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Mathews, Moffat Mannunkal. "A Framework for Multiple Adaptable Pedagogical Strategies in Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2012. http://hdl.handle.net/10092/7334.
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The need to give educators the ability to enter a particular teaching strategy of their choice into an Intelligent Tutoring System (ITS) and have the ITS respond appropriately to each student has been stated by many researchers. For example, an educator could tell the ITS to keep students within a certain help level ratio (how much help they request), or to introduce a new topic in a particular manner and the ITS simply carries this out at each learning point of interest. Educators could then try new strategies, ones that unaided are impossible to try out in class (such as keeping a student within a help-seeking range) or difficult within an ITS (as the ITS would have to be specially programmed in that way). Current ITSs provide adaptivity to the student at the domain level but not necessarily at the pedagogical level. While a variety of pedagogical strategies have been implemented (e.g. apprenticeship, socratic, practice), there is no system that offers parts or all of these strategies with the ability to choose between them dynamically.
In this project, we designed a new framework for an ITS to include multiple, potentially adaptable pedagogical strategies. This was done by breaking up the pedagogical module into separate components. The Pedagogical Strategy Set (PSS) contains all the strategies, written as constraints. The Pedagogical Student Model (PSM) keeps track of which pedagogical strategies were used by each student. Within the ITS, there is still a smaller, separate pedagogical module to deal with domain-specific strategies. The Pedagogical Control Centre (PCC) contains the logic of when and how to use the pedagogical strategies. It gathers its information from the other modules and uses decision logic to trigger strategies.
We implemented and evaluated this framework within the context of SQL-Tutor and found that the framework could be used to enter pedagogical strategies, which in turn compared favourably to the original SQL-Tutor. This proof of concept opens up the possibility of the logic and algorithms that could be implemented (e.g. in the PCC) in future ITSs. The PSS is a separate module, written in a different language, independent of ITSs. This could lead to sharing of pedagogical strategies between tutors. Furthermore, students learn differently to each other; this framework allows them to do so.
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Srisethanil, Chaisak. "Pedagogical framework for an engineering intelligent tutoring system." Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/20240.
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Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.
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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues.
I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework.
I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.
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Rodrigues, Jose H. "The acquisition of pedagogical expertise in dance : a constraints-led approach." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104817/1/Jose_Rodrigues_Thesis.pdf.
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This thesis explored the acquisition of pedagogical expertise by dance teachers in a tertiary setting. The constraints-led theoretical framework with a qualitative approach was utilised to undertake a retrospective investigation of the potential factors, or constraints, influencing the acquisition of pedagogical expertise in dance. The results identified five themes, which were mapped into the constraints-led theoretical framework as environmental constraints (i.e., mentors, role models and students); task constraints (i.e., rules); and, individual constraints (i.e., needs). The results from this study highlight the potential of understanding constraints within their specific context in order to improve dance teachers’ pedagogical development.
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Schullo, Shauna J. "An Analysis of Pedagogical Strategies: Using Synchronous Web-Based Course Systems in the Online Classroom." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001236.
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Steel, Caroline Helen. "The Interrelationaship Between University Teachers' Pedagogical Beliefs, Beliefs about Web Technologies and Web Practices." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/367311.
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Educational technologies in university education are widely promoted for their potential to enrich, enhance and extend student laearning experiences (Hedberg, 2006). In the last decade, Learning Management Systems (LMS) have become a standard educational technology solution at most universities. While LMS have been purchased with enthusiasm, they have not always been integrated into university teacher practices with the same enthusiasm, and little work has been completed to assess differential effects across individual teachers, contexts and disciplines. If universities hope to encourage uptake of LMS and other technologies, studies are required to examine how teachers reconcile and translate their beliefs in these envirnments. Research into university teacher beliefs has suggested that belief systems infiltrate teacher thinking, planning, decision-making, behaviour and their application of educational technologies (Bain, McNaught, Lueckenhausen, & Mills, 1998: Reeves & Reeves, 1997).Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
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Waloszczyk, Dorota. "Reconsidering documentation systems : Examining Polish preschool educators’ reflections upon Polish preschool documentation system, preschool democracy and Reggio Emilia-inspired pedagogical documentation from Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Praktiknära utbildningsforskning (PUF), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45233.
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Sweden and Poland see preschool documentation as a very important practice in Early Childhood Education and Care. Each country, however, conceives of this documentation differently. Reggio Emilia-inspired pedagogical documentation is one of the documentation practices used in Swedish preschools. There is very little research on the approach of Polish educators to this form of pedagogical documentation. Furthermore, the Swedish preschool curriculum is based on Social Pedagogy in contrast to the Polish preschool curriculum, which is based on Readiness for School. These curricular perspectives are underpinned by different views on children’s abilities and on the goal of preschool as an institution. This, in turn, reflects the relative differences in how democracy is viewed, and documentation maintained in these two countries. In this study, semi-structured interviews with four Polish preschool educators were conducted in order to document their understandings of the mentioned terms, as well as their perspectives on the forms and practices of documentation that they use. The participants were also asked about the possibility of adapting pedagogical documentation, as seen in Sweden, to the Polish preschool model. The findings showed, that the participants did not recognize Polish preschool system as democratic. What is more, the interviewees are not satisfied with the form of their preschool documentation. However, the interviews showed, that even though the teachers see value in pedagogical documentation, they do not see this approach as the appropriate one to adapt to Poland, due to the system malfunctions and reluctant co-workers. Lastly, the study shows that more research is needed to examine the relationship between documentation practices and the promotion and maintenance of democratic practices in preschool internationally, as well as suggests some changes in order to improve Polish documentation practices.
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Zakharov, Konstantin. "Affect Recognition and Support in Intelligent Tutoring Systems." Thesis, University of Canterbury. Computer Science and Software Engineering, 2007. http://hdl.handle.net/10092/1216.
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Empirical research provides evidence of strong interaction between cognitive and affective processes in the human mind. Education research proposes a model of constructive learning that relates cognitive and affective processes in an evolving cycle of affective states. Intelligent Tutoring Systems (ITSs) are capable of providing comprehensive cognitive support. Affective support in ITSs, however, is lagging behind; the in-depth exploration of cognitive and affective processes in ITSs is yet to be seen. Our research focuses on the integration of affective support in an ITS enhanced with an affective pedagogical agent. In our work we adopt the dimensional (versus categorical) view of emotions for modelling affective states of the agent and the ITSs users. In two stages we develop and evaluate an affective pedagogical agent. The affective response of the first agent version is based on the appraisal of the interaction state; this agent's affective response is displayed as affective facial expressions. The pilot study at the end of the first stage of the project confirms the viability of our approach which combines the dimensional view of emotions with the appraisal of interaction state. In the second stage of the project we develop a facial feature tracking application for real-time emotion recognition in a video-stream. Affective awareness of the second version of the agent is based on the output from the facial feature tracking application and the appraisal of the interaction state. This agent's response takes the form of affectoriented messages designed to interrupt the state of negative flow. The evaluation of the affect-aware agent against an unemotional affect-unaware agent provides positive results, thus confirming the superiority of the affect-aware agent. Although the uptake of the agent was not unanimous, the agent established and maintained good rapport with the users in a role of a caring tutor. The results of the pilot study and the final evaluation validate our choices in the design of affective interaction. In both experiments, the participants appreciated the addition of audible feedback messages, describing it as an enhancement which helped them save time and maintain their focus. Finally, we offer directions for future research on affective support which can be conducted within the framework developed in the course of this project.
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Clayton, John. "The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.
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Roos, Sofie. "Chatbots in education : A passing trend or a valuable pedagogical tool?" Thesis, Uppsala universitet, Institutionen för informatik och media, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355054.
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Digitalizing education and reinventing the learning experience is one of the big challenges in this age of information. In the eld of E-learning, the application of a chatbot as part of the education has shown interesting potential, both as a teaching and administrative tool. Chatbots have been 'trending' for a few years and quite a few papers examining it in the educational sector has been published, albeit very little interest seems to have been given to the summation of this knowledge. In an attempt to fill the knowledge gap this thesis performed a literature study to examine the documented features and possible uses for chatbots in an educational context. Since quite a few chatbot technologies have been developed at this time and exhibit varied functions, this study was limited to only examine bots based on the XML derived language AIML. The results imply that chatbots in education have quite a few uses and even more possible features. An AIML-based chatbot can be both simple and complex to implement, all depending on the effort put into implementation. The tool is diverse and may be used for many different purposes and aims, the only limitation being the creators' creativity and imagination.
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Svensson, Maria. "Att urskilja tekniska system : didaktiska dimensioner i grundskolan." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-63750.
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Syftet med avhandlingen är att bidra till den ämnesdidaktiska kunskapsbasen för undervisning och lärande om tekniska system i grundskolan. Dagens teknikkomplexa samhälle är uppbyggt av system som vi människor interagerar med. Informations-, energi- och kommunikationssystem är exempel på tekniska system som vi kommer i kontakt med dagligen. Tekniska system ingår som en del av kunskapsinnehållet i den svenska grundskolans teknikämne, men forskning som rör teknikämnet visar att undervisning av tekniska system är begränsad och det råder osäkerhet kring vad lärande av tekniska system innebär. De övergripande frågeställningarna är: Hur uppfattar unga tekniska system? Hur kan ungas uppfattningar av tekniska system användas för att utveckla undervisningen om tekniska system? Vilken potential, att bidra till en ökad förståelse av teknik i dagens samhälle, har tekniska system som kunskapsinnehåll i teknikämnet? Avhandlingen bygger på två studier som presenteras i fyra artiklar. I två av artiklarna fokuseras ungas uppfattningar av tekniska system och i två artiklar lyfts didaktiska dimensioner av tekniska system fram. En fenomenografisk ansats används för att kartlägga ungdomars olika sätt att erfara tekniska system genom empiriska undersökningar av kvalitativa skillnader i det kollektiva erfarandet av fenomenet. Resultatet av studierna indikerar att dimensioner av tekniska system och kritiska aspekter inom dessa dimensioner är avgörande för en utvecklad förståelse av tekniska system. Genom att lärare blir medvetna om ungas uppfattningar om tekniska system kan de med detta som utgångspunkt utveckla undervisningen. Inom den ämnesdidaktiska kunskapstraditionen ses den lärandes uppfattning av innehållet innan undervisningen startar som en betydelsefull aspekt av lärarens ämnesdidaktiska kompetens Det är därför viktigt att lärare är medvetna om dimensionerna och de kritiska aspekterna då de planerar och genomför undervisning för att kunna erbjuda kraftfulla sätt att lära om tekniska system. De didaktiska implikationerna, när det gäller tekniska system, lyfter fram aspekter av teknik som har betydelse för förståelsen av teknik även på ett mer generellt plan. Det handlar om kunskaper som aktiva medborgare i dagens teknikkomplexa samhälle behöver, så som insikter om krav på resurser, människans intentioner med och inblandning i tekniken samt hur teknikens struktur och organisation ser ut. Tekniska system som kunskapsinnehåll erbjuder en förståelse av teknik där viktiga medborgerliga aspekter som engagemang, konsekvensanalys och användaransvar kan synliggöras och problematiseras.The purpose of this thesis is to contribute to the field of technology education research, specifically that which concerns teaching and learning about technological systems. Today's technologically complex society is made up of a variety of systems that humans interact with. Information, energy and communication are examples of technological systems with which we are involved daily. Education in technology prepares young people for participating as active citizens in a technologyintensive society and therefore includes technological systems as part of the knowledge content in the Swedish compulsory school subject of technology. Research related to the technology subject shows that the teaching of technological systems is limited and there is uncertainty about what the learning entails. The overall questions which this thesis intends to investigate are: How do young people experience technological systems? How can young people’s experiences of technological systems be used to develop the teaching of technological systems? What potential does knowledge about technological systems have in contributing to a better understanding of technology in today’s society? The thesis is based on two studies presented in four articles. Two of the articles focus on young people’s experiences of technological systems and the other two highlight pedagogical dimensions of technological systems for teaching and learning. The studies take the perspective of the learners’, using a phenomenographic approach, and investigate young people’s ways of experiencing technological systems. To start from the learners’ experience is an important aspect of the tradition of pedagogical research that concerns content specific knowledge. The phenomenographic approach offers empirical ways of investigating qualitative differences in the collective experience of the phenomenon and an opportunity to highlight what teaching should focus on to create learning opportunities. The main result of the studies consists of knowledge about dimensions of technological systems and critical aspects within those dimensions. Together they offer a perspective for teaching, providing possible starting points for teachers when they plan instruction. If teachers address their own and young people’s awareness of dimensions of variation, it could enable more powerful ways of learning about technological systems. The pedagogical implications in terms of technological systems also point to aspects that are relevant for understanding technology on a more general level, namely skills which active citizens in today’s technologically complex society must possess. Technological systems knowledge offers an understanding of technology in which key aspects of civil commitment, impact and user responsibility can be made visible and thus problematized.
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Maria, Sandra Andrea Assumpção. "RecETC : uma funcionalidade baseada na recomendação de conteúdo para auxiliar no processo de escrita coletiva digital." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/170310.
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A presente tese versa sobre a construção de um Sistema de Recomendação (SR), denominado RecETC (Recomendador do ETC), para auxiliar no processo de Escrita Coletiva Digital (ECD) no Editor de Texto Coletivo (ETC). O RecETC tem como propósito a recomendação de materiais nos formatos de texto, imagens e vídeos, acerca do assunto que está sendo tratado na produção textual coletiva. Para a sua construção, utilizou-se da metodologia de estudo de caso através da abordagem qualitativa e quantitativa. Para isso, esta pesquisa foi desenvolvida em seis etapas, a saber: 1) Estudo teórico sobre as temáticas de Sistemas de Recomendação e Escrita Coletiva Digital, visando aprofundar o conhecimento nas respectivas áreas e identificar trabalhos correlatos. 2) Construção de Objetos de Aprendizagem produzidos como material de apoio para os cursos de extensão. 3) Desenvolvimento da primeira versão do RecETC. 4) Aplicação da primeira versão através de um curso piloto. 5) Desenvolvimento da segunda versão do RecETC 6) Aplicação da segunda versão em curso de extensão. Os dados foram coletados por meio de questionários e analisados tendo como base a metodologia de Análise de Conteúdo, o que possibilitou a definição de três categorias: Categoria I - O ETC como ambiente de Escrita Coletiva Digital, Categoria II - Requisitos técnicos do RecETC e Categoria III - Requisitos pedagógicos do RecETC. A partir do estudo do referencial teórico, do desenvolvimento e da análise das aplicações do RecETC por meio das categorias definidas, foi possível mapear os requisitos necessários para a sua construção e responder ao problema de pesquisa. Esses foram classificados em técnicos e/ou pedagógicos visando enfatizar os aspectos de funcionamento e as contribuições educacionais do RecETC para a ECD. Além disso, foi elaborado um plano de ação para auxiliar professores e alunos na ECD com o apoio do RecETC. Por fim, os resultados indicam que o desenvolvimento do RecETC atende ao propósito desse estudo e os requisitos identificados podem servir de referência para a construção de outros SR voltados para a ECD.The present thesis deals with the construction of a Recommendation System (SR), called RecETC (ETC Recommender), to assist in the Digital Collective Writing (ECD) process in the Collective Text Editor (ETC). RecETC purpose is to recommend materials in text, image and video formats about the subject being treated in collective textual production. For its construction, it was used the methodology of case study through the qualitative and quantitative approach. For this, this research was developed in six stages, namely: 1) Theoretical study on the topics of Recommendation Systems and Digital Collective Writing, aiming to deepen the knowledge in the respective areas and to identify related works. 2) Construction of Learning Objects produced as support material for extension courses. 3) Development of the first version of RecETC. 4) Application of the first version through a pilot course. 5) Development of the second version of RecETC 6) Application of the second version in the course of extension. The data were collected through questionnaires and analyzed based on the Content Analysis methodology, which enabled the definition of three categories: Category I - ETC as a Digital Collective Writing environment, Category II - Technical requirements of RecETC and Category III - Pedagogical requirements of RecETC. From the study of the theoretical reference, development and analysis of RecETC applications through the defined categories, it was possible to map the necessary requirements for its construction and to respond to the research problem. These were classified as technical and / or pedagogical in order to emphasize the functional aspects and educational contributions of RecETC to ECD. In addition, a plan of action was developed to assist teachers and students in ECD with the support of RecETC. Finally, the results indicate that the development of RecETC fulfills the purpose of this study and the requirements identified can serve as a reference for the construction of other SRs focused on ECD.
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Hermansson, Johan, and Christian Svensson. "Det pedagogiska arbetet inom MSI : Utifrån Bolognaprocessen och UPC." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-746.
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The Pedagogical progression within MSI – Based upon The Bologna Process and UPC.
In a near future several of the European countries will begin working after new guidelines concerning a declaration called the Bologna process. Everything will be done one step at a time and the declaration will change the way the students are being graded, all this for the sake of making the European labour-market more
opened for all of its millions of students.
In Växjö this process is in the making, but to adapt to the future demands the school must also change its ways of teaching.
To increase its quality the University has put together a procedure of actions to improve the pedagogical working method in all its institutions. In this essay we would like to elucidate how the work with the Bologna process is proceeding within the institution of Mathematics and System Engineering and what
they do improve their pedagogical teaching. By doing a qualitative case study on the student at the Computer Science Program we wish to find the answers to our questions.
Det pedagogiska arbetet inom MSI – Utifrån Bolognaprocessen och UPC.
Inom en snar framtid kommer flertalet länder i Europa jobba efter nya riktlinjer enligt en deklaration kallad Bolognaprocessen. Det hela kommer att ske i etapper och innebär att sättet på vilket studenter bedöms kommer ändras, allt för att göra Europas arbetsmarknad öppnare för alla dess miljoner studerande.
I Växjö pågår detta arbete för fullt, men för att anpassa sig till framtida krav måste skolan även förändra sin utbildningsform. För att höja sin kvalité har universitetet tagit fram en handlingsplan för att förbättra de pedagogiska arbetsmetoderna i alla institutioner. I den här uppsatsen vill vi belysa hur arbetet med Bolognaprocessen fortgår inom Matematiska och systemtekniska institutionen och vad de gör för att förbättra den
pedagogiska undervisningen. Genom att göra en kvalitativ undersökning med Systemvetenskapliga programmets studenter försöker vi finna svaren på våra frågor.
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Simonenko, N. O. "Humanization as pedagogical phenomenon." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46916.
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The world community necessities intense changes in social,
economic and cultural life of our country. The problem of humanization
has always been humankind's central problem. At the beginning of the XXI
century under the influence of global transformations the necessity to
change the system of values of society formation of the strategy of
education is practically becoming the necessary condition of culture
dialogue. We believe that humanization of education means creation of
such an educational social system which corresponds to the humanistic
values and ideals.
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Kochakornjarupong, Duenpen. "A metacognitive feedback scaffolding system for pedagogical apprenticeship." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2081/.
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This thesis addresses the issue of how to help staff in Universities learn to give feedback with the main focus on helping teaching assistants (TAs) learn to give feedback while marking programming assignments. The result is an innovative approach which has been implemented in a novel computer support system called McFeSPA. The design of McFeSPA is based on an extensive review of the research literature on feedback. McFeSPA has been developed based on relevant work in educational psychology and Artificial Intelligence in EDucation (AIED) e.g. scaffolding the learner, ideas about andragogy, feedback patterns, research into the nature and quality of feedback and cognitive apprenticeship. McFeSPA draws on work on feedback patterns that have been proposed within the Pedagogical Patterns Project (PPP) to provide guidance on structuring the feedback report given to the student by the TA. The design also draws on the notion of andragogy to support the TA. McFeSPA is the first Intelligent Tutoring System (ITS) that supports adults learning to help students by giving quality feedback. The approach taken is more than a synthesis of these key ideas: the scaffolding framework has been implemented both for the domain of programming and the feedback domain itself; the programming domain has been structured for training TAs to give better feedback and as a framework for the analysis of students’ performance. The construction of feedback was validated by a small group of TAs. The TAs employed McFeSPA in a realistic situation that was supported by McFeSPA which uses scaffolding to support the TA and then fade. The approach to helping TAs become better feedback givers, which is instantiated in McFeSPA, has been validated through an experimental study with a small group of TAs using a triangulation approach. We found that our participants learned differently by using McFeSPA. The evaluation indicates that 1) providing content scaffolding (i.e. detailed feedback about the content using contingent hints) in McFeSPA can help almost all TAs increase their knowledge/understanding of the issues of learning to give feedback; 2) providing metacognitive scaffolding (i.e. each level of detailed feedback in contingent hint, this can also be general pop-up messages in using the system apart from feedback that encourage the participants to give good feedback) in McFeSPA helped all TAs reflect on/rethink their skills in giving feedback; and 3) when the TAs obtained knowledge about giving quality feedback, providing adaptable fading of TAs using McFeSPA allowed the TAs to learn alone without any support.
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Abrahamson, Krista. "History, Implementation, and Pedagogical Implications of an Updated System of Functional Analysis." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20480.
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This dissertation follows the history of functional ideas and their pedagogy, illuminates with many examples the implementation of my updated system of Functional Analysis, and discusses the pedagogical implications that this updated system implies. The main goal is to update a system of labeling to be as pedagogically friendly as possible, in order to assist students and teachers of harmony to more easily and enjoyably learn, teach, and engage with common-practice tonal harmonic practice. Example syllabi, assignments, classroom demonstrations, and long projects are also included, and each aspect of the labeling is carefully discussed as it is presented.
By surveying the history of functional thinking in music theory, we find that desire to analyze for function is not a new idea, and has been a goal of many theorists and harmony teachers for centuries. However, the current methods for instructing in function still leave students confused or baffled, as they struggle to match functional concepts to labels that do not exemplify their analysis goals and methods that insist on starting from tiny detail instead of coming from a more complete musical perspective.
The elaboration of each detail of my Functional Analysis system shows how each part of Functional Analysis has been designed to help make harmonic analysis quicker, easier, more intuitive, and more personalized. The greater pedagogical implications on a
larger scale involving courses and curricula are also covered, informed by my experience both as a teacher of today’s standard system and from teaching Functional Analysis in the classroom.
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Morin, Jean-François. "Conception of an intelligent tutoring system in cost engineering : knowledge representation, pedagogical interactions, and system operation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38158.pdf.
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Oliveira, Juliana Maria Rosilda de. "A gestão pedagógica nas escolas integrais e a implantação do sistema de informações educacionais de Pernambuco: uma abordagem à luz da perspectiva sociotécnica." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8759.
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This paper presents an investigation into the System of Educational Information of Pernambuco (SIEPE) and its use by school managers of one hundred twenty-five full-time schools in Pernambuco. The aim of the study was to investigate the pedagogical management of full-time schools from the implementation of SIEPE. In light of the socio-technical approach that studies the dimensions: people, tasks, technologies and structures this study sought to identify the pedagogical changes designed by the school management after the implementation of SIEPE. For this, we conducted literature to relate the socio-technical approach to SIEPE and the manager's work in the dimension of educational management and explained the functioning of the system, describing the recording of data and the use of the information generated in the system and used the school management. The Government of the State of Pernambuco created the SIEPE - educational Pernambuco information system with the intention of strengthening the difficulties in access to the data needed by the school to monitor student learning and assist the Secretary of State for Education to set goals to advance social quality education. The study, a quantitative approach was conducted via online questionnaire sent to 125 managers. Our sample has 119 participants respondents which corresponds to a percentage of 95.2%. four analyzes were performed statistics, descriptive, multivariate factorial, correlation and multiple regression. The analyzes indicate that SIEPE corroborates digital inclusion and the creation of a technological culture, and greater integration between school and community, by providing a collaborative environment, the school management system implementation and management of programs and goals and thus enabling the manager to work more directed to the pedagogical way. In general, the survey confirmed that the SIEPE allows a better organization of schools in making pedagogical interventions from the information generated by the system when they are shared and experienced by all school subjects.
Este trabalho apresenta uma investigação sobre o Sistema de Informações Educacionais de Pernambuco (SIEPE) e sua utilização pelos gestores escolares das cento e vinte e cinco escolas de tempo integral em Pernambuco. O objetivo do estudo foi investigar a gestão pedagógica das escolas de tempo integral a partir da implantação do SIEPE. À luz da abordagem sociotécnica que estuda as dimensões: pessoas, tarefas, tecnologias e estruturas esse estudo buscou identificar quais as mudanças pedagógicas concebidas pelo gestor escolar após a implantação do SIEPE. Para isso, foi realizado um levantamento bibliográfico para relacionar a abordagem sociotécnica com o SIEPE e o trabalho do gestor na dimensão da gestão pedagógica, bem como se explicou o funcionamento do sistema, descrevendo o registro dos dados e a utilização das informações geradas no sistema e utilizadas pela gestão escolar. O Governo do Estado de Pernambuco criou o SIEPE – Sistema de informações educacionais de Pernambuco com a intenção de estreitar as dificuldades no acesso aos dados necessários pela escola para monitorar a aprendizagem dos estudantes e auxiliar a Secretaria de Educação do Estado a traçar metas para avançar em educação de qualidade social. O estudo, de abordagem quantitativa, foi realizado através de questionário online enviado para os 125 gestores. Nossa amostra tem 119 respondentes participantes o que corresponde a um percentual de 95.2%. Foram realizadas quatro análises estatísticas, descritiva, fatorial multivariada, de correlação e de regressão múltipla. As análises indicam que o SIEPE corrobora com a inclusão digital e a criação de uma cultura tecnológica, além de uma maior integração entre escola e comunidade, através da disponibilização de um ambiente colaborativo, da implantação de sistema de gestão escolar e do gerenciamento de programas e metas e assim possibilitando ao gestor trabalhar de forma mais direcionada ao pedagógico. De modo geral, a pesquisa confirmou que o SIEPE possibilita uma melhor organização das escolas na realização de intervenções pedagógicas a partir das informações geradas pelo sistema, quando essas são compartilhadas e vivenciadas por todos os sujeitos escolares.
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Lioubartsev, Dmitrij. "Constructing a Computer Algebra System Capable of Generating Pedagogical Step-by-Step Solutions." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189287.
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For the problem of producing pedagogical step-by-step solutions to mathematical problems in education, standard methods and algorithms used in construction of computer algebra systems are often not suitable. A method of using rules to manipulate mathematical expressions in small steps is suggested and implemented. The problem of creating a step-by-step solution by choosing which rule to apply and when to do it is redefined as a graph search problem and variations of the A* algorithm are used to solve it. It is all put together into one prototype solver that was evaluated in a study. The study was a questionnaire distributed among high school students. The results showed that while the solutions were not as good as human-made ones, they were competent. Further improvements of the method are suggested that would probably lead to better solutions.För problemet att producera pedagogiska steg-för-steg-lösningar till matematiska problem inom utbildning, är vanliga metoder och algoritmer som används i konstruktion av datoralgebrasystem ofta inte lämpliga. En metod som använder regler för att manipulera matematiska uttryck i små steg föreslås och implementeras. Problemet att välja vilka regler som ska appliceras och när de ska göra det för att skapa en steg-för-steg-lösning omdefineras som ett grafsökningsproblem och varianter av algoritmen A* används för att lösa det. Allt sätts ihop till en prototyp av en lösare vilken utvärderas i en studie. Studien var ett frågeformulär som delades ut till gymnasiestudenter. Resultaten visade att även fast lösningar skapade av programmet inte var lika bra som lösningar skapade av människor, så var de anständiga. Fortsatta föbättringar av metoden föreslås, vilka troligtvis skulle leda till bättre lösningar.
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Clement, Benjamin. "Adaptive Personalization of Pedagogical Sequences using Machine Learning." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0373/document.
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Les ordinateurs peuvent-ils enseigner ? Pour répondre à cette question, la recherche dans les Systèmes Tuteurs Intelligents est en pleine expansion parmi la communauté travaillant sur les Technologies de l'Information et de la Communication pour l'Enseignement (TICE). C'est un domaine qui rassemble différentes problématiques et réunit des chercheurs venant de domaines variés, tels que la psychologie, la didactique, les neurosciences et, plus particulièrement, le machine learning. Les technologies numériques deviennent de plus en plus présentes dans la vie quotidienne avec le développement des tablettes et des smartphones. Il semble naturel d'utiliser ces technologies dans un but éducatif. Cela amène de nombreuses problématiques, telles que comment faire des interfaces accessibles à tous, comment rendre des contenus pédagogiques motivants ou encore comment personnaliser les activités afin d'adapter le contenu à chacun. Au cours de cette thèse, nous avons développé des méthodes, regroupées dans un framework nommé HMABITS, afin d'adapter des séquences d'activités pédagogiques en fonction des performances et des préférences des apprenants, dans le but de maximiser leur vitesse d'apprentissage et leur motivation. Ces méthodes utilisent des modèles computationnels de motivation intrinsèque pour identifier les activités offrant les plus grands progrès d'apprentissage, et utilisent des algorithmes de Bandits Multi-Bras pour gérer le compromis exploration/exploitation à l'intérieur de l'espace d'activité. Les activités présentant un intérêt optimal sont ainsi privilégiées afin de maintenir l'apprenant dans un état de Flow ou dans sa Zone de Développement Proximal. De plus, certaines de nos méthodes permettent à l'apprenant de faire des choix sur des caractéristiques contextuelles ou le contenu pédagogique de l'application, ce qui est un vecteur d'autodétermination et de motivation. Afin d'évaluer l'efficacité et la pertinence de nos algorithmes, nous avons mené plusieurs types d'expérimentation. Nos méthodes ont d'abord été testées en simulation afin d'évaluer leur fonctionnement avant de les utiliser dans d'actuelles applications d'apprentissage. Pour ce faire, nous avons développé différents modèles d'apprenants, afin de pouvoir éprouver nos méthodes selon différentes approches, un modèle d'apprenant virtuel ne reflétant jamais le comportement d'un apprenant réel. Les résultats des simulations montrent que le framework HMABITS permet d'obtenir des résultats d'apprentissage comparables et, dans certains cas, meilleurs qu'une solution optimale ou qu'une séquence experte. Nous avons ensuite développé notre propre scénario pédagogique et notre propre serious game afin de tester nos algorithmes en situation réelle avec de vrais élèves. Nous avons donc développé un jeu sur la thématique de la décomposition des nombres, au travers de la manipulation de la monnaie, pour les enfants de 6 à 8 ans. Nous avons ensuite travaillé avec le rectorat et différentes écoles de l'académie de bordeaux. Sur l'ensemble des expérimentations, environ 1000 élèves ont travaillé sur l'application sur tablette. Les résultats des études en situation réelle montrent que le framework HMABITS permet aux élèves d'accéder à des activités plus diverses et plus difficiles, d'avoir un meilleure apprentissage et d'être plus motivés qu'avec une séquence experte. Les résultats montrent même que ces effets sont encore plus marqués lorsque les élèves ont la possibilité de faire des choixCan computers teach people? To answer this question, Intelligent Tutoring Systems are a rapidly expanding field of research among the Information and Communication Technologies for the Education community. This subject brings together different issues and researchers from various fields, such as psychology, didactics, neurosciences and, particularly, machine learning. Digital technologies are becoming more and more a part of everyday life with the development of tablets and smartphones. It seems natural to consider using these technologies for educational purposes. This raises several questions, such as how to make user interfaces accessible to everyone, how to make educational content motivating and how to customize it to individual learners. In this PhD, we developed methods, grouped in the aptly-named HMABITS framework, to adapt pedagogical activity sequences based on learners' performances and preferences to maximize their learning speed and motivation. These methods use computational models of intrinsic motivation and curiosity-driven learning to identify the activities providing the highest learning progress and use Multi-Armed Bandit algorithms to manage the exploration/exploitation trade-off inside the activity space. Activities of optimal interest are thus privileged with the target to keep the learner in a state of Flow or in his or her Zone of Proximal Development. Moreover, some of our methods allow the student to make choices about contextual features or pedagogical content, which is a vector of self-determination and motivation. To evaluate the effectiveness and relevance of our algorithms, we carried out several types of experiments. We first evaluated these methods with numerical simulations before applying them to real teaching conditions. To do this, we developed multiple models of learners, since a single model never exactly replicates the behavior of a real learner. The simulation results show the HMABITS framework achieves comparable, and in some cases better, learning results than an optimal solution or an expert sequence. We then developed our own pedagogical scenario and serious game to test our algorithms in classrooms with real students. We developed a game on the theme of number decomposition, through the manipulation of money, for children aged 6 to 8. We then worked with the educational institutions and several schools in the Bordeaux school district. Overall, about 1000 students participated in trial lessons using the tablet application. The results of the real-world studies show that the HMABITS framework allows the students to do more diverse and difficult activities, to achieve better learning and to be more motivated than with an Expert Sequence. The results show that this effect is even greater when the students have the possibility to make choices
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Paiva, Ranilson Oscar Araújo. "Uma ferramenta para recomendação pedagógica em mineração de dados educacionais." Universidade Federal de Alagoas, 2013. http://www.repositorio.ufal.br/handle/riufal/1601.
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This work is about the creation of a tool for pedagogical recommendation which objective is to provide teachers, from web-based courses, personalized pedagogical recommendations generated based on the mining results of their students’ educational data. In order to guide this creation, we propose the Pedagogical Recommendation Process that counts on the coordinated work and cooperation of the Human Intelligence (domain specialists) and the Artificial Intelligence (computational tools). The process is constituted of four steps that occur in a sequential and cyclic way, starting with “Detect Practices”, where we detect if there are actions affecting the teaching and learning process. Is the next step, “Discover Patterns”, we use educational data mining techniques, based on predefined mining scenarios, to find patterns with pedagogical significance for the practices detected. In the following step, “Recommend”, it is where appropriate recommendations are offered, given the students’ current pedagogical situation. Finally, the “Monitor and Evaluate” step, where it is analyzed whether the students were positively affected by the recommendations and if they were relevant. The proposed tool was used in a case study with real data provided by a Spanish language course with 200 students enrolled, who produced more than 700 megabytes of information contained in, approximately, 1220000 triples. As results we were able to detected practices and the patterns associated to them, which were used to create recommendations, evaluated (relevance) by specialists in the educational/pedagogical domain and made available for the final users (teachers) to suggest them to their students.A presente dissertação trata da criação de uma ferramenta para a recomendação pedagógica cujo objetivo é prover aos professores de cursos baseados na web, recomendações pedagógicas personalizadas geradas com base nos resultados da Mineração dos Dados Educacionais de seus alunos. Para orientar essa criação propomos o Processo de Recomendação Pedagógica, o qual conta com o trabalho conjunto e coordenado da Inteligência Humana (especialistas nos domínios envolvidos) e da Inteligência Artificial (ferramentas computacionais). O processo é constituído de quatro etapas que ocorrem de forma cíclica e sequencial, iniciando com “Detectar Práticas”, onde detectamos se existem ações afetando o processo de ensino e aprendizagem. Na etapa seguinte, “Descobrir Padrões”, utilizamos as técnicas de Mineração de Dados Educacionais, por meio de Cenários de Mineração predefinidos, para encontrar padrões de interesse pedagógico acerca das práticas detectadas. Na próxima etapa, “Recomendar”, são oferecidas recomendações apropriadas a atual situação pedagógica do aluno. Finalmente a etapa “Monitorar e Avaliar”, onde acompanhamos e analisamos se os alunos foram afetados positivamente pelas recomendações e se estas foram relevantes. A ferramenta de recomendação proposta foi utilizada em um estudo de caso, com dados reais provenientes de um curso de língua Espanhola com 200 alunos que produziram mais de 700 megabytes de informações dispostas em, aproximadamente, 1220000 triplas. Como resultados, fomos capazes de detectar práticas e os padrões associados a elas, que foram utilizados na criação de recomendações, avaliadas (relevância) por especialistas no domínio educacional/pedagógico, e disponibilizadas para que os usuários finais (professores) as ofereçam a seus alunos.
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Kotriakhov, Nikolai. "THE EFFECTS OF OTTO SALOMON'S SYSTEM ON THE DISSEMINATION OF PEDAGOGICAL MANUAL TRAINING IN RUSSIA IN 1884-1917." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12068.
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Peterson, Dorothy Clare. "Feedback system factors and their effects on attitudes, perspectives, and pedagogical content knowledge of university foreign language teachers." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187418.
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A substantial concern in foreign language research is the development of learner-centered teachers, but the prescriptive means for attaining this educational outcome remain unclear. Foreign language teaching assistant (TA) development offers a setting wherein the analysis of instruction becomes formative in nature. This case study of thirty-seven new foreign language TAs and their three teacher educators from the French, German, and Spanish language programs at University of Arizona explores the development process through feedback system factors (e.g., audiotaped interviews and surveys). This study evaluates the relationship between teacher educators' and novice TAs' attitudes, perspectives, and pedagogical content knowledge (PCK) regarding teacher- versus student-centered classroom structures (e.g., demonstrations versus reflective discussion). The constant comparative method of qualitative analysis (Glaser and Strauss, 1967) was used to compare expressed attitudes and perspectives. Similar attitudes and perspectives regarding instructional techniques, power messages, content, and learning outcomes verify the usefulness of the PCK construct, generate basic properties, illuminate problems of implementing learner-centered instruction, and indicate fundamental uniformities of greatest scope. Diverse attitudes and perspectives indicate fundamental differences between PCK categories and the two cultures' hypotheses, thereby forcing dense development of the PCK construct, integrating categories and properties, and delimiting a substantive framework of university foreign language PCK. The goal is to clarify the attitudes and perspectives that exist in our attempts to develop learner-centered language teachers. Constant comparison revealed that neither culture agreed on a definition of student-centered instruction, nor shared decision-making with adult learners regarding preferred instructional methods--an element inherent to learner-centered or andragogical processes (Knowles, 1984). This case study also indicated that coercive power, a highly teacher-centered power, continues to predominate in teacher education and language classrooms. Finally, a teacher's referent power was found as the most influential factor on learning by adult students in this study, but referent power remains underaddressed in the formal development process. Multivariate research designs are needed to explore these findings with greater precision.
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Blundell, Christopher N. "A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112463/1/Christopher_Blundell_Thesis.pdf.
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This is a case study of a team of teachers using collaborative inquiry to design new approaches for teaching and learning with digital technologies. The findings are significant because they, firstly, highlight the value of teachers using theoretical lenses to understand the complex influences on their practice, and secondly, identify the contributing factors to changes in practice. Implementing new approaches involved personal transformative learning for each teacher. This was shaped by prior practice, attitude to innovation, and willingness to explore new classroom roles, relationships and actions. Collaborative inquiry resulted in increased trust, openness and confidence.
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SERGEEVA, ANASTASIIA. "La voce e le idee pedagogiche di Daniil Borisovich Elkonin." Doctoral thesis, Università di Foggia, 2022. https://hdl.handle.net/11369/425848.
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Goldberg, Benjamin. "Explicit Feedback Within Game-Based Training: Examining the Influence of Source Modality Effects on Interaction." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5746.
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This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT's browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding. The resulting data supports the application of using an EPA embedded in GIFT's TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game.Ph.D.
Doctorate
Psychology
Sciences
Modeling & Simulation
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Thobani, Shiraz Habib. "Islam in the English education system : cultural identities, symbolic boundaries and pedagogic discourses." Thesis, University of Cambridge, 2001. https://www.repository.cam.ac.uk/handle/1810/273403.
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Sabadini, Tamara Chagas Carneiro. "Um estudo sobre elaboração e avaliação de hipertextos pedagogicos para ensino de leitura em lingua estrangeira." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269726.
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Orientador: Denise Bertoli BragaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O objetivo desta dissertação é mostrar as etapas percorridas em um estudo exploratório sobre construção de materiais textuais digitais no contexto de leitura em língua estrangeira e sobre avaliação da interação de alunos/leitores com esses materiais. Nossa hipótese inicial era que os links digitais poderiam ser explorados como uma forma de apoio a processos descendentes de leitura. Essa hipótese foi alterada por duas razões centrais: a literatura existente oferece poucas reflexões sobre o processo de produção de hipertextos e há poucos estudos empíricos sobre interação com hipertextos, mesmo no contexto de língua materna; questões que nos pareceram preceder à hipótese inicial. Assim, a pesquisa apresenta uma revisão da literatura existente sobre hipertexto, letramento digital e leitura em diferentes suportes textuais. Essa reflexão informou o processo de geração do material digital usado nas situações de testagem sobre leitura na tela. Visando entender como leitores interagem com hipertextos em língua estrangeira, trabalhamos nesta pesquisa com três versões de um mesmo texto. A primeira versão foi retirada de um curso de inglês instrumental on-line oferecido por uma universidade estadual paulista. A versão apresentada aos alunos foi escaneada de um texto originalmente impresso e a única adaptação feita nessa versão foi reduzir o material de modo a que coubesse em duas telas. A segunda versão foi construída seguindo uma organização hipertextual axial, a qual apresenta um eixo central e links de extensões tópicas. A terceira versão foi construída seguindo uma organização hipertextual rizomática, que, ao contrário da axial, apresenta ao leitor um conjunto de segmentos (lexias) os quais não estão necessariamente vinculados a um eixo central. O estudo empírico da pesquisa foi subdividido em duas etapas. A primeira descreve em detalhes o processo de geração dos dois tipos de hipertextos: axial e rizomático. A segunda analisa como os leitores interagem com as diferentes versões textuais no contexto de leitura em língua estrangeira. A análise dos dados sugere que a versão hipertextual axial foi considerada pelos leitores testados mais produtiva do que a versão escaneada ou a rizomática. As conclusões da pesquisa apontam caminhos futuros que podem ser produtivos no uso de hipertexto no contexto de ensino de leitura instrumental
Abstract: The objective of this dissertation is to show the process we went through during an exploratory study about construction of digital textual materials in the context of second language reading and about evaluation of the interaction between students/readers and these materials. Our initial hypothesis was that the digital links could be explored as a way of giving support to the descendents reading processes. This hypothesis was changed for two central reasons: the existent literature offers few reflections about the process of production of hypertexts and there are few empirical studies about interaction with hypertexts, even in first language contexts; points of reflection that seemed to come before the initial hypothesis. Therefore, the research presents a revision of the existent literature about hypertext, digital literacy and reading in different textual supports. This reflection informed the process of creation of the material used in the tests about reading on screen. In order to understand how readers interact with hypertexts in second language, we have worked with three versions of the same text in this research. The first version was taken from an on-line English instrumental course offered by a university of the state of Sao Paulo. The version presented to the students was scanned from an original printed text and the only adaptation it suffered was of reducing the material in order to fit it in two screens. The second version was built following an axial hypertextual organization, which presents a central axis and links of topic extensions. The third version was built following a rhizomatic hypertextual organization, which, differently from the axial, presents to the reader a set of segments (lexias) that are not necessarily bound to a central axis. The empirical study of this research was subdivided into two stages. The first stage describes in details the process of generating two types of hypertexts: axial and rhizomatic. The second analyses how readers interact with different textual versions in the context of second language reading. The analysis of the data suggests that the axial hypertextual version was considered by the readers tested as more productive than the scanned and the rhizomatic versions. The conclusions of this research point to future directions that can be productive in the use of hypertext in the context of instrumental reading teaching
Mestrado
Linguagem e Tecnologia
Mestre em Linguística Aplicada
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SANDRINI, SIMONA. "PROGETTAZIONE PEDAGOGICA, "KMETRO VERDE". MOBILITA' E TRASPORTI SOSTENIBILI NEI SISTEMI AGROALIMENTARI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10804.
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L’intensità del trasporto alimentare è un trend destinato ad aumentare nella sua complessità.
La ricerca attesta come sia rilevante analizzare “come il cibo viaggia”, forse più di “quanto il cibo viaggia”, nel mercato globalizzato dei prodotti agroalimentari, nelle realtà urbane che modificano le abitudini di consumo e nel “global food system” composto da cinque tipologie di sistemi agroalimentari.
Gli impatti in sostenibilità sono strettamente dipendenti dall’efficienza del trasporto e della logistica, di merci agroalimentari e di persone che si spostano per l’approvvigionamento, dal campo al consumatore e viceversa.
Eppure il concetto di food miles si è ampiamente diffuso tra gruppi di consumatori, attestando mutamenti culturali significativi. Si pensi all’idea tutta italiana di “km-zero”.
“Può il trasporto del cibo essere economicamente, socialmente e culturalmente sostenibile, per conservare l'ecosistema?”
Questa domanda, approfondita pedagogicamente, può essere riformulata: “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food?”
Il quesito conduce all’interrogativo di quale formazione e ricerca interdisciplinare progettare per orientare gli sforzi verso questo fine.
Una nuova formulazione concettuale potrebbe promuovere azioni sostenibili per la mobilità e i trasporti sulle lunghe, medie e corte distanze, per la filiera lunga e corta: il “Kmetro verde”.The transportation of agro-alimentary products is constantly evolving. The research has been focusing on long distances, tied with the global market. But results in a lack of investigations in medium and short distances which also possess some efficiency gain. The investigation of these shorter mode of transport is paramount as they have significant impact on the triptych of sustainability. In this context, the concepts of "food miles" and of "km-zero" have spread widely among the consumers, attesting the community awareness regarding sustainability issues. However, as environmental concerns arise, such concept has showed it's limit. Therefore the question, "Can transportation of food become economically, socially and culturally sustainable, to preserve the ecosystem?", that lead to this concept, needs to be reassessed. Starting from a pedagogical standpoint, this question can be rephrased as “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food, to preserve the ecosystem?”. For a successful undertaking of such problematic, it is paramount to evaluate the need of novel training practises as well as the design of interdisciplinary research. A new formulation of such concept, embodied in "kmeter green", would aim to promote sustainable mobility on all the distances and chains' lengths.
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SANDRINI, SIMONA. "PROGETTAZIONE PEDAGOGICA, "KMETRO VERDE". MOBILITA' E TRASPORTI SOSTENIBILI NEI SISTEMI AGROALIMENTARI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10804.
Full textAbstract:
L’intensità del trasporto alimentare è un trend destinato ad aumentare nella sua complessità.
La ricerca attesta come sia rilevante analizzare “come il cibo viaggia”, forse più di “quanto il cibo viaggia”, nel mercato globalizzato dei prodotti agroalimentari, nelle realtà urbane che modificano le abitudini di consumo e nel “global food system” composto da cinque tipologie di sistemi agroalimentari.
Gli impatti in sostenibilità sono strettamente dipendenti dall’efficienza del trasporto e della logistica, di merci agroalimentari e di persone che si spostano per l’approvvigionamento, dal campo al consumatore e viceversa.
Eppure il concetto di food miles si è ampiamente diffuso tra gruppi di consumatori, attestando mutamenti culturali significativi. Si pensi all’idea tutta italiana di “km-zero”.
“Può il trasporto del cibo essere economicamente, socialmente e culturalmente sostenibile, per conservare l'ecosistema?”
Questa domanda, approfondita pedagogicamente, può essere riformulata: “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food?”
Il quesito conduce all’interrogativo di quale formazione e ricerca interdisciplinare progettare per orientare gli sforzi verso questo fine.
Una nuova formulazione concettuale potrebbe promuovere azioni sostenibili per la mobilità e i trasporti sulle lunghe, medie e corte distanze, per la filiera lunga e corta: il “Kmetro verde”.The transportation of agro-alimentary products is constantly evolving. The research has been focusing on long distances, tied with the global market. But results in a lack of investigations in medium and short distances which also possess some efficiency gain. The investigation of these shorter mode of transport is paramount as they have significant impact on the triptych of sustainability. In this context, the concepts of "food miles" and of "km-zero" have spread widely among the consumers, attesting the community awareness regarding sustainability issues. However, as environmental concerns arise, such concept has showed it's limit. Therefore the question, "Can transportation of food become economically, socially and culturally sustainable, to preserve the ecosystem?", that lead to this concept, needs to be reassessed. Starting from a pedagogical standpoint, this question can be rephrased as “How can consumers, economical stakeholders and policy makers become environmentally friendly about transportation of food, to preserve the ecosystem?”. For a successful undertaking of such problematic, it is paramount to evaluate the need of novel training practises as well as the design of interdisciplinary research. A new formulation of such concept, embodied in "kmeter green", would aim to promote sustainable mobility on all the distances and chains' lengths.
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Deák, Simone Conceição Pereira [UNESP]. "Os desafios na construção da política de formação continuada dos orientadores pedagógicos da rede municipal de Presidente Prudente-SP." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/92298.
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deak_scp_me_prud.pdf: 753243 bytes, checksum: 5c00c391e3c4fe96b49b4333bcb464c1 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O objetivo central deste trabalho foi o de levantar alguns indicadores para a construção de uma política de formação continuada para os Orientadores Pedagógicos da Rede Municipal de Educação de Presidente Prudente. Para tanto, partiu das concepções sobre formação continuada e das necessidades dos próprios Orientadores Pedagógicos para o exercício da função. A relevância justifica-se tendo em vista a importância do trabalho do formador dos educadores na unidade escolar, visando o desenvolvimento profissional dos docentes e a construção de uma gestão democrática nas escolas que resulte na melhoria do processo de ensino-aprendizagem dos alunos da rede pública municipal. Dessa forma, deram destino à essa pesquisa as reflexões sobre a literatura que aborda a função do Orientador Pedagógico, considerando a formação inicial e continuada dos professores e o contexto da escola pública brasileira. Faz ainda o resgate da origem e do histórico do Orientador Pedagógico na Rede Municipal de Presidente Prudente e tece uma análise sobre as concepções e necessidades formativas apontadas pelos 24 Orientadores Pedagógicos, sujeitos desta pesquisa. Nas considerações finais, indica alguns caminhos para a construção de uma política de formação em serviço que promova o desenvolvimento profissional do Orientador Pedagógico.
The focus of this dissertation was to arise some proposals to help the development of a policy on permanent education for Pedagogic Coordinators of Presidente Prudente's educational system. The research was about the way how the interviewees understand their work and what are their needs to perform it. The relevance of the research is justified by the importance of the Pedagogic Coordinators' performance in elementary schools where they are responsible for the teachers' professional development, and also for the school democratic management, in order to improve the teaching-learning process in public schools in Presidente Prudente. Many different author's works about the subject were analysed, taking in consideration the ideas about the teachers' initial and permanent education in the context of Brazilian public schools. In addition, a historical view on the origin of these professionals in the present educational system and the role they play in it is presented, followed by an analysis of the ideas and professional needs, which were expressed by the twenty-four interviewed Pedagogic Coordinators during the research. To close the dissertation, and under the lights of the research and the bibliography studies, some propositions are presented to fulfill the goal of helping the development of a policy on permanent education which might improve the Pedagogic Coordinators' professional performance.
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Vestman, Anna, and Theresé Hansson. ""Vi hamnar hela tiden i förhållningssätt, bemötande och engagemang hos pedagogerna!" : Specialpedagogisk kompetens i en förskola för alla." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22083.
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Syftet med detta examensarbete är att bidra med kunskap om hur förskollärare och specialpedagoger beskriver lärmiljöns betydelse för att främja barns utveckling och lärande i en förskola för alla. Arbetet syftar vidare till att bidra med kunskap om hur specialpedagoger kan bidra med sin kompetens i att utforma lärmiljön för barns utveckling och lärande i undervisningen i förskolan. Fem specialpedagoger och fem förskollärare intervjuades i semistrukturerade intervjuer. Intervjuerna transkriberades och analyserades utifrån Systemteori, Posthumanism och KASAM. Resultatet visade att tillgången till specialpedagogisk kompetens och utbildad specialpedagog på förskolan varierar och får betydelse för hur lärmiljön planeras i en förskola för alla. Beroende av hur nära specialpedagogen är verksamheten så fördelas ansvaret på att utforma lärmiljöer olika. Det är varje pedagogs intresse, förhållningssätt och engagemang som styr hur den fysiska, sociala och pedagogiska lärmiljön utformas i undervisningen i en förskola för alla. Specialpedagogerna beskriver att det är pedagogernas förhållningssätt, bemötande och engagemang som blir avgörande för lärmiljöerna. Dock utifrån hur rektorn skapar förutsättning för detta. Förskollärarna beskriver att de ser sig själva som ansvariga för utformningen av lärmiljöerna. Specialpedagoger och förskollärare i denna studie anser att utformningen av lärmiljön inomhus får betydelse för barns utveckling och lärande i en förskola för alla. De specialpedagogiska implikationerna vi sett är att ett medvetet förhållningssätt, bemötande och engagemang hos pedagogerna på förskolan är betydande för vad som finns i lärmiljöer och hur tillgängliga förskolans lärmiljöer blir i en förskola för alla.The aim of this thesis is to contribute knowledge about how preschool teachers and special educators describe the importance of the learning environment to promote children's development and learning in a preschool for all. The work further aims to contribute knowledge about how the special educator can contribute with his competence in designing the learning environment for children's development and learning in teaching in preschool. Five special educators and five preschool teachers were interviewed in semi-structured interviews. Five special educators and five preschool teachers were interviewed in semi- structured interviews. The results showed that the availability of special educational competence and trained special educator in the preschool varies and becomes important for how the learning environment is planned in a preschool for all. Depending on how close the special educator is to the activity, the responsibility for designing learning environments is distributed differently. It is each educator's interest, attitude and commitment that governs how the physical, social and pedagogical learning environment is designed in the teaching in a preschool for all. The special educators describe that it is the educators, conscious attitude, attitude and commitment that are decisive for the learning environments. However, based on how the principal creates the conditions for this. The preschool teachers describe that they see themselves as responsible for the design of the learning environments. Special educators and preschool teachers in this study believe that the design of the indoor learning environment is important for children's development and learning in a preschool for all. The special educational implications we have seen are that a conscious attitude, attitude and commitment among the educators in the preschool is significant in learning environments and how accessible the preschool's learning environments will be in a preschool for everyone.
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Lages, Rebecca, and Hanna Lindroth. "Tanke, känsla och handling : Stöttande strategier i den planerade matematikundervisningen i förskolan - en jämförande studie om barns lärande, utifrån tre olika arbetssätt." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-180694.
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Denna studies syfte är att undersöka om, och i så fall vilka, stöttande strategier som framträder i den planerade matematikundervisningen i förskolan. Det är en jämförande studie mellan det pedagogiska arbetssättet learning study och de pedagogiska arbetssätt som används enligt Maria Montessoris idéer, samt i förskolorna i Reggio Emilia i Italien. Genom platsbaserade observationer på tre olika förskolor, belägna i norra Stockholmsområdet, har material samlats in med hjälp av anteckningar och ljudinspelningar. Det insamlade materialet ligger till grund för en analys ur teorin om relationella utvecklingssystem, med fokus på stöttande strategier inom ramen för denna teori. Studiens resultat indikerar att alla stöttande strategier framträder inom alla tre arbetssätt, fast i varierande mängd. Social stöttning framträder mest inom learning study, ekologisk stöttning är mer framträdande inom montessoriverksamheten och självstöttning är mest framträdande för arbetssättet enligt Reggio Emilia-pedagogiken. Slutsatser av denna studie är att stöttande strategier inom ramen för teorin om relationella utvecklingssystem, ger en mer helhetlig bild av de stöttande strategier som framträder under den planerade matematikundervisningen i förskolan, jämfört med vad den mer traditionella uppfattningen om stöttat lärande kan erbjuda. Därför bör dessa stöttande strategier läras ut till förskollärare och verksamma inom förskolan så att barn inom förskolans verksamhet kan få den bästa möjliga undervisningen.
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Haas, Clarissa. "Isto é um jogo : imagens narrativas do currículo, tempo e trajetórias escolares de estudantes com deficiência." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/153024.
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Il presente studio affronta il tema curriculum ed educazione speciale, analizzando molteplici narrative prodotte nei contesti scolastici che considerano il tempo come dispositivo che dona organicità al curriculum scolastico. Si cerca di capire come questo dispositivo delimita le traiettorie degli studenti che sono il target dell'educazione speciale e contribuisce alla cristallizzazione dell'incapacità dei soggetti nel momento in cui rimette al futuro apprendimenti che dovrebbero essere costruiti nel presente. Il percorso metodologico costruito in modo qualitativo valorizza l'immagine e la memoria in maniera coerente con le regole che istituiscono un sistema di comunicazione come gioco, stabilendo collegamenti con il rapporto pedagogico per i processi scolastici inclusivi. Partendo da una descrizione del curriculum che valorizza, in senso stretto, l'acquisizione significativa dei contenuti, e in modo ampio, i rapporti pedagogici collaborativi costruiti dentro la scuola con tutti gli agenti scolastici, si evidenzia il piano dell'esperienza o del saper fare che emerge dal quotidiano, operando nel movimento delle narrative che elaborano la descrizione curricolare e educazione speciale a partire dei "cliché" che si sostengono nel tempo. I riferimenti teorici della tesi si basano su aree multidisciplinari, valorizzando in modo prioritario, le conoscenze pedagogiche che si compongono partendo dalle fondamenta della pedagogia istituzionale e differenziata, oltre al pensiero sistemico. L'Assistenza Educativa Specializzata è descritta come un dispositivo pedagogico che potrà operare a favore della reinvenzione del curriculum scolastico, in un rapporto unitario tra questo e l'Assistenza Educativa Specializzata, affinché entrambi riconoscano che si completano a vicenda. Il tempo pedagogico è descritto come la possibilità di cogliere l'occasione quotidiana per la produzione dell'apprendimento. Il ruolo formativo dei contesti partendo dal lavoro pedagogico collaborativo suggerito dall'Assistenza Educativa Specializzata è messo in rilievo e si rafforza attraverso l'indicazione di uno strumento teorico-metodologico nominata come "comunità di pratica". Come considerazioni finali, si sottolinea che, nel contesto normativo della politica per l'educazione speciale, gli orientamenti generali hanno prodotto rotture importanti nel corso degli ultimi due decenni, sostenendo l'accessibilità curriculare come forme dell'intreccio tra l'Assistenza Educativa Specializzata e l'istruzione comune. Nel contesto della pratica, le storie di reinvenzioni e rotture sono trattate come produzione di diversità o intervalli puntuali nel tempo, occorrendo continua documentazione di essi affinché si possano rafforzare ed esporre le azioni che innescano i processi inclusivi nei contesti scolastici. Inoltre si sostiene che l'Assistenza Educativa Specializzata collegata al curriculum acquisisce potere per problematizzare la logica classificatoria e normalizzante delle pratiche e dei processi di individuazione dei soggetti vissuti a scuola.O presente estudo aborda a temática currículo e educação especial, analisando múltiplas narrativas produzidas nos contextos escolares que consideram o tempo como dispositivo que dá organicidade ao currículo escolar. Busca-se compreender como esse dispositivo delimita as trajetórias dos estudantes público-alvo da educação especial e contribui para a cristalização da incapacidade dos sujeitos ao lançar, para um momento futuro, os aprendizados que deveriam ser construídos no presente. O itinerário metodológico construído de uma maneira qualitativa valoriza a imagem e a memória em coerência com as regras que instituem um sistema de comunicação como jogo, estabelecendo conexões com a relação pedagógica para os processos escolares inclusivos. A partir de uma descrição de currículo que valoriza, de modo estrito, a aprendizagem significativa dos conteúdos e, de modo amplo, as relações pedagógicas cooperativas construídas dentro da escola com todos os agentes escolares, enfatiza-se o plano da experiência ou do saber fazer que emerge do cotidiano, operando no deslocamento das narrativas que elaboram a descrição de currículo e educação especial a partir de “clichês” que se sustentam no tempo. Os referenciais teóricos da tese apoiam-se em áreas multidisciplinares, valorizando, de modo prioritário, os conhecimentos pedagógicos que se compõem a partir dos fundamentos da pedagogia institucional e diferenciada, além do pensamento sistêmico. O Atendimento Educacional Especializado é descrito como um dispositivo pedagógico que poderá operar a serviço da reinvenção do currículo da escola, em uma relação de unidade entre currículo e Atendimento Educacional Especializado, de modo que ambos reconheçam que se complementam mutuamente. O tempo pedagógico é descrito como a captura da ocasião cotidiana para a produção da aprendizagem. O papel formativo dos contextos a partir do trabalho pedagógico colaborativo sugerido pelo Atendimento Educacional Especializado é destacado e ganha potência por meio da indicação de uma ferramenta teórico-metodológica nomeada como “comunidade de prática”. Como considerações finais, destaca-se que, no contexto normativo da política de educação especial, as orientações gerais produziram rupturas importantes ao longo das duas últimas décadas, sustentando a acessibilidade curricular como a forma de tessitura das relações entre Atendimento Educacional Especializado e ensino comum. No contexto da prática, as histórias de reinvenção e ruptura são tratadas como produção de diferença ou intervalos pontuais no tempo, necessitando serem continuamente documentadas para fortalecimento e visibilidade das ações desencadeadoras dos processos inclusivos nos contextos escolares. Também se sustenta que o Atendimento Educacional Especializado articulado com o currículo se investe de potência para problematizar a lógica classificatória e normalizadora das práticas e processos de identificação dos sujeitos vivenciados na escola.
This study addresses the issue of curriculum and special education, analyzing multiple narratives produced in the school contexts that regard time as a device that gives organicity to the school curriculum. It attempts to understand how such device both delimits the trajectories of the students who are the target audience of special education and contributes to the crystallization of the subjects’ inability by casting to a moment in the future the learning that should be built in the present. The qualitative methodological path values the image and the memory in accordance with the rules that institute a communication system as a game, thus establishing connections with the pedagogical relation for inclusive school processes. From a description of curriculum that strictly values the meaningful learning of contents and, in a broader sense, the cooperative pedagogigal relations built in the school with all the school agents, the study emphasizes the dimension of the experience or practice emerging from the daily action, operating on the displacement of the narratives that produce the description of curriculum and special education based on time-supported cliches. The theoretical references of the thesis are grounded on multidisciplinary areas and primarily value the pedagogical knowledges composed from the foundations of the institutional and differentiated pedagogy, besides the systemic thought. The Special Educational Assistance is described as a pedagogical device that may operate aiming at the reinvention of the school curriculum, in a unit relationship between curriculum and Special Educational Assistance, so that both ackknowlege that they complement each other. The pedagogical time is described as the capture of the daily occasion for learning production. The formative role of the contexts of the collaborative pedagogical work suggested by the Specialized Educational Assistance is highlighted and strengthened by means of the referral of a theoretical-methodological tool called “community of practice”. As final remarks, the study highlights that, in the normative context of the special education policy, the general guidelines have produced important disruptions over the last two decades, thus supporting the curricular accessibility as a form of production of the relations between Specialized Educational Assistance and regular education. In the practice context, the stories of reinvention and disruption are regarded as difference production or punctual time intervals, requiring continuous documentation to both strengthen and evidence the actions causing inclusive processes in the school contexts. The study also shows that the Specialized Educational Assistance, in articulation with the curriculum, is a powerful means to problematize the classifying and normalizing logic of the practices and processes of identification of the subjects in the school.
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Bourrier, Yannick. "Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUS002/document.
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Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNTNon-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time
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Романовський, Олександр Георгійович. "Теоретичні і методичні основи підготовки інженера у вищому навчальному закладі до майбутньої управлінської діяльності." Thesis, Інститут педагогіки і психології професійної освіти АПН України, 2001. http://repository.kpi.kharkov.ua/handle/KhPI-Press/23394.
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Дисертація на здобуття наукового ступеня доктора педагогічних наук за спеціальністю 13.00.04 – теорія і методика професійної освіти. – Інститут педагогіки і психології професійної освіти АПН України, Київ, 2001. Дисертація містить дослідження теоретико-методологічних, організаційних і навчально-методичних аспектів підготовки студентів технічних університетів до майбутньої управлінської діяльності. З урахуванням результатів аналізу структури і соціально-психологічних особливостей професійної діяльності сучасного інженера-керівника та світового досвіду підготовки управлінських кадрів запропоновано методологічні основи педагогічної системи такої підготовки і обґрунтовано її концепцію. Визначено та експериментально підтверджено цілі, принципи й умови ефективного функціонування педагогічної системи. Створено комплекс методичного забезпечення навчально-виховного процесу управлінської підготовки інженерів, яке сприяє реалізації діяльнісно-особистісного підходу.Thesis for the degree of the Doctor pedagogical sciences on a speciality 13.00.04 - the theory and a technique of vocational training. - Institute of pedagogics and psychology of vocational training of the Academy of Pedagogical sciences of Ukraine, Kiev, 2001. The thesis contains research of theoretical, methodological and organizational and methodical aspects of training of students of technical universities to the future administrative activity. In view of results of the analysis of structure and social - psychological features of professional work of the modern engineer-head and world experience of training of the administrative staff methodological bases of pedagogical system of such training are offered and its concept is proved. It is determined and the purposes, principles and conditions of effective functioning of pedagogical system are experimentally confirmed. The complex of methodical maintenance of teaching and educational process of administrative training of the engineers, promoting realization of activity and personal approaches is created.
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Mowett, Kerry D. "Pedagogy: What's my purpose? : an investigation of the impact of the learning community Institute professional activities on pedagogical practices across a rural Catholic Schools system." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/f436a46c95bc4394f337045c97d38c75e6a0d488a048f4c52835a275a3621949/8473806/Mowett_2011_Pedagogy_What_s_my_purpose.pdf.
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The purpose of this study is to report the impact of the pedagogical processes and organisational changes made as a result of professional learning strategies that have been adopted and developed by the Wagga Wagga Catholic Schools Office (CSO) primary schools. Since 1994, more than 95% of primary school teachers of the twenty seven primary schools in the Wagga Wagga CSO system of schools have participated in a targeted and intensive professional learning program called an "Institute". Within each Institute, participant teachers were encouraged to adapt and implement learning community philosophies and strategies under the direction of external consultants. From these activities, a CSO core document, 'Today's Children, Tomorrow's Adults' was developed, which defined the principles and practices for effective learning and teaching to be adopted within all CSO schools. This study investigates how the Learning Communities Institute became a means of effecting educational change. A combination of qualitative and quantitative methodologies was employed to collect data for this research. Teachers, students and parents were provided with an opportunity to reflect, dialogue and comment on their experiences of effective learning and teaching strategies identified in 'Today's Children, Tomorrow's Adults'. The data collected for this investigation indicated that varying degrees of success were observed in pockets across CSO primary schools. Where the Institute experience was followed by spaced, on-site follow-up and professional dialogue with the external consultants over a period of time, teachers became confident and prepared to take risks by embedding the learning and teaching principles and practices of 'Today's Children, Tomorrow's Adults' into their classroom structure and planning. It was also observed that these pockets of success were found in schools where the principal was leading and supporting the school's learning community journey. Additionally it was found that attending an Institute alone does not guarantee educational change. This experience, however, gave participants strong professional support. This was seen in the context of the study to promote collaborative leadership practices which have in time led to substantive educational change within the Wagga Wagga system of Catholic Schools. Change becomes a reality when there was a whole school approach to learning and teaching supported by collaborative leadership practices, structures and encouragement, while at the same time accompanied by system leadership, financial and policy support.
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Salles, Rubens. "Formação continuada com base na pedagogia Waldorf: contribuições do projeto Dom da Palavra." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/1795.
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Previous issue date: 2010-04-12Fundo Mackenzie de Pesquisa
The main purpose of this work is to analyze considerations made by 1st grade elementary school teachers, who took part in the "Dom da Palavra" (PDP) ("Gift of the Word") project - a continual education development project based on the Waldorf Pedagogic Educational System as to how contributions offered by the proposed pedagogic teaching concepts could help them in regard to their usual teaching methods. As a project based on teaching methods for which there are few academic works, we intend to present herein an extract of its main fundamental elements together with its pedagogic and theoretical basis, the special elements that constitutes the project s main directive, as well as the theoretical foundation for all faculty continual learning system. A descriptive and analytical study of quantitative and qualitative nature was chosen. To obtain the necessary data, structured questionnaires, structured interviews with written and audio-recorded statements, as well as videotaped interviews and activities for further analysis and interpretation of data, were used. On each of the five municipalities where the project was implemented, more than 70% of attendance was obtained from the 125 teachers who completed the training course - with 102 teachers present whenever those evaluations were made, which represents 81.6% of the participants. Through this analysis, we believe the positive evaluation made by teachers who took part in program Dom da Palavra , answered its questionnaires and interviews, was based on how the proposed concepts and practices responded to those teachers real needs and helped them solve daily problems at school. In addition, the training model presented, on how continual education of teachers must be carried out, was made in accordance with concepts and proposals by several important and academically acknowledged authors.
Esta pesquisa teve como objetivo analisar como os professores do 1º ciclo do ensino fundamental, que participaram do Projeto Dom da Palavra (PDP) uma intervenção de formação continuada baseada na Pedagogia Waldorf analisaram as contribuições à sua prática pedagógica proporcionadas pelos conceitos e práticas propostos. Sendo uma intervenção baseada numa linha pedagógica sobre a qual há poucos trabalhos acadêmicos, apresentamos nesta dissertação um resumo dos principais fundamentos e o referencial teórico desta pedagogia, e seus elementos que constituem o conteúdo da intervenção, assim como a fundamentação teórica sobre o aprendizado continuado da docência. Optamos por um estudo descritivoanalítico de natureza quantitativa e qualitativa do material coletado. Para o levantamento dos dados foram utilizados questionários estruturados, entrevistas semiestruturadas e depoimentos escritos e gravados em áudio, assim como entrevistas e atividades gravadas em vídeo, para posterior análise e interpretação dos dados. Nos cinco municípios onde o projeto se realizou, participaram 125 professores considerando os que concluíram o curso com mais de 70% de presença e 102 estiveram presentes nos dias em que se fizeram as avaliações do curso, representando 81,6% dos participantes. A análise nos permitiu concluir que o Projeto Dom da Palavra foi avaliado de forma positiva pelos participantes que responderam aos questionários e entrevistas realizados, porque as práticas e os conceitos trabalhados atenderam a necessidades reais dos professores e ajudaram a resolver problemas do dia a dia escolar. Além disso, o modelo de formação realizado mostrou estar de acordo com os conceitos e propostas, de diversos autores importantes e reconhecidos no meio acadêmico, sobre como deve ser realizada a educação continuada de professores.
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Olsson, Anna. "Hur mycket behöver jag plugga för att få godkänt? : Elever i läs- och skrivsvårigheter och speciallärares berättelser om möjligheter och hinder för att nå gymnasiebehörighet." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49900.
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Syftet med föreliggande studie är att genom elever i läs- och skrivsvårigheter och speciallärares berättelser öka förståelsen för möjligheter och hinder att uppnå gymnasiebehörighet. Intressanta övergripande frågor i min studie är vad på micro-, meso-, exo- och macronivå som påverkar elevers möjligheter att uppnå gymnasiebehörighet. Studiens resultat jämförs med tidigare forskning inom ämnet. Tidigare forskning och föreliggande studie visar att ämnet är komplext. Metodansatsen i studien är en kvalitativ forskningsansats. Till datainsamlingen användes semistrukturerade intervjuguider för att inhämta materialet. Fyra gymnasieungdomar som inte uppnådde gymnasiebehörighet och två speciallärare på högstadiet intervjuades. Studiens resultat bekräftar mycket av tidigare forskning. Både möjligheter och hinder framkommer i studien på de olika nivåerna för att uppnå gymnasiebehörighet. Studien visar att skolsjälvbilden formas tidigt hos eleverna och verkar vara något eleverna får kämpa med under sin skoltid. En viss skillnad jämfört med tidigare forskning framkommer. I föreliggande studie ser eleverna främst hinder på organisationsnivå och inte på individnivå.
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Salvaggio, Fabio. "Epistemologia dei sistemi complessi: irreversibilità e memoria." Doctoral thesis, Università di Catania, 2013. http://hdl.handle.net/10761/1372.
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Il lavoro di ricerca su EPISTEMOLOGIA DELLE SOCIETA COMPLESSE: IRREVERSIBILITA E MEMORIA , affronta la tematica dell epistemologia della complessità, una branca della filosofia della scienza inaugurata nei primi anni 70 da Edgar Morin, Isabelle Stengers e Ilya Prigogine, esplorandone le implicazioni storiche e gli esiti mentalistici e sociali.
Partendo dalla teoria del caos, fino al comportamento emergente, alla complessità della comunicazione, al comportamento che i sistemi esibiscono quando sono lontani dall equilibrio termodinamico, viene tracciata una ricostruzione in ambito storico concettuale mossa dall esigenza di impostare un nuovo discorso in termini storico-filosofici intorno all evoluzione del concetto e dell ambito disciplinare dell epistemologia complessa.
La ricerca rileva il nodo di un passaggio epistemologico fondamentale: dalla non-linearità di interazione tra le componenti di un sistema scaturisce l attitudine di questo a esibire proprietà inspiegabili sulla base delle leggi che governano le singole componenti. L indagine si concentra, dunque, sulla dimostrazione di quanto il comportamento emergente sia più facilmente riscontrabile in sistemi di organismi viventi o di individui sociali oppure ancora in sistemi economici ovvero in sistemi 'complicati' dai molteplici gradi di libertà, o anche in contesti molto più elementari, come ad esempio la fisica delle particelle e la fisica atomica. In questa parte del lavoro si indaga il nodo centrale della questione irrisolta della moderna epistemologia della complessità: si può contestare la visione riduzionista in base alla quale ogni conoscenza scientifica deve essere fatta risalire a quella delle leggi che governano le particelle elementari. Usando scale geometriche, al contrario, emergono leggi nuove che, senza violarle, integrano e superano quelle dei livelli precedenti.
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Nilsson, Anders, and Fredrik Pilo. "Animerad film som undervisning : En analys av tre tidstypiska animerade undervisningsfilmer." Thesis, University West, Department of Economics and IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2536.
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Syftet med arbetet är att identifiera och lyfta fram ett antal riktlinjer för den visuella designen av animerad bild som används i utbildningssammanhang. Vi ämnar också att identifiera vilka stilelement inom animerad undervisningsfilm som står sig över tid och olika medium. Att belysa de nya kvaliteter och möjligheter som framkommer i och med det digitala mediet. Vi kommer också att titta på hur målgrupp och mottagarkontext påverkar formens uttryck och innehåll.
Vi har med en gemensam analysmodell gjort en kvalitativ analys av tre tidstypiska animerade undervisningsfilmer, Camouflage (1943), Den Vidunderliga Världshistorien (1993) och Gutten og Torsken (2007) som alla använder sig av humor som en förstärkning av lärandet.
Genom analysen har vi kunnat identifiera stilelement så som användandet av stereotyper och metaforer, konstaterat hur innehåll och uttryck till stor del påverkats av målgrupp och mottagarkontext men även av gällande distribution och tekniska möjligheter.
The purpose of this work is to identify and highlight a couple of guidelines for the visual design of an animated film to be used in an educational context. We also seek to identify style elements in animated educational film that persist through time and different medium. Also to highlight new qualities and opportunities that come with the digital medium. Finally we will also look at how the audience and reception context effects and shape the expression and content of an educational movie.
With a fixed analytical model we have made a comparative qualitative analysis of three period-characteristic animated educational films, Camouflage (1943), Den Vidunderliga Världshistorien (1993) and Gutten og Torsken (2007) which all use humor to enhance the learning.
Through this analysis we have been able to identify style elements such as the use of stereotypes and metaphors, noted how the content and expression is largely influenced by the audience and receiver context but also of the distribution and technical capabilities.
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Marescot, Vanessa. "Dispositifs pédagogiques innovants à l’université. Diversité méthodologique pour le recueil et l’analyse de l’expérience des usagers : étude du cas NCU PRéLUDE." Electronic Thesis or Diss., Valenciennes, Université Polytechnique Hauts-de-France, 2023. http://www.theses.fr/2023UPHF0036.
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Ce travail doctoral a pour objectif de questionner l’expérience vécue par les usagers dans les dispositifs pédagogiques innovants mis en place à l’université. En effet, les différentes vagues de massification de l’accès au supérieur ont introduit une diversification du public étudiant dont la réussite est devenue une priorité. Les discriminants de la réussite sont nombreux, et les facteurs contextuels, dont les pratiques pédagogiques des enseignants en font partie. Ainsi, la transformation pédagogique et numérique est au cœur de différents appels à projet visant à soutenir financièrement l’université dans ses évolutions. Le mode de fonctionnement compétitif des appels à projet et l’émulation qu’il insuffle, fait émerger des propositions de dispositifs de plus en plus innovants. A l’autre bout de la chaîne, des acteurs mettent en œuvre, expérimentent et vivent ces dispositifs sur le terrain. L’objet de ce travail de recherche est d’interroger les acteurs et notamment les étudiants sur leur vécu dans ces innovations pédagogiques, dans le cadre du projet PRéLUDE, un des lauréats du PIA 3 Nouveaux Cursus Universitaires. La recherche est abordée suivant une approche constructiviste, dans une démarche inductive. Elle a utilisé des méthodes de recueil variées : questionnaires, entretiens semi-directifs, entretiens Repertory Grid complétés par une collecte documentaire et l’observation participante. Ces méthodes ont produit des données quantitatives et qualitatives, analysées avec des méthodes quantitatives et qualitatives. Cette diversité méthodologique permet d’analyser l’expérience vécue par les usagers, questionnant ainsi le processus de design à la fois dans l’adéquation de l’idéation aux usagers et dans la mise en œuvre effective du projet idéelThe aim of this doctoral work is to examine the experience of users of innovative teaching methods introduced at university. The various waves of massification of access to higher education have led to a diversification of the student population, whose success has become a priority. There are many factors that determine success, including contextual factors such as teaching practices. As a result, educational and digital transformation is at the heart of various calls for projects aimed at providing financial support for the university's development. The competitive nature of these calls for projects and the emulation they engender give rise to increasingly innovative proposals. At the other end of the chain, those involved implement, experiment with and experience these schemes on the ground. The aim of this research project is to question the players, and in particular the students, about their experience of these educational innovations, as part of the PRéLUDE project, one of the winners of the PIA 3 New University Curricula programme. The research is based on a constructivist, inductive approach. It used a variety of data collection methods: questionnaires, semi-structured interviews, Repertory Grid interviews, supplemented by documentary research and participant observation. These methods produced quantitative and qualitative data, analysed using quantitative and qualitative methods. This methodological diversity makes it possible to analyse the experience of users, thus questioning the design process both in terms of how the ideation is adapted to users and in terms of the actual implementation of the ideal project
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Arnold, Julie L. "Building linguistic subject knowledge for writing instruction: Teacher responses to professional learning." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127244/1/Julie_Arnold_Thesis.pdf.
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This study contributes to knowledge about teacher professional learning, in particular a theorisation of the process of turning linguistic subject knowledge into effective pedagogy for writing. The research project explored teacher responses to professional learning about language in the Australian Curriculum: English, Year 10. Systemic functional linguistics provided a framework for collaborative decision-making about specific professional learning needs. Design-based research methodology provided insight into how teachers' developing knowledge base influenced decisions about the planning and delivery of writing instruction. Further, Lee Shulman's approach to pedagogical reasoning and action supported an analysis of teachers' accounts of the decisions they made.
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Perez, Silvia Maria. "Ingressantes na licenciatura em pedagogia do sistema UAB/UFSCAR : quem são, o que pensam e aprendizagens iniciais." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2294.
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Previous issue date: 2013-01-24Distance Education - DE is a type of education that eliminates communication barriers created by distance and time. Since the experiences encountered reflect the importance of a constant rethinking the type of training provided by DL courses, from professionals involved, especially when it comes to the preparation of study materials, assistance in learning to be used in Distance Education . What is proposed in this research project is to characterize students entering the first class travel distance of Pedagogy of the UAB / UFSCar, identify and analyze concepts related to different aspects of the phenomenon and its educational training processes presented by future educators before the course starts, map the initial learning, as well as difficulties and ways of coping with future educators in their first experiences with a virtual learning environment of teaching. For the analysis of the research used data from the discipline activities "Distance Learning: Tools and Technologies" of the Faculty of Education of the distance UFSCar classes the second semester of 2007 and first of 2008, the first to be offered by the course. The activities used were the initial questionnaire applied to students at the beginning of the course and reflective diary filled in virtual learning environment during the course of the discipline. To analyze the data from the questionnaire were used to question some issues and objectives of this research and the reflective diary was used to record the learning difficulties and ways of coping of 26 students selected. For the selection of students we used the following criteria: 1. Graduates of the 1st class of each regular polo 2. Daily well configured elements are present in the research question, learning difficulties and ways of coping; 3. 20% of daily chosen in item 2 of each pole of students who have authorized their publication. From an overview of concepts / information / ideas / expectations of future teachers this work explores the start of construction - a process contextualized in training for certification for teaching - the knowledge base for teaching focusing on key aspects related to education and the mode of teaching.
A Educação a Distância - EaD é uma modalidade de educação que elimina as barreiras de comunicação criadas pela distância e pelo tempo. Sendo que as experiências encontradas refletem a importância de um constante repensar na formação proporcionada pelos cursos de EaD, por parte dos profissionais envolvidos, principalmente quando se trata da elaboração de materiais de estudo, de auxilio a aprendizagem a serem utilizados na Educação a Distância. O que se propôs neste projeto de pesquisa foi caracterizar os estudantes ingressantes das duas primeiras turmas do curso a distância na Licenciatura em Pedagogia da UAB/UFSCar, identificar e analisar concepções relacionadas a diferentes aspectos do fenômeno educacional e seus processos formativos apresentados por futuros pedagogos antes do início do curso, mapear as aprendizagens iniciais, bem como dificuldades e formas de enfrentamento de futuros pedagogos em suas primeiras experiências com um ambiente virtual de aprendizagem da docência. Para a análise da pesquisa utilizou-se dados de atividades da disciplina Educação a Distância: Instrumentos e Tecnologias do curso de Pedagogia a distância da UFSCar das turmas do segundo semestre de 2007 e primeiro de 2008, as duas primeiras a serem oferecidas pelo curso. As atividades utilizadas foram o questionário inicial aplicado aos estudantes no início do curso e o diário reflexivo preenchido no ambiente virtual de aprendizagem durante o transcorrer da disciplina. No questionário utilizou-se algumas questões relacionadas à questão e objetivos da presente pesquisa e no diário reflexivo o registro das aprendizagens, dificuldades e formas de enfrentamento de 26 estudantes selecionados. Para a seleção dos estudantes utilizou-se do seguinte critério: 1. Concluintes das duas primeiras turmas de cada polo; 2. Diários bem configurados em que estejam presentes elementos da questão de pesquisa, aprendizagens, dificuldades e formas de enfrentamento; 3. 20% dos diários escolhidos no item 2 de cada polo de estudantes que autorizaram a sua utilização. A partir de um panorama sobre concepções/informações/ideias/expectativas dos futuros professores esse trabalho explora o início da construção - contextualizada em um processo de formação para certificação para a docência - da base de conhecimento para a docência focalizando principais aspectos relacionados à educação e à modalidade de ensino.
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Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
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Budnikienė, Agnė. "M. Montesori sistemos taikymas konfliktų mokykloje sprendimui ir valdymui." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20061212_182910-76462.
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Šiame darbe siekta išanalizuoti M. Montesori sistemos ugdymo įtaką konfliktų sprendimui Lietuvos montesorinėse ikimokyklinio ir pradinio ugdymo įstaigose. Siekiant šio tikslo, išnagrinėta M. Montesori pedagoginio metodo samprata, aptarti pagrindiniai teoriniai pedagoginės sistemos ir ugdymo ypatumai, palygintos tradicinės ir M Montesori ugdymo sistemos struktūra ir mokymo procesai, kurie įtakoja bendravimo ir konfliktų sprendimo kultūrą. Analizuojant M. Montesori pedagoginės sistemos įtaką konfliktiškumui Lietuvoje, bandyta nustatyti, aktualiausias šiuo metodu dirbančiose institucijose, problemas, atskleisti efektyviausius konfliktų sprendimo būdus ir pozityvių pedagoginių santykių kriterijus bei bendradarbiavimo pobūdį pedagogų kolektyve. Darbe aptariamos pedagoginių konfliktų atsiradimo priežastys, kylančios M. Montesori metodu dirbančiuose darželiuose ir pradinėse mokyklose. Tyrimo duomenų analizė parodė, kad ši sistema yra pakankamai realizuota Lietuvoje, tačiau kai kurios vaikų konfliktų priežastys visiškai neatitinka M. Montesori vaiko ugdymo filosofijos. Todėl galima teigti, kad laisvės idėja ir formuojamų moralinių vertybių sampratos ugdymas gali būti ne tik vienas iš svarbiausių M. Montesori pedagoginės sistemos principų, bet ir konfliktų sprendimo būdų. Apibendrinant galime teigti, jog tinkamas bendravimo ir bendradarbiavimo įgūdžių formavimas padės vaikams ieškoti įvairių konfliktų sprendimo būdų.This study seeks to analyse an influence of M.Montessori education system on the solution of the conflicts in Lithuania Montessori preschool and primary education institutions. To achieve this, M.Montessori pedagogy method concept had been analysed; major theoretical features of the pedagogical system and education had been discussed; the traditional and Montessori education system structure and teaching processes that influence the culture of interaction and conflict solution had been compared. In the analysis of an influence of the Montessori pedagogical system on the conflicts in Lithuania the goal was to identify the most actual problems in the currently acting institutions, reveal the most effective ways of conflict solution and the positive criteria of the pedagogical relations and the nature of cooperation in the pedagogical collective. This study discusses the sources of the pedagogical conflicts that are found in the montesori kindergartens and primary schools. An analysis of the research material showed that this system is quite well implemented in Lithuania, though some sources of the conflicts among the children were totally inadequate to M.Montessori child education philosophy. Thus it could be stated that the idea of freedom and the development of the concept of the formed moral values could not only be one of the most important principals of the Montessory pedagogical system, but also act as conflict solution. Generalizing this, it could be stated a proper... [to full text]
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Holmberg, Lina. "Effekten av chunking och association vid inlärningen av kinesiska tecken." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28453.
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Learning Chinese characters is challenging for many people, especially for those who were not born in Chinese-speaking countries. Applying the theory of chunking, constructing stories containing compound characters as mnemonic techniques to form associations within the learners, this study examines if this method can facilitate immediate learning and retention of Chinese characters. A case study strategy is adopted and a native language teaching class of Chinese in Sweden with six pupils is chosen as the case. Six participants were divided into an experimental group and a control group. The participants in the experimental group learned Chinese characters with the method of chunking and association, while the control group learned characters with the stroke order. The tests results indicated that the experimental group received better results than the control group, especially in the character tests. The experimental group used chunking, radicals and associative interpretations as strategies in the character and meaning tests. The control group on the other hand passed the meaning tests very well. Surprisingly, the control group also used associative interpretation and only scored lower than the experimental group by a small margin in the meaning tests. The experimental group experienced that chunking a character into its corresponding chunks and radicals facilitates the memorization of characters. Consequently, this case study concludes that the method of chunking and association is beneficial for the understanding and learning of Chinese characters. This case study also concludes that the knowledge of the method of chunking and association can improve the learning of the meaning of characters.
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Bendedouch, Faouzia Boulfekhar. "Conception et réalisation d'un système d'apprentissage des protocoles de communication assisté par ordinateur : système d'aide à la mise au point des protocoles." Toulouse 3, 1987. http://www.theses.fr/1987TOU30010.
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Le systeme developpe constitue un outil pedagogique permettant a des etudiants de tester et de mettre au point des protocoles. Il autorise une experimentation simulee de ces derniers dans un cas de figure choisi par l'utilisateur et offre en outre, dans un contexte graphique, une assistance a la recherche d'erreurs comportant notammant, la possibilite d'une execution pas a pas. L'aspect mise au point des protocoles est aborde et un certain nombre de fonctions assistant l'utilisateur dans la recherche d'erreurs sont decrites
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Varughese, James. "The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms / Varughese J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7286.
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In South Africa, Science and Technology Education faces many problems. Insufficient numbers
of Science and Technology teachers, inadequate in–service training, large classes, instruction
with the aim of narrowly orienting students towards examination passes an insufficient
integration of technology in the curriculum, and insufficient physical infrastructure dominates
the list. The Department of Education envisages the use of ICT as a tool for learning
and teaching. ICT has the potential to improve the quality of education and training. If adequate
resources are available, and teachers have confidence in the usefulness of ICTs, then
the integration of Information and Communication Technology (ICT) may improve the teaching
and learning of Mathematics and Science.
A review of the literature indicated that the deployment of ICT resources alone will not bring
about desirable pedagogical practices in the classroom. There exists a need for interventions
that will enhance ICT pedagogical practices in South Africa. The following main research
questions were formulated:
What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in
South African classrooms?
How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as
the support they receive, influence their pedagogical practices?
What is the Principal’s role in promoting the emerging pedagogic practices using ICT in
South African classrooms?
This research comprises a secondary data analysis of the SITES 2006 South African data
base. The population and sample for this study was based on the South African grade 8
Mathematics and Natural science teachers. In SITES 2006, the samples comprised more
than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine
provinces in South Africa, 25 strata were created to secure fair representation of the population
with 666 Mathematics teachers and 622 Natural Science teachers.
Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to
investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical
practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper
on e–Education policy. Statistical analysis using Statistical Package for Social Sciences
was used to address the research and sub–questions. The study found that South African
Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the
international literature study.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
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Granath, Amanda, and Malin Hanak. "Strategier för att använda en lärplattform : Vid planering och genomförande av en distanskurs." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30904.
Full textAbstract:
Flera lärosäten erbjuder distansutbildningar, det betyder att någon typ av webbaserat verktyg används. Verktyget, en så kallad lärplattform, fungerar som ett stöd för lärande, undervisning, administration samt kommunikation genom olika funktioner. En lärplattform är kopplingen mellan lärare och studenten i en distanskurs. Tidigare forskning visar på att det finns bristande kunskaper i att planera och genomföra en distanskurs med stöd av en lärplattform bland lärare. Forskning kring lärares teknikkunskaper, färdigheter samt användandet av en lärplattform bland högre utbildning är låg och behöver forskas vidare på. Studien undersöker vilka befintliga funktioner i en lärplattform lärarna väljer att använda för att planera och genomföra en distanskurs. Där syftet med studien är att få en förståelse för vilka strategier lärare använder för att planera och genomföra en distanskurs med stöd av en lärplattforms befintliga funktioner. Studien utgick från en kvalitativ interpretativ ansats där datainsamlingsmetoden semistrukturerade intervjuer genomfördes. Sju lärare på Högskolan i Halmstad intervjuades individuellt. För att analysera empirin skapades en kodbok med litteraturdrivna kodord ur ett teknopedagogiskt perspektiv. Svaret på studiens frågeställning är att lärare använder huvudsakligen tre olika strategier för att planera och genomföra en distanskurs med stöd av en lärplattform.Several universities offer distance education, which means that they use some type of web-based tool. The tool, known as a Learning Management System (LMS), acts as a support for learning, teaching, administrating and communicating through different features. The LMS is the connection between teacher and student, a platform used to distribute course material and to communicate. Previous research shows that there is a lack of knowledge among teachers on how to plan and implement a distance education with the support of a LMS. The knowledge about LMS usage in practice at higher education are low and needs to be researched further. The study examines the existing features of a LMS that teachers choose to use, to plan and implement a distance education course. The purpose of this study is to gain an understanding of which strategies teachers use when planning and implementing a distance learning course with the support of a LMS existing features. The study used a qualitative interpretive approach in which the data collection method, semi-structured interviews were conducted. Seven teachers at Halmstad interviewed individually. To analyze the empirical data a codebook was created with literature oriented code word from a technological pedagogical perspective. The answer to the study's question is that teachers mainly use three different strategies to plan and implement a distance learning course with the support of a LMS.