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This diploma thesis deals with development of communicational skills in children with hearing impairments in preschool. In this case communication is considered to bean atribute of society and it alsosals with the basic of human communication. It presents hearing impairments, its classification and the posibilities of auditory prostheses. It dis scuses the development of human speech and the influence of hearing impairments on it, the possibilities of communication and education of children with hearing impairments. It al so deals with the importace of preschooleducation, and mainparts of rehabilitation in kindergarten (Holečkova street, Prague). There search answers, if this kindergarten possitivelyaffects the development of children's socialskills . And also how importantisthe size of hearingloss and the family background for the communnication development.

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Dissertations / Theses on the topic 'Oral and visual interaction in education'

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