Dissertations / Theses on the topic 'Participative learning'
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Cabral, Diogo Nuno Crespo Ribeiro. "Mobile and web tools for participative learning." Master's thesis, FCT - UNL, 2008. http://hdl.handle.net/10362/1993.
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Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, para a obtenção do grau de Mestre em Engenharia InformáticaThe combination of different media formats has been a crucial aspect on teaching and learning processes. The recent developments of multimedia technologies over the Internet and using mobile devices can improve the communication between professors and students, and allow students to study anywhere and anytime, allowing each student progress at its own pace. The usage of these new platforms and the increase of multimedia sharing applied to educational environments allow a more participative learning, and make the study of interfaces a relevant aspect of existing multimedia learning systems. The work done in this dissertation explores interfaces and tools for participative learning,using multimedia educational systems over Internet broadband and mobile devices. In this work, aWeb-based learning system was developed, which enables to store, transmit, search and share the contents of courses captured in video and its extension to support Tablet PCs. The Web system, developed as part of the VideoStore project, explores video interfaces and video annotations, which encourage the participative work. The usage of Tablet PCs, through the mEmLearn project, has the aim to encourage the participative work, allowing the students to augment the course materials and to share them with other students or instructors.
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Amezah, Agbenyega, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "A participative learning approach to agricultural development : a Ghanaian case." THESIS_FSTA_ARD_Amezah_A.xml, 1998. http://handle.uws.edu.au:8081/1959.7/75.
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This dissertation is the documentation of a participative learning project with the purpose of facilitating improvement in farming and agricultural development work in the Hohoe district of Ghana. This study was done in a context in which (a)agricultural production is carried out by small scale farmers who depend on social networking at the village level, for the distribution and management of agricultural resources, and on local knowledge for productive purposes; (b)government efforts at agricultural development is implemented through the activitiesof its agricultural development agencies - Ministry of Food and Agriculture (MOFA) and the Ministry of Science and Technology (MIST).Participative learning, based on the logic and concepts of action research, experiential learning and critical systems learning, was used as a methodological framework. The conclusion drawn from this inquiry is that participative learning is a legitimate and an effective way of facilitating the development of food and other agricultual production. The challenge is therefore for individuals and organizations involved in the development of agricultural production to establish suitable processes and relationships to support participative learning.Doctor of Philosophy (PhD)
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Baldwin, Mark. "Constructing care management : policy implementation as a participative learning process." Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285339.
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This thesis is a record of research exploring the limitations to successful policy implementation. Using Community Care as the illustrative example, it asks what these limitations might be, casting a particular light on the part played by care managers, the front-line policy implementers responsible for "needs assessments" which is a key activity in the implementation of Community Care. There is a tension in care management between the influence of procedures and the degree of discretion necessary for needs assessment to be completed effectively. In what ways, then, are policy intentions affected by the activities of care managers? Community Care is an illustration of a public policy imposed by central government through a top-down process of implementation in what is argued as a rationalist endeavour to simplify the complexities of community care and reduce it to questions of technique and structure. This attempt to present a unified conceptualisation of community care is backed by managerial procedures referred to in the public management and policy literature as "managerialism". Social work practice theory provides a third example of the rationalist attempt to simplify processes involving complex social interactions. The limitations to rationalist explanations of community care implementation and the necessity for a different kind of analysis are explored. There is a parallel with the research methodologies employed for this research. The initial interviews were helpful in revealing the degree to which policy implementation was being thwarted by care managers, but this resistance was mirrored in their rejection of my interpretation of their practice. The common thread running through the normative approach to policy implementation, management, social work practice and research methodology is an adherence to positivist forms of knowledge. The implementation of Community Care raises questions of epistemology and ontology that undermine these powerful forms of knowledge. The claim is that a different epistemology suggests practices more likely to lead to effective outcomes. An organisational orientation to effectiveness is revealed in the degree to which outcome has become wedded to techniques of scientific rationalism. A service orientation would define outcome by the degree to which the needs of vulnerable adults were met through reflection upon key relationships. The first of these is an exercise in objectivity which is not well equipped to take account of the subjective experiences of practitioners exploring needs in relationship with vulnerable adults. The service orientation suggests an experiential and participative epistemology in which people engage in the process of learning and understanding most successfully when it is collaborative rather than imposed. The second phase of fieldwork was an experiment using a method built upon a participatory epistemology and gives the reader a glimpse of what might be possible in direct contrast to rationalist approaches. Work with two co-operative inquiry groups has led me to new understandings about the nature of learning for individuals and organisations. The thesis concludes that an effective learning environment facilitating positive and reflective use of discretion can be created through co-operative inquiry, although any approach would need to include other important participants, notably managers and service users, if it is to maximise its effectiveness in the long term.
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Tait, Jo. "Towards excellence : participative reflection in distributed learning and teaching environments." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400253.
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Amezah, Agbenyega. "A participative learning approach to agricultural development : a Ghanaian case." Thesis, View thesis View thesis, 1998. http://handle.uws.edu.au:8081/1959.7/75.
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This dissertation is the documentation of a participative learning project with the purpose of facilitating improvement in farming and agricultural development work in the Hohoe district of Ghana. This study was done in a context in which (a)agricultural production is carried out by small scale farmers who depend on social networking at the village level, for the distribution and management of agricultural resources, and on local knowledge for productive purposes; (b)government efforts at agricultural development is implemented through the activitiesof its agricultural development agencies - Ministry of Food and Agriculture (MOFA) and the Ministry of Science and Technology (MIST).Participative learning, based on the logic and concepts of action research, experiential learning and critical systems learning, was used as a methodological framework. The conclusion drawn from this inquiry is that participative learning is a legitimate and an effective way of facilitating the development of food and other agricultual production. The challenge is therefore for individuals and organizations involved in the development of agricultural production to establish suitable processes and relationships to support participative learning.
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Amezah, Agbenyega. "A participative learning approach to agricultural development : a Ghanaian case /." View thesis View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030603.164705/index.html.
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Goodall, Helen. "Professional development and beyond : a participative study of a self-facilitated learning group." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3428.
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This is a participative case study of a self-facilitating, collaborative, women’s learning group. The group’s longevity afforded a unique opportunity to investigate, in depth, both what encouraged its members to join at its outset, and what has sustained the participation of its current members for thirteen years. Its longevity also provided an opportunity to explore the impact of sustained membership on the women in the group. These two components of the study are its most significant original contributions to the existing literature which does not appear to cover anything similar. The initial raison d’étre of the group was its members’ professional development and this forms a central strand of the investigation, along with identity and self-facilitation. A pragmatic research paradigm, the collaborative nature of the group and the writer’s dual role as both participant and researcher were all influential in the decision to use a participative approach. A range of methods, chosen by the participants, was utilised during the investigation which, whilst participatory, is not emancipatory research. This experimental divergence from how a participative approach is traditionally employed is offered for consideration by researchers who wish to work in a new way that minimises power in other, non-emancipatory situations. The findings support, contradict and add to the literature. The mutuality of longevity and the depth of discourse and learning experienced by group members is a particularly striking aspect of this study. As members of the group have aged, its focus has segued from professional development to encompass a much broader agenda: it has shifted from contributing to members’ professional identity to sustaining their perceptions of self as women who remain capable of complex, critical thinking as they move out of full-time work. The longevity of the group has also fostered deep attachments between group members, despite the differences between them: sustained membership of the group, in turn, provides sustenance for its members. The significance of grounding, ground rules and group composition are highlighted, as is the need to contemplate how members will leave a group during its formation. Alignment between participants in a group is identified as important for its continuation but not always possible. This research makes no claim to offer a definitive model for collaborative learning groups but, instead poses a series of questions for consideration by others who are interested in collaborative learning.
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Christodoulou, Nicholas, of Western Sydney Hawkesbury University, and Faculty of Environmental Management and Agriculture. "Learning to develop participative processes to improve farming systems in the Balonne Shire, Queensland." THESIS_FEMA_XXX_Christodoulou_N.xml, 2000. http://handle.uws.edu.au:8081/1959.7/302.
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This thesis develops two related themes.The first is that participatory approaches to agricultural research and extension can provide a sound process for all stakeholders to learn how to develop more sustainable agriculture. The second is that appropriate levels of participation can be used to link knowledge from three important sources: local knowledge, scientific knowledge and experiential knowledge.The thesis develops these two related themes by examining the inconsistencies between esposed theories of participatory approaches (i.e.intended behaviour) and theories in action (i.e. what is actually practised).The study was based upon the work of a major research, development and extension (R, D and E)project known as the Western Farming Systems Project (WSFP),which was concerned with the development of sustainable rotations and cropping practices in south western Queensland and north western N.S.W. between 1994-1999. The study was conducted in the Balonne Shire, centred on the town of St. George, Queensland, Australia.Master of Science (Hons)
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Christodoulou, Nicholas. "Learning to develop participative processes to improve farming systems in the Balonne Shire, Queensland." Thesis, View thesis View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/302.
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This thesis develops two related themes.The first is that participatory approaches to agricultural research and extension can provide a sound process for all stakeholders to learn how to develop more sustainable agriculture. The second is that appropriate levels of participation can be used to link knowledge from three important sources: local knowledge, scientific knowledge and experiential knowledge.The thesis develops these two related themes by examining the inconsistencies between esposed theories of participatory approaches (i.e.intended behaviour) and theories in action (i.e. what is actually practised).The study was based upon the work of a major research, development and extension (R, D and E)project known as the Western Farming Systems Project (WSFP),which was concerned with the development of sustainable rotations and cropping practices in south western Queensland and north western N.S.W. between 1994-1999. The study was conducted in the Balonne Shire, centred on the town of St. George, Queensland, Australia.
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Christodoulou, Nicholas. "Learning to develop participative processes to improve farming systems in the Balonne Shire, Queensland /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030507.130624/index.html.
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Thesis (M.Sc.) (Hons.) -- University of Western Sydney, Hawkesbury, 2000."A thesis presented to the University of Western Sydney, Hawkesbury, in fulfilment of the requirements for the degree of Master of Science (Honours)". Bibliography : leaves 123-130.
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Wongpang, Prayoot. "Participative design for learning and teaching of art, media and design in Thai higher education." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275350.
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Evans, Gillian Margaret. "Fur coat, no knickers : a study of money and manners in a modern Manor." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/6401.
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Following Bourdieu (1977) and alluding to the work of Toren (1990,1993a, 1999) and Lave (1991) this thesis supports the argument that learning, understood as a participative, historical and generative process, is intrinsic to all social practice and furthermore that all social practice substantiates human mind. It follows therefore that mind is a learning phenomenon and that it makes no sense, for example, to isolate didactic practice from the wider social situations in which children learn. The thesis argues that the form participative learning takes is that of an increasingly differentiated competence with respect to complex relations of exchange in objects, bodily actions and language. It is shown how, through particular exchange relations, the value of persons, practices and things is created and transformed as an ongoing and mutually specifying material process. Taking both childhood and the practice of ethnography as examples of legitimate peripheral participation (Lave 1991) the thesis aims towards a phenomenological description of what it means to become working class in Bermondsey, South East London. Responding to a multicultural political climate in which claims are made that the working class no longer exists, the thesis addresses the popular backlash in which white working class people demand that their social values are recognised and protected. What matters in Bermondsey, for example, is that class relations are to be understood ethnographically as the difference between common and posh people and that this distinction is articulated with whether or not a person was born and bred in Bermondsey. This means that specific ideas about kinship relations and place, understood as particular forms of materiality, mediate the development in Bermondsey of the kind of persons people can become. The chapters that follow will describe the social processes through which Bermondsey people reproduce (Narotzky 1997) the idea of themselves as a distinctive community.
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Rodrigues, Maria do Socorro de Sousa. "Auto-AvaliaÃÃo e Planejamento Participativos no Ãmbito da Universidade Federal do Ceara (UFC): em busca de saberes e da mudanÃa de cultura institucional." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=736.
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nÃo hÃO objetivo geral deste estudo foi investigar os saberes ou os conhecimentos elaborados no exercÃcio da auto-avaliaÃÃo e do planejamento participativos em ambientes da Universidade Federal do Cearà (UFC). De modo especÃfico, tencionou-se edificar as bases para mudanÃa de cultura de avaliaÃÃo. Os ambientes que participaram da pesquisa foram a Subunidade de Pagamento da SuperintendÃncia de Recursos Humanos (SRH) e uma Subunidade da Diretoria Administrativa da Maternidade-Escola Assis Chateaubriand (MEAC). A escolha dos ambientes decorreu do fato de serem Ãreas com pouco ou nenhum trabalho participativo e auto-avaliaÃÃo, identificados no mapeamento realizado antes da intervenÃÃo, e ainda pelo interesse e aquiescÃncia dos gestores para realizaÃÃo da pesquisa nas citadas unidades. Utilizando-se da interdisciplinaridade, diversas Ãreas do conhecimento foram integradas com vistas a dar suporte à investigaÃÃo. Neste sentido, foi realizado estudo quali-quantitativo por meio da pesquisa-aÃÃo durante um ano, com doze encontros mensais nestes dois ambientes ou grupos, sendo o da SRH composto por nove co-pesquisadores e o da MEAC variando entre doze e quatorze participantes. Os encontros objetivaram, inicialmente, identificar as percepÃÃes dos grupos acerca da auto-avaliaÃÃo e do planejamento participativos e, em seguida treinÃ-los para o exercÃcio permanente dessas atividades com vistas à constituiÃÃo de novos saberes e de bases para implantar a cultura de avaliaÃÃo. AlÃm de aspectos gerais de cada unidade, enfatizamos as caracterÃsticas mais marcantes de cada grupo. Os instrumentos utilizados foram questionÃrios, textos, dinÃmicas, mapas de freqÃÃncia, planos de trabalhos mensais, entrevistas semi-estruturadas e palavras-chaves. Durante os encontros, os grupos elaboraram pequenos textos e identificaram novos conhecimentos adquiridos com a prÃtica da auto-avaliaÃÃo participativa, justificando facilidades, dificuldades, avanÃos e retrocessos. Durante a meta-avaliaÃÃo, os membros dos grupos auto-avaliaram a participaÃÃo nos encontros em vÃrios aspectos, entre outros: o envolvimento individual e em equipe, os conhecimentos adquiridos, a lideranÃa, o pesquisador. Os resultados indicaram que, apÃs um ano de intervenÃÃo nos grupos, foi possÃvel aprender e aplicar na prÃtica alguns conhecimentos adquiridos sobre auto-avaliaÃÃo e planejamentos em colaboraÃÃo, que serviriam para suas vidas pessoal e profissional. Lamentaram a falta de vivÃncia, de cultura, nessa seara, a ausÃncia da unidade toda e da gestÃo na pesquisa
The main aim of this study was to investigate the learning and knowledge elaborated in the exercise of auto-evaluation and participative planning at the Federal University of Cearà (UFC) environment. In a very specific way, it was meant to build the basis for evaluation culture change. The environments of which the research took part were the payment Subunit of the Human Resources (SHR) and a Subunit of the Administration Directory of the Maternidade Escola Assis Chateaubriand (MEACB). The choice of the environments was due to the fact that they were areas of little or no participative work and auto evaluation identified in the mapping accomplished before the intervention and also to the interest and acquiescence of managers for the accomplishment of the research in the units mentioned above. It was used of interdisciplinarity, several areas of knowledge were integrated aiming to give support to the investigation. It was then made a quali-quantitative study through action research for a year with twelve monthly meetings in two environments or groups, among which the ones from the SRH were composed by nine co-researchers and the ones from the MEAC varied between twelve and fourteen participants. The objective of the meetings was at first, to identify the perception of the groups concerning self-evaluation and participative planning and after that to train them for the permanent exercise of such activities aiming the constitution of new learning and basis to implant the evaluation culture. Besides the general aspects of each unity, we emphasize the most outstanding characteristics of each group. The tools used were questionnaires, texts, dynamics, frequency maps, monthly work plans, semi-structured interviews and key words. During the meetings the groups elaborated small texts and identified new knowledge acquired with the participative auto evaluation practice, justifying facilities, advancement, and surrender. During the target-evaluation, the members of the groups self-evaluated the participation in the meetings in several aspects, among others: the individual and group involvement, acquired knowledge, leadership and the researcher. The results indicate that, after a year of intervention in the groups, it was possible to learn and apply in the practice, some of the acquired knowledge about self evaluation and planning in cooperation that would be good for their personal and professional lives. They lamented the lack of experience, culture, in such space, the absence of the whole unity and of management in the research.
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Paizan, Delfina Cristina. "Using participative design of educational technology to investigate students' beliefs about learning English as a foreign language." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021706/.
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This study investigates students’ construction of the English for Specific Purposes (ESP) classroom, that is, ESP teaching and learning, and uses the Participatory Design (PD) approach to the design of educational technology as a means to improve and refine our understanding of their construction of the classroom. The study was carried out with Brazilian university students on a Computer Science course. Following general guidelines of the PD approach, the researcher invited an ESP teacher, a number of students, and a Software Engineer to collaboratively design a Web Portal to support ESP teaching and learning. The research questions were: (i) how do students construct the ESP classroom? and (ii) to what extent does students´ involvement in the process of designing educational technology for ESP bring to light different elements of this construction? Data were collected in two phases. Firstly, an initial interview was carried out and then records of students´ participation in the workshops, their entries in an online diary and a final interview were collected. A bottom up approach was adopted to categorisation of the beliefs constituting the students’ construction of the classroom, and the analytical framework outlined by Benson and Lor (1999) was used to help to interpret and group these classifications. The final model of the students’ construction identified four groups of beliefs, clustered around the ideas of accumulation, communication, autonomy and unease with what the ESP course offered. The use of Participative Design as a method to facilitate the collection of data about the students’ construction of the classroom was found to be effective in enabling the research to move from an description based on students’ de-contextualised descriptions of the classroom in the initial interviews, to a more articulated and detailed level of description that emerged from involvement with the design task.
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Baggett, Susan. "Exploring a social learning model of participative planning : stakeholder group uniformity in the context of water resource management." Thesis, Cranfield University, 2007. http://dspace.lib.cranfield.ac.uk/handle/1826/2363.
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Wider stakeholder participation is an increasingly important feature of sustainable water resources planning and management. Despite regulatory and commercial recognition of the benefits of wider participation, there is considerable variation regarding interpretation and successful practical application of participative planning activities. Research in this field has concentrated on the identification of alternative methods and tools to improve both the quality of engagement and associated outcomes with Social Learning attracting significant attention. Rather less attention has been paid to the homogeneity and consequently the usefulness of the stakeholder group as a social and professional unit. This thesis explores the constituency concerns of four prominent stakeholder groups relevant to water resource management, namely: lay public, regulators, managers and researchers via a social learning model of participative planning. Based on a collaborative learning framework a conceptual model is developed and used to illustrate and analyse the relationships between individual and group concerns, opinions and intervention preferences. A questionnaire based survey was used to identify how constituency concerns vary, allowing the four groups’ expectations and opinions regarding the planning and management of water resource projects to be compared and contrasted. Results show that there is significant variation of attitude and opinion within stakeholder group communities on a large number of issues. A greater than expected level of agreement between stakeholders from different constituencies on some topics was also observed. The results of the research inform contemporary debates about the design and management of stakeholder engagement processes and challenge existing assumptions about the robustness of a ‘stakeholder group’ in terms of having a distinct set of opinions. The conceptual model is then revised to suggest a more appropriate process and content for participatory planning, based on the social learning model used.
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Edlmann, Tessa Margaret. "An action learning based reflection on participative drama as a tool for transformation of identity in the spirals programme." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008202.
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This thesis is a reflection on both the conceptual frameworks and the personal narratives that have shaped the development of the Spirals Programme. The Programme is a participatory drama and creative arts based initiative established in 2000 in Grahamstown, South Africa, to explore issues of identity in the emerging democratic context of South African society - and support both personal and contextual processes of transformation. Working within a poststructuralist and social constructionist paradigm, Spirals works with groups and communities to facilitate and enable experiential links between the drama based and performative nature of identity construction - and the possibilities for transformation and healing provided by participative drama methodologies. The structure of the thesis follows the principles of the Freirian based Action Learning praxis within which Spirals works. It begins with an account of the contextual dynamics and events that gave rise to the development of the Programme, followed by a reflection on the conceptual frameworks regarding both identity construction and participative drama methodologies that informed Spirals' development. These paradigms are then analysed in relation to the articulated experiences of three workshop participants using critical discourse analysis. The thesis concludes with an assessment of the issues emerging from this analysis - the aspects of the Programme that need to be strengthened and sustained, those that need to be changed and possible new strategies that could be developed.Also known as: Edlmann, Theresa
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Martin, Kate. "Purposes, processes and parameters of continuing professional learning." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0.
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This study examines boundaries and synergies between continuing professional learning contexts of academy, workplace and profession, and considers what factors and approaches of learning contribute to common good in societies. In a review of literature, historical trends in professions and professional learning, concerns of managerialism and performativity, and educational theories of socially constructivism, developmental and ethical learning were considered. A constructivist grounded theory approach was used to collect and analyse data from eighty work-based student documents and from twelve semi-structured interviews with practitioners in four Scottish professions. The findings indicated that learning across contexts was disconnected, creating additional demands for professionals. Increased academic study indicated a more knowledgeable and skilled workforce, with a caveat of market-led credentialism in response to demands for higher qualifications. Professional CPD provided benefits of quality assurance and public safety, but was reported as individualised procedural accountability. Interpersonal communicative action was identified as key to workplace learning, although was afforded less significance than accredited learning in professional and academic contexts. Factors of individualism, accountability and credentialism were noted to have effect on participative workplace learning, which, the study argued, impacted on ethical agency in professions. To address these trends, adaptability, reciprocity and dialogical critical thinking were identified as necessary factors for a continuing professional learning that contributes to common good in societies.
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Movahedian-Attar, Fatemeh. "ISEACAP : une méthode participative gamifiée pour mieux comprendre les routines organisationnelles liées à la capacité d’absorption." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAG003.
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Les PME (Petites et Moyennes Entreprises), dont les ressources sont limitées, prennent de plus en plus part à des réseaux collaboratifs. En effet, ces derniers leur permettent d'accéder à des connaissances complémentaires nécessaires pour mener à bien leurs projets innovants. Pour y parvenir, les PME doivent déployer leur capacité d’absorption (ACAP), c’est-à-dire leur capacité à acquérir, assimiler, transformer et appliquer la connaissance externe. Ces capacités, déployées de façon individuelle et collective, prennent la forme de différentes pratiques appelées routines lorsqu’elles sont répétées et acceptées collectivement. Or, les différentes dimensions de ces routines sont encore peu connues.L’objet de cette thèse interdisciplinaire en sciences de gestion et en sciences informatique (ingénierie des méthodes) est de : (i) proposer la méthode participative ISEACAP (Identification, Simulation, Evaluation et Amélioration de la Capacité d’Absorption) intégrant des techniques de gamification (ii) modéliser et décrire finement les connaissances mobilisées ainsi que les routines d’absorption associées, en sein de projets innovants, en détaillant les pratiques de chacune des dimensions de l’ACAP (acquisition, assimilation, transformation, application) (iii) mettre en évidence le rôle des animateurs d’ISEACAP pour favoriser la réflexivité des acteurs sur leurs routines d’ACAP (iv) décrire les phases d’ISEACAP qui facilitent l’apprentissage des acteurs dans leurs routines d’ACAP.La méthodologie suivie pendant cette thèse a consisté en une analyse qualitative des données collectées sous la forme d’entretiens semi-directifs et des expérimentations conduites par ISEACAP. A la suite des entretiens et des séances d’expérimentation réalisées en France et en Angleterre avec des praticiens, dans différents secteurs d’activité, deux études de cas ont été développées dans les secteurs du textile et de l’alimentaire. Les données collectées à l’issue des études de cas ont été codées sous la forme d’une analyse thématique. Les contributions en ingénierie des méthodes consistent dans la proposition et la formalisation de la méthode ISEACAP. En sciences de gestion, la thèse contribue à mieux comprendre les routines d’ACAPSMEs (Small and Medium sized Enterprises) confront resource scarcity during innovative projects. Thereby they are increasingly taking part in collaborative networks to access the required complementary knowledge for conducting their projects. To achieve this, SMEs deploy their absorptive capacity (ACAP) which means their ability to acquire, assimilate, transform and apply external knowledge. ACAP can be integrated via diverse practices called routines when they are repeated and accepted collectively. However, organisation’s actors often perform these routines unconsciously. Thus, enhancing knowledge absorption requires highlighting applied routines to acquire, assimilate, transform and exploit external knowledge.This interdisciplinary thesis aims at: (i) Proposing a new participative method called ISEACAP (Identification, Simulation, Evaluation and Amelioration of Absorptive Capacity) based on gamification techniques. (ii) Providing a refine level of applied knowledge and ACAP’s routines during innovative project by detailing related practices to each dimension of ACAP (acquisition, assimilation, transformation and application). (iii) Highlighting roles of ISEACAP’s facilitators during experimental sessions to raise reflexivity among participants (organisations’ actors). (iv) Describing role of ISEACAP’s phases to facilitate learning on ACAP’s routines for actors.Applied methodology during this thesis relies on qualitative analysis of collected data through semi-structured interviews and experimental sessions via ISEACAP. Based on the conducted interviews and experimental sessions in France and UK with practitioners, in different activity sectors, two case studies had been developed in textile and food sectors. Collected data from these two cases were coded and analysed thematically. Considering the results, this thesis contributes in engineering science by proposing and formalising a new gamified participative method (ISEACAP), and in management science, the contribution relies on providing a better understanding of ACAP’s routines
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Mazzucato, Eliana. "Estratégias de geoconservação no Parque Estadual da Serra do Mar - Núcleos Picinguaba e Caraguatatuba (SP)." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/44/44144/tde-25042018-153746/.
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A perspectiva socioambiental em Unidades de Conservação (UCs) tem fortalecido uma relação propositiva entre essas áreas e as populações, principalmente as que vivem em seu entorno. Tendo em vista que as UCs também visam à conservação do meio físico, é necessário que os aspectos da geodiversidade sejam protegidos tanto quanto os da biodiversidade. A geoconservação nessas UCs deve levar em conta os pressupostos da conservação da geodiversidade e a relação com as populações do entorno, de modo a utilizarse das diretrizes de sensibilização através da Educação Ambiental que vise o conhecimento e a participação social. Consolida-se assim uma estratégia significativa desde a definição até a implantação e monitoramento da geoconservação. O objetivo desta pesquisa foi definir estratégias de geoconservação pautadas em metodologias participativas nos núcleos Picinguaba e Caraguatatuba do Parque Estadual da Serra do Mar, a noroeste do estado de São Paulo. Diante das características singulares da área, avaliadas através do inventário e quantificação do patrimônio geológico, a presente pesquisa integrou a abordagem das geociências com a pesquisa social, lançando olhar sobre as percepções e dinâmicas socioambientais locais para constituir a etapa de valorização e divulgação das estratégias de geoconservação. Para atingir os objetivos propostos foram realizados os seguintes procedimentos: revisão bibliográfica, trabalhos de campo, questionários, entrevistas semiestruturadas e cursos relacionados à área das geociências e da geoconservação. A coleta de dados em campo envolveu 20 entrevistas com os moradores locais (tradicionais - caiçaras e quilombolas, e não tradicionais) e gestores dos núcleos; além disso, foram aplicados 70 questionários com os monitores ambientais e guias de turismo, professores de uma escola municipal de Ubatuba e, funcionários de uma ONG de atuação regional. O curso \"Estratégias de Geoconservação no Parque Estadual da Serra do Mar\" foi realizado em três módulos, no núcleo Picinguaba, no núcleo Caraguatatuba e em uma escola municipal de Ubatuba. Ao longo do curso de difusão foram utilizadas metodologias participativas sob a perspectiva da Aprendizagem Social (World Café e Mapeamento Socioambiental), buscando valorizar e divulgar a geodiversidade e o patrimônio geológico da área de estudo. Os resultados integraram o olhar dos atores locais através do diagnóstico socioambiental. As peculiaridades da relação dos habitantes com o lugar revelaram a atribuição de valores e sentidos para a paisagem e as interações socioculturais. Além disso, observou-se processos conflituosos e conciliatórios com a questão da UC, considerando também os conflitos e ameaças socioambientais inerentes a esse lugar. A análise da percepção geoambiental desses atores contribuiu com o entendimento dos valores atribuídos aos elementos da geodiversidade local. Dessa forma, apesar de não ter sido identificado a compreensão dos conceitos de geodiversidade e patrimônio geológico pelos atores envolvidos, ficou evidente a relação e o reconhecimento dos elementos da geodiversidade do lugar. Assim, através da abordagem dada pelo curso, houve a valorização e divulgação da geodiversidade e do patrimônio geológico, favorecendo a elaboração de estratégias de geoconservação através das metodologias participativas desenvolvidas durante o curso.The socioenvironmental perspective in Environmental Protection Areas (EPAs) has strengthened collaborative relationships between these areas and the populations, especially those living in their vicinities. Since EPAs also aim at the conservation of the physical environment, it is necessary to protect the geodiversity aspects as well as those of the biodiversity. Geoconservation actions in the EPAs must take into account the assumptions concerning geodiversity conservation and the relationship with the surrounding populations, in order to use the awareness guidelines through Environmental Education aiming at knowledge and social participation. This consolidates a significant strategy, from the definition to the implementation and monitoring of geoconservation. The aim of this research was to define geoconservation strategies based on participative methodologies, in Picinguaba and Caraguatatuba Centers of the Serra do Mar State Park, northwest of the State of São Paulo. Taking into account the unique characteristics of the area, assessed through the inventory and quantification of the geological heritage, the present research integrates geosciences approach with social research, considering local socioenvironmental perceptions and dynamics, aiming to constitute the step of valorization and dissemination of the geoconservation strategies. To achieve the proposed objectives, the following procedures were carried out: literature review, fieldwork, questionnaires, semi-structured interviews and courses related to geosciences and geoconservation. Data collection in the field involved 20 interviews with local residents (traditional - caiçaras and quilombolas, and non-traditional) and managers of the centers; in addition, 70 questionnaires were applied to environmental education instructors and tourist guides, teachers of a municipal school in Ubatuba and employees of a regional NGO. The course \"Strategies of Geoconservation in the Serra do Mar State Park\" was carried out in three modules, in the Picinguaba Center, in the Caraguatatuba Center and in a municipal school in Ubatuba. Throughout the dissemination course, participative methodologies were applied from the perspective of Social Learning (World Café and Socioenvironmental Mapping), seeking to value and disseminate the geodiversity and the geological heritage of the study area. The results integrated the view of local actors through socioenvironmental diagnosis. The peculiarities of the relationship between the inhabitants and the locality revealed the attribution of values and senses to the landscape, and the socio-cultural interactions. In addition, there were conflicting and conciliatory processes concerning the EPA, also considering the socioenvironmental conflicts and threats inherent to this place. The analysis of the geoenvironmental perception of these actors contributed to the understanding of the values attributed to the elements of the local geodiversity. Thus, although the understanding of the concepts of geodiversity and geological heritage by the involved actors was not identified, the relationship with and the recognition of the local geodiversity elements became evident. Hence, through the approach addressed in the course, valorization and dissemination of the geodiversity and the geological heritage were reached, favoring the elaboration of geoconservation strategies through the participative methodologies developed during the course.
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Lieux, Elizabeth McKinney. "The effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative management." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-152010/.
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Santos, Stela Aparecida de Abreu. "Avaliação institucional escolar: instrumento de gestão do conhecimento e fortalecimento da escola enquanto organização que aprende." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5586.
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O presente estudo, que tem como tema a avaliação institucional, objetivou compreender o processo de autoavaliação e seus desdobramentos, na E.E. Bias Fortes, localizada no município de Januária/MG. A partir da descrição e da análise da proposta de autoavaliação contida no instrumento disponibilizado através do Prêmio de Gestão Escolar, busca verificar se essa prática auxilia no processo de transformação da escola em organização que aprende, evidenciando os aspectos intrínsecos da avaliação institucional com a gestão do conhecimento e da gestão participativa da escola. Os resultados encontrados a partir desta pesquisa - incipiente entendimento e compreensão dos fundamentos e princípios da avaliação institucional; inexperiência em análise crítica global da instituição; ineficaz gestão do tempo para desenvolvimento do processo avaliativo, dentre outros - poderão ser utilizados para estimular e instruir outras escolas a adotarem a prática da avaliação institucional em seus espaços educativos. Justifica-se a proposta deste Plano de Ação Educacional, cujo teor sinaliza diferentes direcionamentos para a institucionalização da prática da autoavaliação escolar, destacando as questões de maior relevância no processo de construção da investigação. Pretende-se que a escola tenha, ao seu alcance, orientações e formações específicas que possibilitem a reflexão e a definição coletivas de sua identidade institucional e de análise da sua prática para explicitação dessa identidade. A intencionalidade por trás desta proposta é proporcionar às escolas públicas da S.R.E. Januária a construção de conhecimentos que impliquem a ampliação de sua capacidade diagnóstica, de proposição de ações saneadoras e propositivas, de planejamento, conforme sua realidade e objetivos estabelecidos, além da efetiva execução de ações transformadoras demandadas na e pela comunidade escolar.
This study, which has as its theme the institutional evaluation, aimed at understanding the process of self-evaluation and its consequences, in E.E. Bias Fortes, located in the municipality of Januária / MG. From the description and analysis of the self-evaluation proposal in the instrument available through the School Management Award, aims to verify this practice aids in school transformation process in learning organization, highlighting the intrinsic aspects of institutional evaluation with knowledge management and participatory management of the school. The results from this research - incipient understanding and grasp of the fundamentals and principles of institutional evaluation; inexperience in global critical analysis of the institution; ineffective time management for the development of the evaluation process, among others - can be used to encourage and instruct other schools to adopt the practice of institutional assessment in its educational spaces. This time, justified the proposal of the Education Action Plan, whose content indicates different directions to institutionalize the practice of school self-evaluation, highlighting the most relevant issues in the research building process. It is intended that the school has, at its disposal, specific guidance and training to enable reflection and collective definition of its institutional identity and analysis of their practice to elaborate that identity. The intention behind this proposal is to provide public schools S.R.E. Januaria the construction of knowledge involving the expansion of its diagnostic capacity, the ability to propose remedial actions and purposeful, planning as your reality and goals and the effective implementation of transforming actions demanded in the school and community.
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Seward, Linda. "Using action learning as a strategy for developing nurses in their professional practice : a participative approach to the theory and practice of evaluation enquiry." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/403076/.
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This thesis describes the findings of an evaluation study designed to examine the development of ten healthcare practitioners (nurses) through action learning. The study explored how action learning can be used as a learning strategy to help nurses in their professional practice. The study aimed to investigate how one approach to work-based learning, action learning, potentially influences how nurses learn. The study adopts a stakeholder-evaluation approach, which involves discovering how participants experience action learning through being a set facilitator, set presenter, and set member. This evaluation strategy is located within the interpretive/constructivist paradigm and draws from social research evaluation methods, including fourth-generation evaluation (Guba and Lincoln, 1989). This study views evaluation as the systematic exploration and judgement of working practices, experiences and outcomes through a process of dialogue. Therefore, rather than defining evaluation in terms of measurement, the research focus is one of qualitative enquiry. Based on the findings of a range of evaluation methods, it is suggested that action learning could be used as part of a strategy to enable participants to learn from experience and develop techniques for using action learning and its associated processes for the purposes of facilitating learning in the workplace and, thus, become more effective in their learning and development role. In addition, the findings suggest that an individual’s learning style is an important consideration when setting up action-learning programmes. The value of using action-learning techniques to enable individuals to explore and develop their learning and development skills is evidenced. The contribution that facilitation expertise can make to personal development, supporting and developing others and enabling quality patient care is outlined. Recommendations indicate the need for organisations to share a common vision and strategy for embedding learning and development into the workplace. The study concludes by recommending eight learning principles to guide participants, facilitators and organisations in their use of action learning.
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Guidi, Marc-Antoine Diego. "Exploring the creation of values through waste management in poor communities as an alternative to waste externalization : participative research examples showing collaborative learning in India, Bolivia and Brazil." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLE022.
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Cette recherche explore la capacité des communautés pauvres de pays en développement à concevoir et mettre en œuvre des solutions sanitaires durables. Elle s'inscrit dans un cadre théorique qui examine les « plis de pensées » qui amènent à une « externalisation » des déchets: rejetés, sans valeur, devant être enterrés, et gérés technologiquement (Douglas, 1996, Hird, 2012). Le rôle de la création de valeur et des économies circulaires, et le potentiel de l'entreprenariat communautaire sont facteurs de gestion durable (Peredo, 2003; 2006; 2010).Trois études de cas ont été entreprises dans des communautés marginales très pauvres en Inde, en Bolivie et au Brésil utilisant une méthodologie de recherche participative. L'une des principales conclusions constitue " l'internalisation " des déchets, placés au centre des communautés qui permet l’émergence de solutions collaboratives novatrices, pragmatiques et peu coûteuses; processus que Simondon (1989) décrit comme individuation.Les trois cas ont mis en évidence l'importance des valeurs sociales de respect, de dignité et de contribution, amenant création d'emplois, dépassement de préjugés culturels et pacification. Le cadre proposé de la « Roue de l'autonomisation communautaire » a été élaboré pour la promotion de solutions co-definies localement, hybrides, pouvant être un moyen plus efficace de traiter la gestion des déchets dans ces collectivités que la prescription de solutions normalisées, de modèles imposés qui ne correspondent pas nécessairement aux capacités locales. Bien que le caractère unique des cas implique que les résultats sont instructifs plutôt que prescriptifs, ils sont pertinents pour les agences municipales et autres institutions travaillant dans le domaine de l'assainissement avec des communautés similaires, et comme alternative salutaire au paradigme de "l'externalisation des déchets " qui exacerbe les problèmes de pollution dans le mondeThis research explores the capacity of poor communities in developing countries to collaboratively create sustainable sanitation solutions. The analytic framework for this research included theories on ‘externalization’ of waste (Douglas, 1996; Hird, 2012), value creation, circular economies, and community-based entrepreneurship (Peredo, 2003). Three case studies were undertaken in very poor fringe communities in India, Bolivia and Brazil using a community-based participatory methodology.The main findings were that ‘internalizing’ waste, by bringing it within the sphere of influence of local communities, lead to the implementation of unique and innovative hybrid solutions via a process of individuation (Simondon, 1989). While the results are not presented as definitive or prescriptive, a “Wheel of Community Empowerment” framework is offered to highlight key lessons and insights that may be relevant to municipal or other agencies working in sanitation in similar communities, as an alternative to mainstream approaches that ‘externalize’ waste and cause greater pollution
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Seguin, Laura. "Les apprentissages de la participation. Regards croisés sur un dispositif institué et une mobilisation contestataire." Thesis, Tours, 2016. http://www.theses.fr/2016TOUR1804/document.
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La citoyenneté opère un retour en force dans le domaine environnemental, visible tant dans les dispositifs de participation destinés à inclure l’ensemble des citoyens dans les prises de décision, que dans des mouvement de contestation voire des résistances à des projets d’aménagement ou certains usages de l’espace. Ces deux types d’expériences participatives constituent pour ceux qui y prennent part - citoyens, acteurs associatifs, élus, professionnels des politiques publiques - de véritables lieux d’apprentissages politiques. Par l’exploration d’une procédure institutionnalisée de participation (une conférence de citoyens sur la gestion de l’eau) et d’une mobilisation contestataire (contre le gaz de schiste), ce travail identifie d’une part ce que les acteurs apprennent, et d’autre part les modalités par lesquelles ils apprennent. L’enquête ethnographique et le recours aux sciences de l’éducation font l’originalité de cette recherche qui propose de décrire et d’analyser finement des expériences d’apprentissages politiques, d’éducation au conflit comme à la participationCitizenship has been making a strong resurgence in the environmental field, visible both in institutionalised procedures intended to include all citizens in decision-making, and in protest movements or resistance to some planning projects or land uses. For those who take part - citizens, members of associations, policy makers and public policy professionals -, these two kinds of participatory experiences represent significant spaces for political learning. Through the exploration of an institutionalised procedure for public participation (a citizens’ conference on water management) and a protest movement (against shale gas), this work identifies what actors learn on the one hand, and the learning methods on the other. The ethnographic survey and the use of educational sciences constitute the originality of this research which describes and analyses experiments in political learning, education to conflict as well as participation
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Camargo, Cristiane Cordeiro de. "Análise das oportunidades de aprendizagem em aulas expositivo-participativas: estudo de caso de um professor de Biologia." Universidade Federal de São Carlos, 2005. https://repositorio.ufscar.br/handle/ufscar/2782.
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Previous issue date: 2005-03-11This work is inserted in an investigative line, guided by a cognitive learning framework, seeking to understand how speech, in the teaching environment, has impact upon the learning process of students. Using as outline suggested questions from the teacher in participative lectures and the reactions to the students responses, this investigation aimed to answer two questions: a) How does the analysis of the interaction teacher-student in participative lectures enable the identification of possible learning opportunities? b) Which are the variables involved in the process that go from the intentions in teaching practice, to the opportunities of learning offered? To proceed in this analysis, we have sought reference in social-historical psychology authors regarding the caracterization of the thought process and the structure of scientific knowledge ( Petrovsky, 1980; Vygostky, 1993 ); authors who, using as a starting point social-historical psychology, have developed concepts and interpretations on the functions of speech in learning activities ( Scott, 1998; Mercer, 1996; Wegerif et al, 1999 ); authors who deal with forms of relationship in regard to knowledge, as they materialize in the teaching environment ( Edwards, 1997 ). This work is characterized as a descriptive-analytic study of a biology teacher; of qualitative nature, presented in case study format. The data was collected thru means of observation and registry of given lectures as well as an interview with the teacher. Results indicate that the identification of learning opportunities offered by the teacher, by means of interventions, can only be comprehended if articulated to the logics of context ( structure of scientific concepts ) and interaction ( structure of participation, that is, the implied rules that guide the students and teacher s participation in their speech during class). These opportunities sometimes don t correspond to the ones idealized /verbalized by the teacher, as they suffer influence of many variables in the process of materialization in class. Among these are the ones related to the basis of knowledge of the teacher in teaching skills, in terms of knowledge of a specific area as well as in the pedagogic area. A correct articulation between the two types of knowledge can enable a more adequate one between the teacher s interventions and the mental processes necessary to the elaboration of certain scientific knowledge by the students. Beyond that, results also show the utility of theoretical structures, deriving from concepts such as scafolding ( Bruner et al, 1976, apud Scott, 1998 ) for the analysis of concrete situations in teacher-student interaction during participative lectures.
Este trabalho está inserido em uma linha investigava que, pautada em uma abordagem cognitivista da aprendizagem, procura compreender como a fala, nas situações de ensino, têm impacto sobre o processo de aprendizagem dos alunos. Tendo como recorte as questões propostas pelo professor em aulas expositivo-participativas e as suas reações às respostas dos alunos, esta investigação procurou responder a duas questões: a) Como a análise da interação professor-aluno em aula expositivo-participativa possibilita que se identifiquem as oportunidades de aprendizagem oferecidas? b) Quais as variáveis envolvidas no processo que vai das intenções de ensino às oportunidades de aprendizagem oferecidas? Para proceder a esta análise, buscamos referências em: autores da psicologia sócio histórica a respeito da caracterização do processo de pensamento e da estrutura dos conhecimentos científicos((Petrovsky, 1980; Vygotsky, 1993); autores que, tendo como ponto de partida a psicologia sócio-histórica, têm desenvolvido conceitos e interpretações sobre as funções da fala em atividades de aprendizagem (Scott, 1998; Mercer, 1996; Wegerif et al, 1999); autores que tratam das formas de relação com o conhecimento tais como se materializam em sala de aula (Edwards, 1997). Este trabalho caracteriza-se como um estudo analítico-descritivo, de natureza qualitativa, apresentado sob a forma de um estudo de caso de um professor de Biologia. Os dados foram coletados por meio de observação e registro das aulas ministradas e entrevista com o professor. Os resultados indicam que a identificação das oportunidades de aprendizagem oferecidas pelo professor por meio de suas intervenções só podem ser compreendidas se articuladas as lógicas do conteúdo (estrutura dos conceitos científicos) e da interação (estrutura da participação, ou seja, as regras implícitas que regem a participação de alunos e professor no discurso em sala de aula). Estas oportunidades, muitas vezes, não correspondem àquelas idealizadas/ verbalizadas pelo professor pois, em seu processo de materialização em sala de aula, sofrem a influência de muitas variáveis, dentre elas as relacionadas à base de conhecimentos do professor para o ensino , tanto em termos de conhecimentos do âmbito específico, quanto do âmbito pedagógico. Uma correta articulação entre estes dois tipos de conhecimento podem levar a uma adequada articulação entre as intervenções do professor e os processos mentais que são necessários à elaboração de determinados conhecimentos científicos pelos alunos. Além disso, os resultados também demonstram a proficuidade de construções teóricas oriundas de conceitos como scafolding (Bruner et al, 1976, apud Scott, 1998) para a análise de situações concretas de interação professor-alunos em aulas expositivo-participativas.
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Williams, Dale, of Western Sydney Hawkesbury University, Faculty of Agriculture and Horticulture, and School of Agriculture and Rural Development. "A participatory approach to evaluating voluntary rural community-based organizations is an effective tool for organizational learning and ensuing rural community development, as evidenced in the participative evaluation of the Southern Riverina Rural Advisory Service." THESIS_FAH_ARD_Williams_D.xml, 1995. http://handle.uws.edu.au:8081/1959.7/69.
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The central argument of this thesis is that participative approaches to evaluating voluntary rural community-based organisations are an effective tool for organisational learning and ensuing rural community development. This proposition is explored through the evaluation and strategic planning of the Southern Riverina Rural Advisory Service, a community-based counselling organisation. The Service works with families experiencing financial hardship and associated stress. The thesis is multi-faceted and generic issues included: the importance of commitment by rural communities and organisations to creating frameworks for understanding and acting in integrated ways to the diversity, inter-relatedness and conflict of issues, wishes and needs of members, and to develop the capacity to transform contexts of dependency-oriented crisis situations to ones of self-responsible, interdependent change; the need to view contexts through integration of local, regional, national and global perspectives and to develop networks to integrate understanding and action; and to continue learning how to better enhance organisational and community-based learning.Master of Science (Hons)
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RODRIGUES, Maria do Socorro de Sousa. "Auto-Avaliação e Planejamento Participativos no Âmbito da Universidade Federal do Ceara (UFC): Em Busca de Saberes e da Mudança de Cultura Institucional." http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/5876.
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RODRIGUES, Maria do Socorro de Sousa. Auto-avaliação e planejamento participativos no âmbito da Universidade Federal do Ceara (UFC): em busca de saberes e da mudança de cultura institucional. 2007. 260 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira Fortaleza-CE, 2007.Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-08T15:10:27Z No. of bitstreams: 1 2007_TESE_MSSRODRIGUES.pdf: 2180757 bytes, checksum: 7e506dec0cbfbe41d7e0ba78e972cf24 (MD5)
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The main aim of this study was to investigate the learning and knowledge elaborated in the exercise of auto-evaluation and participative planning at the Federal University of Ceará (UFC) environment. In a very specific way, it was meant to build the basis for evaluation culture change. The environments of which the research took part were the payment Subunit of the Human Resources (SHR) and a Subunit of the Administration Directory of the Maternidade Escola Assis Chateaubriand (MEACB). The choice of the environments was due to the fact that they were areas of little or no participative work and auto evaluation identified in the mapping accomplished before the intervention and also to the interest and acquiescence of managers for the accomplishment of the research in the units mentioned above. It was used of interdisciplinarity, several areas of knowledge were integrated aiming to give support to the investigation. It was then made a quali-quantitative study through action research for a year with twelve monthly meetings in two environments or groups, among which the ones from the SRH were composed by nine co-researchers and the ones from the MEAC varied between twelve and fourteen participants. The objective of the meetings was at first, to identify the perception of the groups concerning self-evaluation and participative planning and after that to train them for the permanent exercise of such activities aiming the constitution of new learning and basis to implant the evaluation culture. Besides the general aspects of each unity, we emphasize the most outstanding characteristics of each group. The tools used were questionnaires, texts, dynamics, frequency maps, monthly work plans, semi-structured interviews and key words. During the meetings the groups elaborated small texts and identified new knowledge acquired with the participative auto evaluation practice, justifying facilities, advancement, and surrender. During the target-evaluation, the members of the groups self-evaluated the participation in the meetings in several aspects, among others: the individual and group involvement, acquired knowledge, leadership and the researcher. The results indicate that, after a year of intervention in the groups, it was possible to learn and apply in the practice, some of the acquired knowledge about self evaluation and planning in cooperation that would be good for their personal and professional lives. They lamented the lack of experience, culture, in such space, the absence of the whole unity and of management in the research
O objetivo geral deste estudo foi investigar os saberes ou os conhecimentos elaborados no exercício da auto-avaliação e do planejamento participativos em ambientes da Universidade Federal do Ceará (UFC). De modo específico, tencionou-se edificar as bases para mudança de cultura de avaliação. Os ambientes que participaram da pesquisa foram a Subunidade de Pagamento da Superintendência de Recursos Humanos (SRH) e uma Subunidade da Diretoria Administrativa da Maternidade-Escola Assis Chateaubriand (MEAC). A escolha dos ambientes decorreu do fato de serem áreas com pouco ou nenhum trabalho participativo e auto-avaliação, identificados no mapeamento realizado antes da intervenção, e ainda pelo interesse e aquiescência dos gestores para realização da pesquisa nas citadas unidades. Utilizando-se da interdisciplinaridade, diversas áreas do conhecimento foram integradas com vistas a dar suporte à investigação. Neste sentido, foi realizado estudo quali-quantitativo por meio da pesquisa-ação durante um ano, com doze encontros mensais nestes dois ambientes ou grupos, sendo o da SRH composto por nove co-pesquisadores e o da MEAC variando entre doze e quatorze participantes. Os encontros objetivaram, inicialmente, identificar as percepções dos grupos acerca da auto-avaliação e do planejamento participativos e, em seguida treiná-los para o exercício permanente dessas atividades com vistas à constituição de novos saberes e de bases para implantar a cultura de avaliação. Além de aspectos gerais de cada unidade, enfatizamos as características mais marcantes de cada grupo. Os instrumentos utilizados foram questionários, textos, dinâmicas, mapas de freqüência, planos de trabalhos mensais, entrevistas semi-estruturadas e palavras-chaves. Durante os encontros, os grupos elaboraram pequenos textos e identificaram novos conhecimentos adquiridos com a prática da auto-avaliação participativa, justificando facilidades, dificuldades, avanços e retrocessos. Durante a meta-avaliação, os membros dos grupos auto-avaliaram a participação nos encontros em vários aspectos, entre outros: o envolvimento individual e em equipe, os conhecimentos adquiridos, a liderança, o pesquisador. Os resultados indicaram que, após um ano de intervenção nos grupos, foi possível aprender e aplicar na prática alguns conhecimentos adquiridos sobre auto-avaliação e planejamentos em colaboração, que serviriam para suas vidas pessoal e profissional. Lamentaram a falta de vivência, de cultura, nessa seara, a ausência da unidade toda e da gestão na pesquisa
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Williams, Dale. "A participatory approach to evaluating voluntary rural community-based organizations is an effective tool from organizational learning and ensuing rural community development, as evidenced in the participative evaluation of the Southern Riverina Rural Advisory Service /." View thesis View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030603.110449/index.html.
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Guachalla, Francisco J. A. [Verfasser], and J. Alexander [Akademischer Betreuer] Schmidt. "Towards Resilient Communities with Sustainable Development : Use of a Participative Dynamic Approach for Project Monitoring and Learning within the new Paradigm of the Sustainable Development Goals 2030 / Francisco J. A. Guachalla ; Betreuer: J. Alexander Schmidt." Duisburg, 2017. http://d-nb.info/1139640658/34.
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Henley, Jennie. "The learning ensemble : musical learning through participation." Thesis, Birmingham City University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527426.
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This thesis is an examination of the learning processes employed by adults who learn to play an instrument within an ensemble. The alms of the research were threefold. Firstly, to discover how a person learns in a group and what the role of the soclo-cultural environment is In learning. Secondly, to Investigate the role that Identity plays In learning and whether the students regard themselves as musicians. Rnally, to explore the role of the performance in the musical learning process. The research has been carried out using case-study research and a four-year autoethnographlc study. The theoretical framework Is provided by literature from the fields of cultural psychology, music psychology and adult learning. Activity Theory has been used as the main analytical tool. The discussion firstly considers the leaming process in order to construct an activity system of muslcalleamlng within an ensemble. Then, using this activity system, the motivational factors inherent In the learning ensemble and the role of Identity In generating motivation are considered. Through analysing motivation and Identity In relation to the activity system, I have demonstrated how the activity system can be developed into a three-dimensional system by Incorporating Identity as a constituent, thus stabilising the activity system. A three-dimensional system then allows for multiple activities to be analysed through the construction of activity constellations. The result of this study is a model of partidpative learning. Partidpative learning takes Into consideration the purpose of learning and the soclo-cultural environment so that musical leaming Is embedded In social music making. This then provides music education with a new model for leamlng a musical Instrument.
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Codreanu, Elena. "Les Espaces Numériques de Travail dans l’enseignement primaire : le rôle de la conception et des facteurs situationnels dans l’adoption technologique." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2032.
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Ce travail de thèse a pour objectif d’évaluer les facteurs intervenant dans l’acceptation d’un Espace Numérique de Travail (ONE) dans le contexte des écoles primaires en France. Dans ce cadre, nous avons mis en place un modèle d’acceptation triangulaire qui associe trois types de facteurs d’acceptation : facteurs pratiques (liés à la conception de l’outil), facteurs de perception (liés aux attitudes des utilisateurs) et facteurs situationnels liés aux caractéristiques du système d’activité scolaire.Afin d’évaluer ces facteurs, nous avons implémenté trois opérations de recueil de données. Dans la première opération (Axe 1), nous avons évalué, à partir de statistiques d’usage (N=266), les différences en termes d’utilisation entre les écoles ayant participé à la conception de l’outil et les écoles non participantes. Dans la seconde opération (Axe 2), nous avons évalués les attitudes des enseignants (N=8) et des parents (N=158) à l’aide de questionnaires d’intention d’usage et d’entretiens semi-directifs. Enfin, la troisième opération (Axe 3) est constituée d’entretiens approfondis à l’aide de méthodes d’explicitation et des analyses ethnographiques de publications réalisées sur ONE par lesenseignants, les élèves et les parents d’élèves.Les résultats montrent que l’acceptation des ENT dans les écoles primaires est un processus lent, qui se construit sur plusieurs années. Nous constatons un rôle déterminant de la coopération entre les concepteurs et les enseignants dans l’acceptation future de ONE. Les enseignants et les parents sont globalement favorables à l’utilisation de ONE et ont des perceptions positives concernant sa facilité d’usage et le rôle de cet outil dans la communication entre les écoles et les familles et dans le suivi des élèves. Ils craignent cependant que l’outil allonge le temps passé devant les écrans par les élèves. Les facteurs situationnels montrent certaines difficultés pour intégrer ONE dans les pratiques enseignantes : problèmes de gestion de la classe, manque d’infrastructure, allongement du temps des séances et un accompagnement insuffisant sur le plan pédagogique. En revanche, les enseignants apprécient le rôle important de l’outil, d’une part, dans la formation des compétences numériques et la responsabilisation digitale des élèves et, d’autre part, dans la valorisation des connaissances des élèves et la construction d’une expérience d’apprentissage plus autonomeThe objectif on this PhD thesis is to assess the factors involved in the acceptance of a VLE (Virtual Learning Environment), called One, in a context of primary schools in France. Within this framework, we developed a trangulated acceptancy model which associates three types of determinants : practical factors (related to the technology conception), perceptual factors (associated to users’ attitudes toward One), and situated factors related to the school activity system’s specifications. In order to assess these factors, we implemented three phases of data collection. In the first stage (Topic 1), we assessed, from usage statistics, the differences between schools that were involved in the platform’s design and those who where not. In the second stage (Topic 2), we evaluated the teachers and parents’ atitudes toward the VLE with specific one-to-one interviews and surveys. Finally, the third stage (Topic 3) was based on qualitative interviews and ethnographic analysis of activities developed by teacher, students and parents on the platform.The results attest the fact that the acceptance of VLE in primary schools is a slow process which is built step by step and achieved over several years. The collaboration between designers and teachers plays a crucial role in the future acceptance of One. The teachers and parents are globaly in favour of platform’s adoption and they show positive views on its ease of use, the facilitator role played in the communication between families and schools and concerning a better monitoring of pupils. They fear however that One could increase the length of childrens’ exposure to screens. The situated factors highlight some difficulties to integrate technologies in teachers’ everyday practices : organisational issues, class management, lack of infrastructure, increase in classes’ lenght, insuffisant pedagogical support for teachers. Nonetheless, the teachers appreciate the contribution of the platform in the development of children’s digital skills on the one hand, and in a better exploitation and recognition of childen’s knowledge and a more autonomous learning experience on theother hand
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Felix, Thiago Francisco. "Pesquisando a melhoria de aulas de matemática seguindo a proposta curricular do estado de São Paulo, com a metodologia da pesquisa de aulas (Lesson Study)." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/4412.
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This project is a study that seeks a reflection of author about classroom practices in teaching mathematics, at public schools of State of São Paulo, Brazil, especially with 6th and 7th grades of Basic School System. We adopted the Methodology of Lesson Study, a original Japanese Methodology, that focus the research on investigative activities of a teacher aiming at the improvement of his/her teaching practices. The phases of such investigative activities comprise the planning and the execution of the lessons, followed by the critical reflections after the lesson, that constitute fundamental steps to the search for the improvement of the teaching/learning process. This methodology is being disseminated in Western countries, and this work is one of the first adapted experiences as an attempt to introduce it in Brazil, and it is commented in Chapter 2. In order to secure an effective reflection of this process, we have established the investigative procedure at each stage of teacher´s practice, grounding the work on the concept of Pedagogical Content Knowledge (Schulman, 1986), discussed in Chapter 1. As main product of Master Program for Teachers, we have designed lessons and activities that consider the curriculum proposal of The Secretary of Education of the State of São Paulo and have followed the Methodology of Problem Solving of Polya, as a strategy to yield the analysis of lessons, activities and the following reflections. One main result sought and obtained in this work is the participative learning of students when building their own knowledge through the steps of Problem Solving Methodology, described in Chapter 3. In Chapter 5, we present some proposals for different types of lessons, describing the ways the curriculum recommendations can be worked out with our approach. We show analyses of lesson planning and the expectations of teacher about the executions of the plans at this stage, as well as about many problems come up with students´ difficulties, reactions and participations. Moreover, we comment the didactical perceptions of the author that have allowed conducting the Lesson Study in the stage of improving the learning with active participation of students. The most important achievement of this work is the execution of after class reflections mediated by Lesson Study Methodology, which has implicated a new vision of the assessment of students answers and questions/doubts. The work has permitted a more refined search and comprehension of the errors and the analyses of correct answers, which has brought a quality upgrade to the assessment. The Chapter 6 contains a synthesis of our reflections connected to the activities. The Appendix consists of detachable sheets with the lesson plans and steps of their execution, which can be used by basic school teachers as well as by students of teacher preparation programs who seek ideas and suggestions to improve their classroom practice.
O presente projeto é um estudo que buscou uma reflexão sobre a prática docente do autor no ensino da matemática em escolas públicas do Estado de São Paulo, especialmente sobre o ensino nas séries iniciais do ciclo II do Ensino Fundamental (6º e 7º anos). Apoiamos na Metodologia de Pesquisa de Aula, uma metodologia de origem japonesa, que coloca o foco da pesquisa nas atividades investigativas do profissional docente para o aperfeiçoamento de suas práticas. A investigação passa pelas fases de planejamento e execução de aulas e reflexões pós-aula, que são primordiais para a busca da melhoria do ensino-aprendizagem da matemática. A Metodologia está sendo disseminada no Ocidente, sendo esse trabalho uma das primeiras experiências na tentativa de introduzir essa metodologia no Brasil, e seu conteúdo está explicado no Capítulo 2. Para garantir uma reflexão efetiva desse processo, buscamos estabelecer o olhar investigativo do professor em cada etapa da prática docente, baseando-nos no conceito de Conhecimento Pedagógico de Conteúdo (Schulman, 1986), que foi considerado no Capítulo 1. Como produto da pesquisa em Mestrado Profissional, elaboramos aulas e atividades baseadas na proposta curricular da Secretaria de Estado da Educação do Estado de São Paulo (SEE-SP), que está analisada no Capítulo 4, e seguimos a Metodologia de Resolução de Problemas (Polya, 1995) como uma estratégia para fundamentar a análise das atividades assim como as reflexões realizadas. A Metodologia de Resolução de Problemas foi estudada no Capítulo 3, comparando as fases da resolução dentro das atividades propostas no nosso estudo. Um dos resultados principais buscados e obtidos nesse projeto foi a aprendizagem participativa dos alunos na construção de seu conhecimento por meio das etapas da Metodologia de Resolução de Problemas. No capítulo 5, apresentamos algumas propostas de diferentes aulas, mostrando como os temas curriculares podem ser trabalhados sob tal enfoque. Apresentamos análises do preparo de aulas e expectativas do docente nesta fase, diversos problemas enfrentados com as dificuldades dos alunos, suas reações e participações. Além disso, comentamos as percepções didáticas do docente que permitiram conduzir a Pesquisa de Aula na fase de melhorar a aprendizagem com a participação ativa dos alunos. O resultado mais importante do trabalho foi conseguir executar as reflexões pós-aulas que, mediadas pela Metodologia da Pesquisa de Aula, permitiram um novo olhar nas análises das atividades feitas pelos alunos, implicando uma busca e compreensão mais acurada dos erros e acertos dos mesmos, o que trouxe um salto qualitativo nas avaliações da aprendizagem dos alunos. O Capítulo 6 contém uma síntese do nosso estudo relacionando as reflexões com as atividades executadas. O Apêndice deste trabalho consiste dos planos de aulas e atividades, e descrição das suas execuções, que podem ser destacados e utilizados por professores das escolas básicas ou por licenciandos em busca de sugestões e ideias para aperfeiçoar sua prática docente.
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Nainabasti, Binod. "Role of Students’ Participation on Learning Physics in Active Learning Classes." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3022.
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Students’ interactions can be an influential component of students’ success in an interactive learning environment. From a participation perspective, learning is viewed in terms of how students transform their participation. However, many of the seminal papers discussing the participationist framework are vague on specific details about what student participation really looks like on a fine-grained scale. As part of a large project to understand the role of student participation in learning, this study gathered data that quantified students’ participation in three broad areas of two student-centered introductory calculus-based physics classes structured around the Investigative Science Learning Environment (ISLE) philosophy. These three broad areas of classes were in-class learning activities, class review sessions that happened at the beginning of every class, and the informal learning community that formed outside of class time.
Using video data, classroom observations, and students’ self-reported social network data, this study quantified students’ participation in these three aspects of the class throughout two semesters. The relationship between behaviors of students’ engagement in various settings of an active learning environment and (a) their conceptual understanding (measured by FCI gain) and (b) academic success in the courses as measured by exam scores and scores on out-of-class assignments were investigated. The results from the analysis of the student interaction in the learning process show that three class components, viz. the Review Session, Learning Activities, and Informal Learning Community, play distinct roles in learning. Students who come in the class with better content knowledge do not necessarily participate more in the learning activities of active learning classrooms. Learning Communities serve as a “support network” for students to finish assignments and help students to pass the course. Group discussions, which are facilitated by students themselves, better help students in gaining conceptual understanding. Since patterns of students’ participation do not change significantly over time, instructors should try to ensure greater participation by incorporating different learning activities in the active learning classroom.
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Buck, Alison R. "Learning Community Participation and Sense of Community." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-07062006-115946/.
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To perform well and persist at universities, students need to feel socially and academically integrated. Many universities have instituted learning communities to promote both types of involvement. I explore whether participants in learning communities develop a greater sense of community in the classroom and the university than non-participants. My sample consists of 273 first year students in 31 small seminar classes in a variety of disciplines. My comparison group is 73 first-year students taking introductory sociology courses. I also control for the effects of race, gender, family income, residence type and course subject. This study represents one of the many ways that sociology can contribute to the understanding of college student behavior
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Holmström, Ingela. "Learning by hearing? : Technological framings for participation." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-30754.
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This thesis examines technological framings for communication and identity issues, with a particular focus on Swedish mainstream schools where children with cochlear implants are pupils. Based on a sociocultural perspective on learning, the thesis focuses on how pupils and teachers interact with (and thus learn from) each other in classroom settings. The study comprises a) a sociohistorical analysis of three Swedish non-governmental organizations’ periodicals from 1891 to 2010, and b) an ethnographic study including micro-analyses of interaction in two mainstream classrooms where there are children with cochlear implants. The sociohistorical analysis illustrates how different technologies, in a range of ways, have shaped (i) how people with hearing loss communicate and interact with others and (ii) their identity positions. The analysis also demonstrates the presence of language ideologies in settings where children with hearing loss are taught. Here the main preference is for spoken communication, even though different types of visual communication emerge during the 1980s and 1990s. In addition, the issue of integration has been a matter of debate since the 1970s and provides a backdrop for the current situation, where an increasing number of children with cochlear implants receive their schooling in mainstream public rather than segregated regional deaf schools. Against this background, micro-analyses have been carried out of classroom interaction and recurring patterns and activities have been identified. The results illustrate that audiologically-oriented and communicative-link technologies play major roles in the classrooms and these both facilitate and limit the pupils’ participation. Based on postcolonial theory, the results can be understood in terms of participation and non-participation of the pupil with cochlear implants, who acquire peripheral identity positions in these classroom settings. The analysis also illuminates unequal power relations regarding technologies in use, and expressions of language ideologies in the classrooms, where spoken communication is preferred. Overall, the everyday life of children with cochlear implants in mainstream schools appears to be complex, and it is technologies in use that frame the conditions for their participation in interaction and communication.
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McLean, Lesley. "Adult learning : towards a framework of participation." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.
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This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of participation, and the enabling factors relating to participation. The purpose of the research is to expand understanding in order to enhance and improve learning support practice, through a study of a university based, professionally accredited, part-time, Master's Degree programme in Human Resource Management, which serves as the research setting. The study of participation in adult learning is a well-trodden path, beginning with the seminal work of Cyril Houle in the early 1960s. Since then, researchers have continuously sought to prove, disprove or adapt existing typologies. Research has focused on generating groups of single identified factors, motivational indicators and specific challenges influencing participation in adult learning. Specific models and frameworks related to the enablement of participation are identified as being missing from the participation literature, with reference to enablers existing only within the disparate literature relating to adult learning and its broader contexts and influences. A review of the key literature reveals a lack of a single open framework that considers the reasons for, the challenges to, and the enablers of participation across defined contextual dimensions, for the purposes of understanding the nature of participation. This research presents an original conceptual framework matrix, developed from this existing literature, intended to fill this gap. The matrix affords two key opportunities. Firstly, as a theoretical device by which to organise and review current literature in the field and secondly, as a means to identify, explore and present the dominant factors relating to participation in adult learning. To achieve this the matrix identifies the three key areas of interest: i) the reasons participants have for joining the learning activity; ii) the challenges they have faced in doing so, and finally; iii) the elements and influences that enable them to successfully participate in the learning activity. These areas are reviewed further across four dimensions of the participants' life world, that of the psychological, the professional, the practical and the personal. Utilising a critical realist ontology and a post-positivist epistemology the conceptual framework matrix is used to structure the research design. The study adopts a linear, mixed methods approach to collecting data using types of thematic analysis (quantitative and qualitative), achieved through the use of an online questionnaire and one-to-one interviews with the target population. Viewed through the lens of the conceptual framework matrix, findings from within the research setting demonstrate that participants chose to engage with the learning activity as a result of a wide range of influencing factors. Reasons for participation were dominated by two of the dimensions, professional and psychological. Challenges to participation were found to be dominated by psychological factors, alongside issues of a restrictive learning environment and difficulties in achieving work life balance. The dominant enablers were people, deriving from all aspects of the participants' life-world. To aid successful participation in the learning activity under investigation two key recommendations are made to the programme managers and facilitators: i) the facilitation and encouragement of communities of practice and, ii) the development of links between the programme provider and employers. Further to this, this study suggests that, following further research to establish transferability and usability, the matrix has the potential to contribute to wider practice as an open, exploratory framework to be applied to a variety of different learning activities as a means of identifying areas of improvement or change.
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Eguia, José Luis. "El videojuego como recurso para el aprendizaje estratégico en las aulas: el caso de Personatges en Joc." Doctoral thesis, Universitat de Vic, 2012. http://hdl.handle.net/10803/124835.
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La ausencia de videojuegos como referentes de material educativo nos lleva a pensar que hemos fracasado en comprender el potencial de estos como herramientas educativas, además el hecho de que su presencia en las aulas no haya sido entendida como una situación social, impide la comprensión de su comportamiento dentro del aula.
Considerando el uso de los videojuegos como una situación social donde el docente enfatiza el aprendizaje autónomo y permanente del sujeto en el proceso educativo, rol que ha sido denominado como aprendizaje estratégico se presenta el caso de estudio Personatges en joc en el marco de la investigación Acción participativa (IAP).
El modelo contextual que hemos desarrollado con el uso de la IAP y que contempla alumnos, profesores e instituciones, se ha mostrado como una alternativa válida para generar pautas que permitan explicar la comunicación de ideas y contenidos mediante videojuegos. Este modelo ha quedado demostrado empíricamente en la colección de videojuegos Personatges en joc.
La colección tiene por objetivos dar a conocer los nombres de científicos catalanes, desarrollar competencias básicas y metodológicas en escolares, y trabajar diferentes conocimientos considerados epsecíficos del ciclo educativo de primaria.
El primer videojuego corresponde a Narcís Monturiol. La experiencia de este caso desveló problemas al observar la situación social que se produce al introducir videojuegos en las aulas. El segundo videojuego centrado en la figura medieval Joan de Peratallada, ayudó a contextualizar el uso de videojuegos en el aula. Finalmente el tercer videojuego dedicado a la figura del paleontólogo Miquel Crusafont permitió consolidar un modelo teórico obtenido como resultado de trabajar con la IAP.
El estudio de caso, ha permitido generar teoría basada en lo que piensan los jugadores y cuál es el carácter y las razones de su propia participación, y en cierta medida como las tecnologías de la información impactan en el modo en que las personas trabajan, juegan, aprenden, socializan y colaboran. Por otro lado la metodología aplicada en el estudio, implica una actuación práctica orientada a la mejora de las acciones en un acto social de importancia estratégica como es el acercamiento de los alumnos a las nuevas tecnologías emergentes.
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Roberts, F. Richard. "Impact of participation in the national FFA days of service on student motivations, value, and decision to participate in service-learning." Thesis, Oklahoma State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1567385.
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As educators seek methods of instruction that assist in helping to make learning relevant for agricultural education students, service-learning has risen as a desirable technique for meeting prescribed educational objectives. A gap in the agricultural education literature exists, however, in terms of describing whether these learning experiences intrinsically motivate students. As such, this investigation was designed to describe FFA member's level of intrinsic motivation towards service-learning through participation in the 2013 National FFA Days of Service. Deci and Ryan's Self-Determination Theory (SDT) served as the theoretical base for testing FFA members intrinsic motivation through three empirically based constructs−interest, value, and perceived choice. Results from the study found that FFA members did have an interest and valued their service-learning experience; however, they exhibited varied views in terms of their choice to participate. The findings illuminated a congruency when the tenets of service-learning were amalgamated with the axioms of SDT. Therefore, the researcher presented the Intrinsic Service Learning Model in hopes of assisting practitioners of the pedagogy with delivering an intrinsically motivated service-learning experience for students.
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Hearne, Vivian. "Participation and barriers to participation in adult learning at a community college in the Western Cape: A chain-of-response model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6610.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)This study investigates “why adults participate in learning activities” and “what barriers deter adults from participating in learning activities.” Learning activities can include informal learning initiatives and formal education programmes. According to Larson and Milana (2006) “the question of why some people participates in adult education and training while others don’t thus” (p. 2) is as relevant and urgent as ever as we want to make lifelong learning accessible for everybody. While working at a Community College in the Western Cape (South Africa), for the period October 2007 until June 2010, I have observed and noticed that many of the learners who entered the different programmes were all of a certain age. Many of them experienced an excess of barriers deterring them from participation in learning. For the purpose of this study, I am going to use the Chain-of-Response (COR) Model by Cross (1981a) to investigate specifically the situational barriers affecting those learners. Cross (1981a) developed the COR model. The rationale behind it was to better understand what urges people to participate in higher education or learning institutions. This model can be seen as cyclic, and involves seven steps developed by Cross (1981a) which have different impacts on the decision-making process of whether to enter or participate and persist in an adult learning course. Cross (1981a) argues that “an adult’s participation in a learning activity is not an isolated act but is the result of a complex chain of responses based on the evaluation of the position of the individual in their environment” (p. 36). Responses leading to participation tend to originate within the individual, as opposed to outside forces; it can either encourage or discourage participation in learning.
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Groot, Annemarie E. "Demystifying facilitation of multi-actor learning processes /." Online version, 2002. http://bibpurl.oclc.org/web/25911.
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DI, BIASE ELISA. "New technologies, social perspectives and communication roles within the knowledge society." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/41844.
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Nowadays the entire process of creation and communication of knowledge is in the
middle of a profound transformation. In the background there is our Web civilization,
got used to a technology encapsulated into everyday objects, into multimedia devices
and digital artifacts, or embedded within artificial environments and intelligent systems.
Technology-augmented tools are offering the possibility of expanding natural
boundaries, of enriching our senses and awareness, of pervading every single moment
of our life.
The thesis tries to approach what is happening in our Knowledge Society, where new
technological devices and tools are modifying our lifestyles and activities, pervading the
environments where we conduct academic research, read write or publish new cultural
contents, teach and learn at school: social and academic networks, virtual and
augmented worlds, tablets and e-readers, large interactive screens and Interactive
WhiteBoards are populating our space and time, changing our way of generating and
sharing knowledge.
After deepening the Knowledge Society concept and future perspectives, the aim of
the thesis is to describe some of the latest possibilities offered by the mutated
technological scenario, such as Ubiquitous Computing paradigm, new interfaces,
virtual/augmented world opportunities, and reflect upon the new social behaviors and
paradigms that can rise: the description of different case studies and personal
experimentations will show new participating opportunities and the deconstruction of
established roles within research, cultural and educational contexts.
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Saarenkunnas, M. (Maarit). "Multidimensional participation in polycontextual computer-supported language learning." Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514274865.
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Abstract
This thesis is an interdisciplinary study on how students and teachers as participants in computer-supported language learning make meaning to their activities. The analysis moves gradually from a more general discussion of participant activity and interaction in computer-supported environments to a domain-specific discussion of language learning and work. The main body of data for the study comes from three different university language courses. The last empirical study introduces a complementary data set from working life.
The thesis grounds its arguments on a discourse perspective of meaning. Rather than considering meaning as a property of a text or discourse, meaning is seen to reside in the active efforts of the participants of a social situation. In the particular case of computer-supported learning, a multiplicity of modes has to be taken into consideration. Language, in the sense of words, is a partial bearer of meaning only. The theoretical framework advances from a discussion of computer-supported learning as a hybrid form of interaction to a discussion of situated perspectives and computer-supported learning. The research approach applies multiple perspectives due to the multimodal and polycontextual nature of computer-supported learning. Special emphasis is laid on reaching the participant perspective.
The findings highlight the multidimensional and polycontextual character of participation in computer-supported learning. The resources that the participants use for meaning-making reach beyond the textual interaction in the learning platform. Furthermore, the participants have multiple ways of taking part in the educational activities. The context that the participants produce for their actions exceeds the limits of the learning platform and ties the activity to the surrounding world in many ways.
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Koop, Sandra. "A case study in adult participation in learning /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59878.
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This case study examines adult participation in learning. Ethnographic methods were employed to document classroom processes and participant perceptions in an adult basic education class. Classroom observations showed that learner participation was for the most part initiated by the teacher rather than by the students. Analysis of the data indicated a close link between the defined teacher and learner roles and the participants' shared perceptions of the teacher as the expert. Analysis also showed that teacher-student interaction was influenced by the teacher's past teaching experience and by her perceptions of the students and their needs. The results of this study demonstrate a need for teacher preparation designed both to increase awareness of appropriate adult education methods, and to provide experience in active learner participation. The study also highlights the importance of dialogue between teachers and learners as a means of involving learners in the learning process.
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Alfano, Christopher J. 1964. "Seniors' participation in an intergenerational music learning program." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115599.
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Intergenerational programs that bring together young people and older adults have been the subject of investigation in recent years. However, there is little research on the topic of intergenerational education programs, and virtually no research on collaborative, intergenerational music education programs in public school settings. This study sought to capture senior citizens' reflections on their experience as co-participants with adolescents in an Ontario Ministry of Education fully-funded daytime instrumental band program. This program has been running continuously and successfully at a high school since 1994. The site is a rich source of information about the ways in which seniors interact musically, socially and educationally with their own age cohort and with adolescents in this co-learning environment. Qualitative data were gathered using tools of ethnography including participant observation, interview and document analysis, while quantitative data regarding demographic and other information about participants' backgrounds, experience, practice habits and so forth were gathered by means of a questionnaire. An instrumental case study approach was used to investigate the associations of young and old both in social and learning contexts in a broad sense, so that the findings would not be limited to the specific interactive associations that occurred in a music learning and performance environment, but could be applied to other intergenerational associative situations. The study reports on the personal, social and intellectual benefits that senior participants divulged as they reflected on their participation in an intergenerational instrumental music program. The study concluded that an active daytime high school music program that included senior citizens as registered music students, which supported the interaction of young and old as equals in music learning activities, resulted in a greater understanding, acceptance, care, respect and appreciation of one age group for another. Recommendations for social policy regarding support for intergenerational, collaborative, publicly funded educational programs are offered.
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Alfano, Christopher J. "Seniors’ participation in an intergenerational music learning program." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=113375.
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Note:lntergenerational programs that bring together young people and older adults have been the subject of investigation in recent years. However, there is little research on the topic of intergenerational education programs, and virtually no research on collaborative, intergenerational music education programs in public school settings. This study sought to capture senior citizens’ reflections on their experience as co-participants with adolescents in an Ontario Ministry of Education fully-funded daytime instrumental band program. This program has been running continuously and successfully at a high school since 1994. The site is a rich source of information about the ways in which seniors interact musically, socially and educationally with their own age cohort and with adolescents in this co-learning environment. Qualitative data were gathered using tools of ethnography including participant observation, interview and document analysis, while quantitative data regarding demographic and other information about participants’ backgrounds, experience, practice habits and so forth were gathered by means of a questionnaire.[...]
Les programmes intergénérationnels qui réunissent jeunes et aînés ont été l’objet d’études au cours des années récentes. Cependant, il existe peu d’études sur les programmes d’éducation intergénérationnelle et pratiquement pas de recherche sur les programmes en collaboration intergénérationnels d’éducation musicale dans des écoles publiques. La présente étude avait pour objectif d’obtenir les réflexions d’aînés concernant leur expérience de participation, en collaboration avec des adolescents, à un programme de jour d’ensemble instrumental entièrement subventionné par le Ministère de l’Éducation de l’Ontario. Il s’agit d’un programme offert sans interruption dans une école secondaire depuis 1994 et ayant connu beaucoup de succès. Le site constitue une source précieuse de renseignements sur la façon dont les aînés réagissent tant sur le plan musical que social et éducatif avec la cohorte de leur propre âge et avec des adolescents dans un environnement d’apprentissage en commun. Les données qualificatives ont été recueillies au moyen d’outils d’ethnographie y compris l’observation.[...]
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Kubiak, Christopher David. "Understanding support worker learning : practice, participation and identity." Thesis, Open University, 2012. http://oro.open.ac.uk/54691/.
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A better understanding of support worker learning is needed. Role extension, an increasing awareness of the sophistication of caring practice and the need to develop the esteem of the sector have all made the professional development of support workers a priority for the health and social care sector. Drawing on situated and sociocultural leaming theories, this research investigated the way in which workplace participatory opportunities, affordances and individual identification shape support worker learning. Ethnographic and grounded theory methods were used. Fourteen support workers from both health and social care participated in repeated interviews over a number of months. Seven were observed in practice. Workplace manager's were also interviewed. It was found that participants established a sense of value and esteem by emphasising the significance of their work. They considered their capability as resting upon three foundations - practical experience, natural ability and knowledge of the service user. Thee domains of practice were described - development and well being-focused activities, relationship work and building an understanding of service users. Practice was a subjective and situational reconstruction. Practice-based learning was a multimodal process arising out of workplace participatory opportunities. These participatory opportunities interact to structure, support or provoke learning activities.
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Aldridge, Fiona. "Learning Journeys : Exploring the wider benefits of participation in adult and community learning." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520687.
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Ndlebe, Pamella Panphilla. "Workplace Learning: Understanding financial sector institutions as learning environments." University of the Western Cape, 2019. http://hdl.handle.net/11394/6979.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)The objective of the research is to understand the learning affordances offered at Insure Company, a large financial sector institution in South Africa and to explore how employees exercise their agency in responding to these opportunities for learning. The study draws on the concept of co-participation (Billett, 2004: 03) to explore how learning at work is shaped through learning affordances in the workplace on the one hand and engagement with these learning affordances on the other. Drawing on data gathered through interviews and analysis of company policies, this case study discusses how employees learn to perform their roles competently, how they access guidance and support from peers and more experienced colleagues and how they respond to these opportunities for learning. It also discusses the factors which enable or constrain their learning and agency. The research confirms that negative perceptions of workplace learning - as informal, unplanned, unstructured, limited to particular contexts and not transferable - are inaccurate. It supports the argument that there should be a clear understanding about how learning proceeds in workplaces and how best that learning should be organised. It is hoped that this case study makes a useful contribution towards developing such an understanding.
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Bariso, Elfneh Udessa. "New technologies : tools for widening participation in lifelong learning?" Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020460/.
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Hankerson, Mario Bernard. "Athletic Participation: A Test of Learning and Neutralization Theories." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1028102-000629/unrestricted/HankersonM111802b.pdf.
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